Montessori for the New Millennium: Practical Guidance on the Teaching and Education of Children of All Ages, Based on A Rediscovery of the True Principles and Vision of Maria Montessori

by Wentworth, Roland A. Lubienski; Wentworth, Felix

• ISBN13: 9780805831368
• ISBN10: 0805831363
• Format: Hardcover
• Copyright: 1999-04-01
• Publisher: Lawrence Erlbau

Summary

see attached preliminary marketing statement

Table of Contents

BIOGRAPHICAL NOTE	1	(4)
INTRODUCTION	5	(4)
1. PRINCIPLES OF THE MONTESSORI SYSTEM Montessori's concept of the purpose of education. Scientific basis of educational technique. The heritage of Itard and Seguin expanded to embrace the whole field of education. Two fundamental concepts: deviations and normalization. Montessori's call to other educationalists to continue the educational research she started. The role of environment and its meaning.	9	(9)
2. THE NEW ENVIRONMENT The educational environment should provide conditions favorable to children's spontaneous activity. Characteristics of Montessori-oriented materials. Suggestions for teaching particular subjects. Importance of physical movement in the learning process.	18	(12)
3. CREATIVITY AND STRUCTURE Observation of free, unrestrained children led Montessori to discover their instinctive urge to become independent of the adult's help. The action of adult educators cannot reach the center of the children's learning functions, only the periphery, by providing suitable conditions for learning. The most important task of the teacher is to get the children interested. Movement should accompany and stimulate the work of the brain. Three main phases of children's development. The education of "Earth-children." Details of the educational program should be worked out within the framework of Montessori guidelines but must be supplemented by experience. Planning and structure must be in conjunction with creativity and freedom of expression. The Montessori system is not a catalogue of established materials and teaching procedures, but a collection of correlated ideas, constantly open to checking and improvement. Common misconceptions about the Montessori system. Importance of keeping in touch with other educational systems and trends, and accepting sensible ideas from outside.	30	(22)
4. FREEDOM AND DISCIPLINE Montessori's answer to the discipline problem: give the child interesting, stimulating work. Mischievous, disruptive behavior cannot be tolerated. Creativity as a way of counteracting destruction. Dreikurs' three sources of children's misbehavior and corresponding remedies. "Logical" consequences of disruption. The problem of hyperactive children. Troubles with noise. Collective misbehavior in groups of non-normalized children. Where compromises have to be made with children, parents, and the head of the school. Ways of silencing a noisy group. How to help children concentrate. Physical exercise on a rainy day. Moral influence through group meeting.	52	(25)
5. TEACHER AND CHILDREN Spiritual preparation of the teacher. The teacher's "10 commandments." The algebra of the teacher's duties by Helene Lubienska de Lenval. The teacher is like a salesman of educational ware. Dos and Don'ts. Marks and awards make children learn for the wrong reason and evaluate achievement, not effort. The educational value of children's meetings. The meeting's decisions should respect the interests of minority groups. Children's spontaneous organization to be encouraged. Suggestions for a timetable in a small school. Other suggestions. The teacher's role in forming the children's character.	77	(17)
6. OTHER EDUCATORS The teacher and the aide. People who supervise and train the teachers. The role of parents in the school. Failings of some parent cooperative schools. Need for collaboration by all people concerned with children's education.	94	(10)
7. FURTHER REFLECTIONS Montessori and the open classroom. Education of adolescents: the Erdkinder. Montessori-like education at Forest School, England. Fundamental ideas of the Montessori system: positive attitude, and spiritual freedom. Montessori's vision of humanity transformed by the love of work.	104	(8)
8. EPILOGUE Montessori's vision of the world changed by the guidance of the child.	112	(4)
APPENDIX Suggestions concerning main items of indoor and outdoor equipment in a Montessori elementary school. Areas devoted to special subjects. Other items.	116	(11)
INDEX	127	(4)
ENDNOTES	131