Structure of a Montessori Environment

Upon first glance a Montessori classroom may not appear to be a structured classroom, however, when one looks more closely the classroom (environment) is a carefully prepared learning environment.   Materials are displayed on the shelves in trays or in baskets.  Each basket or tray contains all the items necessary to complete that activity.  The teacher’s role is to present lessons, record the child’s progress, and introduce new materials as the child has mastered the old.  Children receive a “lesson” from a teacher on each of the learning materials in the classroom.  Once the child has had a lesson they are free to choose that “work” anytime they want.  So, when looking at a Montessori classroom in action you will see children working independently at tables or on small work rugs; as opposed to group, teacher-directed lessons or activities.  This freedom of choice helps children build concentration, become actively engaged in their learning, and builds self esteem. 

In a Montessori classroom the children receive individualized instruction.    The classroom is organized by curriculum areas.  The curriculum areas you will see are:  Language, Math, Geography, Science, Practical Life, and Sensorial.  Language, Math, Geography, and Science are self explanatory; however, Practical Life and Sensorial are Montessori specific.  Practical Life is an area where children learn care of self (dressing, lacing, buckling, tying), care of environment (learning to pour, spoon, scoop, make a snack) through very specific materials.  The Sensorial area is a set of specially designed materials that teach shape, color, and size.  They help children compare and contrast the world around them.  The work in a Montessori classroom is multisensory, sequential and self-correcting, and facilitates the learning of skills and abstract ideas.

During our day the children have a “work cycle” of an hour and a half where they are receiving lessons one-on-one or in small groups and have the opportunity for independent work.  There is also time allotted for gross motor activities, snack and circle time.  Our circle time is great for learning how to take turns, to develop listening skills, and to receive whole group instruction.  We play games, sing songs, and discuss things we’ve learned.

Thank you for taking this Montessori journey with me. I truly believe that a Montessori Pre-School education helps the child to have an excitement for learning and provides a strong foundation.  Please know that my door is always open to you.  I would be happy to answer your questions and talk to you about what is happening in the classroom.  I have found the following book to be a useful guide to understanding the Montessori classroom:  A Parent’s Guide to the Montessori Classroom by Aline D. Wolf