Reflections from a parent.
I never felt that I accomplished my full potential at school. When I became a parent, I met a Montessori teacher and was inspired to learn more about this philosophy.
I began by reading her biography and then embarked on a 3-6 diploma. What struck me was how much sense it all made and how exciting it was to discover maths, language and life skills all over again.
The real magic began when I enrolled my daughter into Caulfield Montessori School. My daughter was a shy 3 year old who entered the classroom tentatively. After 6 years as part of this community I see my child reaching her full potential. Each day she runs into class and returns each day having loved her learning.
She has overcome many obstacles in her 8 years and it has not always been an easy path, but the support and nurturing of the teachers and community around her has been exceptional.
For the first time in my life, I feel like I belong in a community of people who come from diverse backgrounds and belief systems, who always seem to enter into debates and find a common ground for the benefit of our children.
My second daughter has entered this year and her transition has been loving and kind.
Perhaps it is being part of Maria Montessori's vision of a peaceful, tolerant and understanding world that makes me feel so at peace when I enter the gates of CMS and see the smiles of children as they enter their classrooms.
Reflections from a grandparent after "Grandparents Day"
THE MAGIC OF MONTESSORI
By Ian Moller
Grandfather of Mikhaela aged 6
How come, I ask myself, that our three year old grandson Declan can sing lustily to me in legible Italian, with obvious enjoyment; is he already at school? No. Does he study opera? No. Has he over-indulged in Pizza with the Lot? Possibly!
The answer lies in the fact that his six year old sister Mikhaela has attended Caulfield Montessori school from the age of three and a half, and takes great delight in imparting her daily dose of exciting new skills.
Dr Maria Montessori, an Italian physician (1870 - 1952 ) had a genius for observing children as individuals, and developed an educational philosophy based on nurturing the spirit of each child, by a sensitive and stimulating learning system, using specially designed materials to inspire the childs own natural desire to learn. No regimented rows of desks; freedom to choose an activity; a hands on approach which allows the child to demonstrate to their OWN satisfaction the subject of interest; children move around the classroom, selecting and assembling project material, and importantly, replacing them after use.
From conception to age four, an individual develops 50 % of mature intelligence and a further 30 % from age four to eight, hence early environment has a great influence on this development, and the enriched resources at Montessori stimulate and encourage learning at the childs own pace.
The learning materials are divides into three categories:
- Practical life exercises for three to four year olds
- Sensory skills (look, touch, smell, listen)
- Academic materials (reading, mathematics, geography)
Classes are of mixed age groups ,and are non-competitive. Parent involvement is mandatory, they being required to provide set hours of practical assistance in class or office, external working bees etc or financial support in lieu, creating a vibrant school community. There is a network of Montessori schools around Australia, with ten located in metropolitan Melbourne.
This sketchy overview does not do justice to an innovative education system which produces well adjusted kids with enquiring minds and a respect for others. I cannot help but contrast it to my own early schooling, where my father (a head teacher) and one lady teacher taught 42 pupils from grades 1 to 8 in one room, at a tiny country village without electricity or any of the other trappings of modern civilization.
Oh, by the way - Italian is the second language at this particular Montessori school, and will be taught at all classes from next year. Molto bene eh ?????? .
