There are many differences between Montessori and conventional education. While these differences span the age levels, the Elementary Montessori classroom is unique in additional ways. 

Prepared Environment

We refer to Montessori classroom spaces as prepared environments because they are carefully designed to maximize students’ independence, freedom of choice, and freedom of movement. Unlike traditional classrooms that often use bright colors, posters, and decorations to try and excite children, Montessori classrooms are organized and uncluttered, featuring simple décor such as plants and framed artwork. The environment is calming and draws attention to the beautiful hands-on materials, which are designed to entice the students to engage with them. Everything in the classroom is for the students’ use. You will not see a teacher’s desk or things mounted at adult eye level on the walls. Instead, the room features low, open shelving full of hands-on materials for students’ use. Because Elementary students are more social and often motivated by working with peers, open floor space and group tables support collaborative work.

Independence & Freedom

Throughout the day, students choose work that interests them, taking as much time as they need to complete it. Instead of being asked to sit at assigned desks or tables, students move freely about the classroom, choosing their work, as well as where and with whom they would like to work. Students are encouraged to use problem solving skills to work through challenges and rely on one another for support. Adults do not intervene or interrupt students unless their assistance is needed. Students are offered “freedom with responsibility,” which means they are afforded as much freedom as they can handle responsibly. Elementary students set goals with their Guide and are responsible for recording their work and monitoring their progress toward those goals.

Uninterrupted Work Cycles

In traditional classrooms, a block of time is allotted for each subject, and all students work on the same subject at the same time. In Montessori classrooms, students work during uninterrupted work cycles. During these three-hour blocks of time, students choose when and for how long to work on each activity, which ensures that they have the time to fully understand and complete their work without being interrupted. Many subjects are integrated, with new lessons being offered to students as they are ready for them. At the Elementary level, students have follow up assignments and long term projects, which gives them practice with planning, organizing, and budgeting their time. With support, they gain practice in building these executive functioning skills.

Individualized Instruction

In most traditional schools, a teacher gives direct instruction to the whole class and to groups of students, based on a predetermined curriculum. Children are forced to move at the pace of the group, regardless of whether they already understand the material or need more time to fully absorb it. In Montessori classrooms, lessons are given to individuals and small groups as they are ready for them, regardless of age or grade. In addition, students independently use self-teaching materials and learn from each other. Because students work at their own pace in all different subjects, students are not set up to compete with one another. Instead, students support and collaborate with one another. At the Elementary level there is a great deal of collaborative work. Students learn to negotiate, plan, delegate, advocate, and problem solve through these projects.

Hands-on Learning

You will not see the use of worksheets, rote learning, and textbooks in Montessori classrooms. Instead, students use hands-on manipulatives that are concrete representations of concepts. These materials that appeal to the senses, and offer purposeful, real-life experiences. At the Elementary level, students begin the leap to abstract understanding with some concepts, as they are ready. Upper Elementary students especially are in transition, making the “leap to abstraction” in many areas. Elementary students also begin to learn outside the four walls of the classroom, making real world connections on expeditions called “Going Out.” 

Grace and Courtesy

Many traditional classrooms are adult-centered, with the teacher controlling the classroom and enforcing discipline with the use of rules, rewards and punishments. Montessori classrooms are child-centered. The students agree on a set of community values and all are responsible for upholding their shared agreements. Additional expectations for behavior are taught through Grace and Courtesy lessons. The focus is on the whole child, so lessons that support social and emotional development are considered as important as academic lessons. At the Elementary level, students take even more ownership of their community, using community meetings to communicate concerns and solve problems collaboratively.

Self-Construction

In traditional models of education, teaching is framed around the child’s perspective. (First we learn about our town, our state, our country…) In Montessori education, teaching is framed around a global perspective (the universe, the solar system, our planet, our continent…) At the Elementary level, this is taken even further with what is called the Cosmic Curriculum. Each year begins with the presentation of five Great Lessons which present the universe to the child, providing context for all subsequent lessons. With this broad perspective, students develop thinking of themselves as global citizens. Montessori students know that the ultimate goal of education is not to get good grades, be well behaved, or get into a good college. They grow up knowing a form of education that supports their self construction, which in turn, contributes to the betterment of society.

A group of Greenspring Montessori’s Upper Elementary students are excitedly preparing for the Montessori Model United Nations summit in February. It has been several years since we have been able to send a delegation, so we couldn’t be more excited to be planning to return to New York City in February to participate in this event with Montessori students from around the world. This year’s MMUN conference will take place February 15th though the 18th.

What is MMUN?

MMUN is a program designed to inspire global citizens of all ages. All of the programs focus on solution-building. At conferences, students discuss global crises and negotiate possible solutions with other students from around the world, gaining valuable insights into the intricacies of international collaboration.

How do students prepare for MMUN? 

First, a coordinator must be trained from every participating school. Mr. Mike attended his MMUN Certification Training in October and is taking the lead on preparing our students for the  conference in February.

First, students study the scope, mandates, and history of the UN, including what it can and cannot do. Next, students at each school are assigned a country to represent, based on the size of the group participating. This year, we have eight students participating and our group has been assigned Vatican City, the smallest country in the world! Students research their representative country and prepare country display materials to share during the conference.

Students are also assigned a committee, so they prepare by investigating the committee objectives and assigned topics, including past positions and proposed solutions, regional alliances, and more. They develop a profile of the country they will represent and identify their country’s perspective concerning its policies.

How are the committees and committee topics chosen?

The topics for debate at each conference are aligned with the United Nations Agenda for the year. MMUN selects relevant topics for each committee. Topics are also associated with the 2030 Agenda for Sustainable Development, adopted by the United Nations Member States in 2015 with the 17 Sustainable Development Goals.

MMUN Committees:

DISEC – Disarmament & International Security
ECOFIN – Economic and Financial Affairs Council
HRC – Human Rights Council
SOCHUM – Social, Humanitarian and Cultural
UN WOMEN – UN Entity for Gender Equality and the Empowerment of Women

What actually happens during the conference?

At the MMUN conference in New York City, students from around the world participate in formal multi-day committee sessions as ambassadors of their countries where they work together to draft resolutions which will be shared with the Secretary-General of the UN.

Opening Ceremony

This formal ceremony opens the simulation where students publicly represent their country delegations. The Opening Ceremony begins with a Celebration of Nations, where each country delegation’s flag is represented. School groups also prepare Country Presentations so that all delegations can learn more about the other nations represented.

Committee Sessions

Students participate in a “working session” committee experience with other student ambassadors to learn and practice Rules of Procedure, improve their public speaking and negotiation skills, and make new friends. Taking on an ambassadorial role, students develop a position on each committee topic which will address their country’s needs, and then write position papers.

Social Events

Delegates share world cultures by performing musical numbers, sharing traditional recipes, providing a language demonstration related to either their home country or the country they are representing during the conference.

Closing & Celebration

At the end of the conference, elected Closing Bureaus from all committees present summaries of their work and hear from inspiring speakers. The conference closes with students celebrating together with good music and fun activities!

Stay Tuned!

We will post updates as our students continue their preparation. And of course, we will send photos and news from the conference itself in February!