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Montessori |
Traditional |
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Emphasis is on cognitive structures and social development |
Emphasis is on rote knowledge and social conformity |
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Teacher has unobtrusive role in classroom activity;
child is an active participant in learning |
Teacher has a dominant role in the classroom, is center of classroom as "controller",
while child is a passive participant in learning |
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Environment and method encourage internal discipline
(discipline is becomes a natural choice) |
Teacher is primary enforcer of external discipline
(discipline imposed from outside) |
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Individual instruction takes precedence over group
instruction. Each student's learning style is respected
and followed |
Mostly group instruction, conforming to a set curriculum
taught according to the adult's teaching style, and to
which all children must equally conform |
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Mixed age grouping, usually spanning three years, in
some cases, even more |
Same age grouping |
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Grouping encourages children to help each other, teach and
collaborate while respecting individuality |
Most teaching is done by the teacher and collaboration
is in many cases discouraged |
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Child chooses own work according to interests and
abilities, following her own individual needs |
Curriculum is structured for the children, uniformly,
paying little attention to each child's interests and
individuality |
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Child discovers and formulates own concepts from self-teaching,
self-correcting
materials, with minimal adult intervention |
Child is guided to concepts by the teacher and in most
cases concepts learned by heart, but not understood |
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Child works as long as s/he wishes on any chosen project,
repetition being not only allowed but understood as a
need, and is never interrupted while at work |
Child is generally allotted a specific timeframe for work,
never having a chance to truly concentrate because of
continuous interruptions and interference from adults |
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Child sets own learning pace as needed to internalize
information, understand it and build upon it |
Instruction pace is usually set by group norm, teacher
and curriculum regardless of child's needs |
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Child spots own errors through feedback received from
self-correcting materials, with what is called "control
of error". Work is not graded. |
The child's work is assessed, corrected and
graded. Errors are marked and pointed out by
the teacher |
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Child reinforces own learning through repetition of work,
internal feelings of success, and understanding of
principles each material evidences |
Learning is reinforced externally by rote repetition,
rewards and punishments (albeit veiled or hidden),
seeking to create conditioning and conformity |
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Multi-sensory materials for physical exploration are not
only freely available and accessible but also created to
meet specific needs children may have |
If available, materials for sensory development are mere
toys and do not lead child to understanding of specific
concepts |
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Organized program for learning care of self and
environment, both in a limited (classroom) and broad
(the world) sense |
Less emphasis of self-care instruction and environment
maintenance and care |
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Child can work where s/he chooses to and feels
comfortable, having the freedom to move around, talk at
will (but without disturbing the work of others), and group work is
voluntary, negotiable and spontaneous (self-initiated
rather then adult suggested or enforced) |
Child usually is assigned a fixed chair and desk, and
asked to sit still and listen to group lessons and
presentations. Group work and activities are organized
by the teacher and children expected to take part even
if unwilling, shy or uncomfortable |
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Programs, lectures and workshops are organized to help parents understand the
Montessori philosophy and participate in the learning
process. Close cooperation between school and home |
Voluntary parent involvement if any. In many cases,
teachers expect parents to not get involved and let
experts do their job without questioning |
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High sense of community purpose and dedication to social
and altruistic causes, the school being seen as a family
working hand in hand with the children, their parents or
caretakers, employees and staff |
School operating as a mere business, or a place where
character is molded into shape, often with little
dialogue or concern for individuality |
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Education for Peace promotes understanding, dialogue,
and conflict resolution through discussion, encouraging
differences, accepting and respecting personal and group
individuality |
Education promotes aggressive, competitive behavior,
based on the winner/looser dichotomy, often promoting,
even if in subliminal ways, hanger and ostracism |
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