MONTESSORI EDUCATION PROVIDES BETTER OUTCOMES THAN TRADITIONAL METHODS, STUDY INDICATES

                                                     Angeline Lillard

September 29, 2006 

·                                 Fariss Samarrai, farisss@virginia.edu

Sept. 29, 2006 -- A study comparing outcomes of children at a public inner-city Montessori school with children who attended traditional schools indicates that Montessori education leads to children with better social and academic skills.

The study appeared in the Sept. 29, 2006 issue of the journal Science.

Montessori education is characterized by multi-age classrooms, a special set of educational materials, student-chosen work in long time blocks, a collaborative environment with student mentors, absence of grades and tests, and individual and small group instruction in academic and social skills. More than 5,000 schools in the United States, including 300 public schools, use the Montessori method.

The Montessori school studied is located in Milwaukee and serves urban minority children. Students at the school were selected for enrollment through a random lottery process. Those students who “won” the lottery and enrolled at the Montessori school made up the study group. A control group was made up of children who had “lost” the lottery and were therefore enrolled in other schools using traditional methods. In both cases the parents had entered their children in the school lottery with the hope of gaining enrollment in the Montessori school.

“This strategy addressed the concern that parents who seek to enroll their children in a Montessori school are different from parents who do not,” wrote study authors Angeline Lillard, a University of Virginia professor of psychology, and Nicole Else-Quest, a former graduate student in psychology at the University of Wisconsin. This was an important factor because parents generally are the dominant influence on child outcomes.

Children were evaluated at the end of the two most widely implemented levels of Montessori education: primary (3- to 6-year-olds) and elementary (6- to 12-year-olds). They came from families of very similar income levels (averaging from $20,000 to $50,000 per year for both groups).

The children who attended the Montessori school, and the children who did not, were tested for their cognitive and academic skills, and for their social and behavioral skills.

“We found significant advantages for the Montessori students in these tests for both age groups,” Lillard said. “Particularly remarkable are the positive social effects of Montessori education. Typically the home environment overwhelms all other influences in that area.”

Among the 5-year-olds, Montessori students proved to be significantly better prepared for elementary school in reading and math skills than the non-Montessori children. They also tested better on “executive function,” the ability to adapt to changing and more complex problems, an indicator of future school and life success.

Montessori children also displayed better abilities on the social and behavioral tests, demonstrating a greater sense of justice and fairness. And on the playground they were much more likely to engage in emotionally positive play with peers, and less likely to engage in rough play.

Among the 12-year-olds from both groups, the Montessori children, in cognitive and academic measures, produced essays that were rated as “significantly more creative and as using significantly more sophisticated sentence structures.” The Montessori and non-Montessori students scored similarly on spelling, punctuation and grammar, and there was not much difference in academic skills related to reading and math. This parity occurred despite the Montessori children not being regularly tested and graded.

In social and behavioral measures, 12-year-old Montessori students were more likely to choose “positive assertive responses” for dealing with unpleasant social situations, such as having someone cut into a line. They also indicated a “greater sense of community” at their school and felt that students there respected, helped and cared about each other.

The authors concluded that, “…when strictly implemented, Montessori education fosters social and academic skills that are equal or superior to those fostered by a pool of other types of schools.”

Lillard plans to continue the research by tracking the students from both groups over a longer period of time to determine long-term effects of Montessori versus traditional education. She also would like to replicate the study at other Montessori and traditional schools using a prospective design, and to examine whether specific Montessori practices are linked to specific outcomes.

Lillard is the author of “Montessori: The Science Behind the Genius.” More information is available at: http://www.montessori-science.org/.

Sex education And Montessori schools

                                 We recently a request from UNFPA a United Nations subsidiary organization dedicated to delivering a “world where every pregnancy is wanted, every childbirth is safe and every young person’s potential is fulfilled.”

    Thailand, along with many countries around the world, including developed countries, has many problems to overcome before these aims can be achieved.

     

      One of the ways of improving the situation, of course, lies in how sex education is undertaken in schools. UNFPA therefore created a questionnaire on how schools dealt with this topic. We were pleased to complete the questionnaire.

       It became very obvious that the questions were very narrowly focused on teaching methodologies and curriculum issues. While these are important, if other more important fundamental issues are not addressed, then addressing these issues could be too late.

For a Montessori school we look at developing the whole child. No matter what the subject, whether it is mathematics, reading or sex education, we have to address the whole child. Before a child can address a simple addition exercise the child has to learn how to prepare themselves in correct attitude and respect for the teacher and the materials. They learn how to sit properly, and so on.  In Montessori terminology this comes under the heading of Grace and Courtesy and throughout the child’s schooling and assessment is a major part of a teachers focus.  From kindergarten onwards and throughout the school, a child will therefore, at all times develop a respect for other people and they learn how to interact with other children.

 Throughout their school life a Montessori school will develop a sense of respect for other students and a sense of independence in their work. An adage in Montessori  education is “ Respect The Child”: If a child is treated with respect at all times it will only be natural that in turn a child will respect others.  It is for this reason that many Montessori schools will not accept students that do not have a foundation in a Montessori Kindergarten.  The point is that by the time a child is ready to learn about adult matters they are already prepared fundamentally to accept adult information.

  We are not, however, suggesting that children are always perfect in a Montessori  school, but that a Montessori school  provides an environment  that encourages the qualities that allows them to be caring children, teenagers and adults. Obviously sex education need to be introduced at a suitable age and with appropriate methodology.  It can be seen that our school believes that it must be part of a philosophy that respects individuals at a fundamental level and not simply paying lip service to the idea.

Peace Day at Rawai Progressive International School Phuket : MHP ( Now )

MHP ( Now) Rawai Progressive School eco-event in Phuket

MONTESSORI PHUKET CHRISTMAS PARTY 2015

MONTESSORI PEACE DAY 2016

RPIS 2009 Glenns Video for youtube

MONTESSORI PEACE DAY 2016

Questions about Montessori ?

Questions about Montessori ?

When you search “ Thailand Montessori Schools “  You will found the picture above. 

   

         Recently we were contacted by” South East Globe” a regional English Language magazine.    They are producing an “October Education Special”.  They wanted to include Montessori education information and so due to our prominent experience in the region in this field, turned to us for some answers.  They asked us a number of pertinent and very specific questions that would be of interest to parents in the region. We thought that many of our parents may be interested also, along with our answers:  I have therefore listed some of them below. Our Answers are from our fifteen years experience providing a Montessori experience on Phuket Island.

QUESTION: In recent years, has there been greater interest in Montessori schooling in Thailand?

ANSWER : Yes, There are now Montessori schools in most areas of the country particularly in areas with expatriate residents.

QUESTION: If so, what do you believe to be the main reasons behind this?

ANSWER :  Throughout the world there is a desire for a better method of education than provided by traditional schools. This applies to both expats and Thai locals. Montessori schools in general have a
good record of success and meet the needs for a more child centered education.

QUESTION: What kind of support has the Ministry of Education given to the Montessori movement?

ANSWER :  The Thai Government has proven sufficiently flexible to give licenses to Montessori schools and during assessments have an understanding of the different approach to education provided by

Montessori schools. Its main concern, however, is with providing an efficient school system for the Thai citizens in general.

QUESTION: How closely does the Montessori House Phuket stick to Maria Montessori's original methods and philosophies?
    Do you embrace technology for example? And do you know if other schools in Thailand differ - and if so, do you believe they should be allowed to call themselves Montessori schools?

ANSWER  : If we can use the word 'Pure' to describe a school which closely follows the Montessori Philosophy then I would describe ourselves as being as pure as we can be. One of the most fundamental criteria for assessing this is the qualifications and training of the teacher, which is fundamentally different from the training of a traditional school teacher. There are a number of accreditation institutes and they each vary but not by much. Also we have a full set of Montessori materials again essential in describing a Montessori school as pure.

     Another factor is the expectation of the parent. If a parent has no understanding of the Montessori system and puts a child in a Montessori system and expects it have the same outcomes and systems as a traditional school, then you may expect some criticism from some parents. Sometimes however, these parents are pleasantly surprised by the results if they give the system a chance.
     It is also true that some schools may be attracted to some aspects of The Montessori system without fully understanding it, or maybe they only use aspects of the system in the kindergarten. To be called a Montessori school then I believe they should endeavor to fully embrace the system.
  Concerning technology I am assuming you mean information technology. In this case we feel that for young children they need to develop all their senses including touch and learning from real objects. They have plenty of time to develop computer skills at an older and more appropriate age, which we are happy to do.

QUESTION: How does the Montessori Method fit in with Thai culture?

ANSWER : Thailand has a Buddhist tradition which promotes inner peace which complements the Montessori Philosophy very well.

Schools in Finland and Montessori Schools

     Finland has a unique education system and is regularly the top performing nation in terms of education. I would like to point out how their system is similar to the Montessori system. I have added comments to an excellent article to illustrate this. Thank you.

John

Montessori House Phuket 

International School

       

    Sydney Morning Herald    
                                                                                  MARCH 26 2016

    This is why Finland has 
                                  the best schools

·                                 William Doyle

The Harvard education professor Howard Gardner once advised Americans, "Learn from Finland, which has the most effective schools and which does just about the opposite of what we are doing in the United States."

Following his recommendation, I enrolled my seven-year-old son in a primary school in Joensuu. Finland, which is about as far east as you can go in the European Union before you hit the guard towers of the Russian border.

OK, I wasn't just blindly following Gardner - I had a position as a lecturer at the University of Eastern Finland for a semester. But the point is that, for five months, my wife, my son and I experienced a stunningly stress-free, and stunningly good, school system. Finland has a history of producing the highest global test scores in the Western world, as well as a trophy case full of other recent No. 1 global rankings, including most literate nation.

In Finland, children don't receive formal academic training until the age of seven. Until then, many are in day care and learn through play, songs, games and conversation. Most children walk or bike to school, even the youngest. School hours are short and homework is generally light.

 The Montessori School system is similar but in fact goes one step further in that special materials have been developed that intrigue children and lead them along a path of academic understanding in a natural manner.  In kindergarten material are very concrete using the five basic.  In lower elementary  the materials become more abstract or shall we say more idea based: to upper elementary where book learning predominates, but still with respect to the individual’s natural learning pace and personality……..

Unlike in the United States, where many schools are slashing recess, schoolchildren in Finland have a mandatory 15-minute outdoor free-play break every hour of every day. Fresh air, nature and regular physical activity breaks are considered engines of learning. According to one Finnish maxim, "There is no bad weather. Only inadequate clothing."

If you take a look at our building infrastructure it is designed to be an integral part of our natural surroundings, where trees and bushes seem to be a part of the classroom. Our classrooms are naturally cool with naturally circulating fresh air which helps maintain a healthy environment for the students

One evening, I asked my son what he did for gym that day. "They sent us into the woods with a map and compass and we had to find our way out," he said.

Finland doesn't waste time or money on low-quality mass standardised testing. Instead, children are assessed every day, through direct observation, check-ins and quizzes by the highest-quality "personalised learning device" ever created - flesh-and-blood teachers.

Once  again this belief in direct observation rather than standardized testing  conforms with Montessori Philosophy which was established so long ago and is more and more relevant today.….

In class, children are allowed to have fun, giggle and daydream from time to time. Finns put into practice the cultural mantras I heard over and over: "Let children be children," "The work of a child is to play," and "Children learn best through play."

Two well-known Montessori quotes are  ”Respect the Child “  and  “Follow the Child”   Montessori philosophy maintains that a quiet, work inducing atmosphere be maintained at all times. However this is a natural outcome from children being involved in their work rather than being enforced by teacher control. The Montessori teacher learns to be aware of each child’s needs both from a learning point view and emotionally.

The emotional climate of the typical classroom is warm, safe, respectful and highly supportive. There are no scripted lessons and no quasi-martial requirements to walk in straight lines or sit up straight. As one Chinese student-teacher studying in Finland marvelled to me, "In Chinese schools, you feel like you're in the military. Here, you feel like you're part of a really nice family." She is trying to figure out how she can stay in Finland permanently.

In Finland teachers are the most trusted and admired professionals next to doctors, in part because they are required to have a master's degree in education with specialisation in research and classroom practice.

"Our mission as adults is to protect our children from politicians," one Finnish childhood education professor told me. "We also have an ethical and moral responsibility to tell businesspeople to stay out of our building." In fact, any Finnish citizen is free to visit any school whenever they like, but her message was clear: Educators are the ultimate authorities on education, not bureaucrats, and not technology vendors.

Finland delivers on a national public scale highly qualified, highly respected and highly professionalised teachers who conduct personalised one-on-one instruction; manageable class sizes; a rich, developmentally correct curriculum; regular physical activity; little or no low-quality standardised tests and the toxic stress and wasted time and energy that accompanies them; daily assessments by teachers; and a classroom atmosphere of safety, collaboration, warmth and respect for children as cherished individuals.

One day last November, when the first snow came to my part of Finland, I heard a commotion outside my university faculty office window, which is close to the teacher training school's outdoor play area. I walked over to investigate.

The field was filled with children savouring the first taste of winter amid the pine trees.

"Do you hear that?" asked the recess monitor, a special education teacher wearing a yellow safety smock.

"That," she said proudly, "is the voice of happiness."

 It is interesting that a system and the priciples of education it promotes  that has been succesfully established for so long, is finally being are being recognized and vindicated by present day practice

William Doyle is a 2015-2016 Fulbright scholar and a lecturer on media and education at the University of Eastern Finland.

http://www.montessori-thailand.com/summer-program-2016/