Montessori FAQ

For children six and under, Montessori emphasizes learning through all five senses, not just through listening, watching, or reading. Children in Montessori classes learn at their own, individual pace and according to their own choice of activities from hundreds of possibilities. They are not required to sit and listen to a teacher talk to them as a group, but are engaged in individual or group activities of their own, with materials that have been introduced to them 1:1 by the teacher who knows what each child is ready to do. Learning is an exciting process of discovery, leading to concentration, motivation, self-discipline, and a love of learning.

Above age six children learn to do independent research, arrange field trips to gather information, interview specialists, create group presentation, dramas, art exhibits, musical productions, science projects, and so forth. There is no limit to what they create in this kind of thoughtfully guided freedom. There are no text books or adult-directed group lessons or daily schedule. There is great respect for the choices of the children, but they easily keep up with or surpass what they would be doing in a more traditional setting. There is no wasted time and children enjoy their work and study. The children ask each other for lessons and much of the learning comes from sharing and inspiring each other instead of competing.

Multi-age classrooms afford us the luxury of adapting the curriculum to the individual child. Each child can work at their own pace while remaining in the community with their friends and peers. In addition, the multi-age format allows all older children to be leaders in the classroom community, even those children who may be shy or quiet.

No. Montessori educates children without reference to a religious denomination. Our classrooms and curriculum are diverse, with representation from all peoples, cultures, and religions.

The term Montessori is not trademarked and anyone, regardless of training, experience, or affiliation can open a “Montessori” school. It is essential that families researching Montessori act as good consumers to ensure the authenticity of their chosen program.

Dr. Maria Montessori founded the Association Montessori Internationale in 1929 to preserve her legacy. AMI ensures that Montessori schools and teachers are both well-grounded in the basic principles of the method and ready to carry those principles forward in the modern educational world. AMI and it's sister organization the American Montessori Society (AMS) offer teacher training and conferences, approve the production of Montessori materials and books, and accredit schools.

Montessori schools may be best known for their programs with young children, but the underlying educational method describes programs for students up through high school. Crystal Lake Montessori has programs for children Birth-8th grade.

Montessori children are free to choose within limits, and have only as much freedom as they can handle with appropriate responsibility. The classroom teachers work with one-on-one and in small groups with the children so that each student progresses at their appropriate pace in all subjects.

The different arrangement of a Montessori classroom mirrors the Montessori method's differences from traditional education. Rather than putting the teacher at the focal point of the class with children dependent on her for information and activity, the classroom shows a literally child-centered approach. Children work at tables or on floor mats where they can spread out their materials and the teacher circulates about the room, giving lessons or resolving issues as they arise.

Yes; Montessori classrooms encourage deep learning of the concepts behind academic skills rather than rote practice of abstract techniques. The success of our students appears in the experiences of our alumni, who compete successfully with traditionally educated students in a variety of high schools and universities.

Montessori classrooms emphasize competition with oneself: self-monitoring, self-correction, and a variety of other executive function skills aimed at continuous improvement. Students typically become comfortable with their strengths and learn how to address their weaknesses. In older classes, students may participate in competitive activities with clear “winners” in which students give their best performances while simultaneously encouraging peers to do the same. It is a healthy competition in which all contenders are satisfied that they did their best in an environment with clear and consistent rules.