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What does Family Learning Society mean?
The Society is a collective of families in learning, offering Montessori sessions as well as parent education on Montessori practices, thereby building peacefully educating Montessori families.
Is there an agency with whom you are coordinating?
We are a registered society for families in learning. There is no agency till the age of 14 years when children start preparing for Board exams. Students are guided to register for NIOS Board for 10th and 12th std exams as well as A level exams if they are keen to proceed with International Education.
What kinds of study materials are available at your centre?
Students get International Montessori presentations in a well-spaced beautiful environment from the ages 2 years to 12 years. Above 12, they have a variety of disciplines they can choose from and pursue studies beyond writing examinations. They are also frequently taken on field trips.
What ages does Montessori education serve?
There are more Montessori programs around the world for ages 0 to 3, all the way upto 18 years Many infant/toddler programs (ages 2 months to 3 years) exist, Casa ages (3 to 6) as well as elementary (ages 6-12), adolescent Erd Kinder (ages 12-18) which is essentially a farm school with rigorous academic study with life skills.
What kind of higher order thinking skills does Montessori education provide for?
Thinking skills are basically all we do. We speak about passages to abstraction, language for guiding a child from the most concrete to the most general. We ask the children to verbalize what they know. We have them work in groups so that they can negotiate with peers, this aiding their executive functions. Their projects and outdoor experiences help them gather “what if” and real-time understanding of applying whatever is learnt in the classroom.
Is there scientific research done on the studies in relation to neuroscience?
Several researches have happened over the last few decades on the benefits reaped by authentic Montessori education. Dr. Angeline Stoll Lillard and Dr. Steve Hughes have published several scholarly articles on the subject with years of research in the field.
http://www.blog.montessoriforeveryone.com/the-neurology-of-montessori.html gives an overview about the neurology of Montessori education.
What about enabling the child to make cross connections across subject areas in learning?
This will occur the more the teacher guides the child to word problems in mathematics and to history questions, timelines, etc. Literature helps a lot as one can read with reference to flora and fauna in addition to geographical descriptions. Stories of people throughout the ages help children recognize that people think about all kinds of things and need various skills in order to explore.
Is your classroom inclusive?
We make sure we involve all the children. Teaching strategies are mindful of individual differences. Children get opportunities to repeat as they need and support from parents to come over during times of their choice after school to do follow up work. Children who need individualised attention are given guided support by parents collaborating with the teacher.
- The secret of good teaching is to regard the child’s intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming imagination. Our aim therefore is not merely to make the child understand, and still less to force him to memorise, but so to touch his imagination as to enthuse him to his inmost core. We do not want complacent pupils, but eager ones; we seek to sow life in the child rather than theories, to help him in his growth, mental and emotional as well as physical, and for that we must offer grand and lofty ideas to the human mind, which we find ever ready to receive them, demanding more and more. (1973, p. 15-16)
- The child’s mind then will no longer wander but becomes fixed and can work. The knowledge he then acquires is organised and systematic; his intelligence becomes whole and complete because of the vision of the whole that has been presented to him, and his interest spreads to all, for all are linked and have their place in the universe on which his mind is centered.
This can occur because children in the second plane of development reach a psychological state, which permits the view of the thing in its entirety.” (1976, p. 36) This view lets them see that “everything in the universe is interrelated. Thus when the child wants to understand everything, the world, which he has before him, can fill that need.” (1976, p. 36)
- “Human consciousness came into the world as a flaming ball of imagination. Everything invented by man, physical or mental, is the fruit of someone’s imagination. In the study of history and geography we are helpless without imagination, and when we propose to introduce the universe to the child, what but imagination can be of use to us? I consider it a crime to present such subjects as may be noble and creative aids to the imaginative faculty in such a manner as to deny its use, and on the other hand to require the child to memorise that which he has not been able to visualise. These subjects must be presented so as to touch the imagination of the child, and make him enthusiastic, and then add fuel to the burning fire that has been lit”. (Montessori, To Educate the Human Potential, p. 15)
- “Knowledge can best be given when there is eagerness to learn, so this is the period when the seed of everything can be sown, the child’s mind being like a fertile field, ready to receive what will germinate into culture……… If asked how many seeds may be sown, her answer is: As many as possible! “ ( To Educate the Human Potential, 4, 5)
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