Turning Education Inside-Out: Confessions of a
Montessori Principal

Dempsey, J. (2016). Turning education inside-out: Confessions of a Montessori Principal Plantation, FL: J. Ross Publishing

A Short Biography of Dr. Maria Montessori
*born 1870 in Italy*parents wanted her to be a teacher*she enrolled in engineering and math school at 13*attended University of Rome, studied math, physics and science*received Doctorate in Medicine*studied mentally impaired children: created learning tools that helped them achieve knowledge*studied philosophy and psychology *opened house for troubled children ages 3-7 in 1907*saw children transform as they followed their inner drive to learn*opened schools and training centers and shared her philosophy until her death in 1952

Montessori Philosophy

A WHOLE CHILD APPROACH TO EDUCATION THAT ENCOMPASSES INTELLECTUAL, EMOTIONAL,
PHYSICAL, AND SPIRITUAL Growth of the student

CLASSROOM

• Hands-on activities
• Student-led lessons and timeframes
• 3 year age brackets
• Sensory-rich environment
• Teacher called directress or guide
• Children learn self-discipline
• Conflict resolved through conversation

Parental involvement and support of the program is important. At home, parents should encourage independence, teach basic social skills and provide a safe environment for exploring and learning.

Infant/Toddler Years

sensitive periods of greatest learning*explore with senses
*hands-on materials in safe environment*real-life experiences*music and movement*vital outdoors time
*native language acquisition is focus

EARLY CHILDHOOD AGES 3-6

Children thrive with routine, discover with senses; Practical Life skills: dressing, cleaning, food prep, self-care, gardening, art, movement. Language, math, cultural studies, science, and music are introduced.

Elementary-ages 6-12

Study of universe as whole and interconnected parts. Group work and collaboration.
Concrete hands-on with beginnings of abstract thought.
Public speaking.
Field trips.
Community service.

ADOLESCENT YEARS

ADOLESCENT YEARS IN MONTESSORI

• High emotion, overly sensitive
• Rash reactions, high drama
• Question everything, take everything personally
• Students focus on social issues-need help refocusing on academics
• Activities include: working with nature, gardening, trips interacting with community, student-led projects and studies, managing time, organizing, leading meetings, academics promoting critical thinking

Spirituality and Peace
*not religion based but spiritual
*all have inner guiding spirit
*how we treat others, respect for life, gratefulness, hope for mankind
*live in the moment
*choose positive over negative energy
*interact with nature
*resolve conflict peacefully

Testing and Grades
No grades given
Daily progress observed and marked in detailed reports
Standardized tests given for sole purpose of teaching test taking skills

Technology in Society
Overused at early age alters brain development. Shortened attention span, less creativity, lack of self-control, minimal physical activity, unable to just be.

Technology in Montessori

…None in birth-3 rooms
…Introduced in lower elementary classes for keyboarding, research, and foreign language
…Incorporated into majority of students’ activities in middle school classes

“In addition, our world is facing a multitude of challenges at different levels: environmentally, socially, ethically, politically, and economically. We need young people who have the skills to face unprecedented situations in the world.” (Dempsey, 2016, p 190)

As a future Secondary ELA teacher, this quote tells me that students must be taught much more than facts to succeed in the future. They need to be able to think critically, communicate effectively and speak for what they believe, but be open to see another’s opinion as valid. I will strive for students to have mutual respect for each other. One great tool to encourage this in the classroom is Socratic Seminars.

“The first step toward making healthy choices is to learn more about you. Your perceptions of people, situations, and life itself determine your reactions to all of it. This requires some self-reflection and self-observation on our part.” (Dempsey, 2016, pg.222)

Hoping to teach in middle school grades, this quote addresses the hormonal and emotional upheaval students experience at that age. It is an opportune time to help students discover more about themselves. A multiple intelligences survey is a useful tool and also encouraging students to self-reflect as they study a character in a book. I would also lead discussions about perceptions and reactions of characters in books compared to our own.