Although the goal of both Peel Montessori Private School (PMPS) and traditional schooling models is the same – to provide learning experiences for the child – the view of child development and the methods used to accomplish our goals are very different. The biggest differences lie in the type of culture within each school, the interactions with the teacher, the social and behavior expectations, and the kind of teaching and learning experiences provided. At PMPS, we believe these differences are important because it helps to shape what, how, and when a child learns, focuses on developing life skills such as work habits and concentration, and instills self-discipline to achieve positive behaviours and attitudes towards him/herself and the world in which he or she lives.
| Montessori | Traditional Teaching Models | Daycare |
|---|---|---|
| French Second Language taught from 3 years. | Public schools teach French beginning Grade 4. French Immersion begins in JK. Private schools varies from JK to Grade 4. | May or may not be available. |
| Emphasis on the development of the mind, physical, emotional, moral, and innate internal motivation. | Emphasis on play-based learning for preschool, Rote Learning in Elementary levels | Emphasis on play, play-based learning, and care of child. |
| Teacher is a guide helping children to learn independent learning skills. Child-centered learning. Curriculum in personalized. | Teacher controls the classroom. Teacher centered learning with focus on set curriculum. | Teacher supervises child interactions. Teacher directed play and or play-based learning. |
| Focus on life skills, concentration, pincer grip a focus. | Curriculum does not focus on these skills. | Curriculum does not focus on these skills. |
| Environment, materials used, and method encourages self-discipline by empowering the child through active learning to make choices and have freedom within boundaries | Teacher is the primary enforcer of discipline mainly through rewards and punishments | Teacher is the primary enforcer of discipline mainly through rewards and punishments |
| Instruction is conducted mainly on an individual basis or small groups with exposure to larger group setting | Mainly large group instruction | Mainly large group instruction |
| Children grouped in mixed ages (2 ½ or 3 to 6; 6 – 9; and 9 – 12 years) | Same age groups | Usually same age with possible age mix in infant or Toddler |
| Encouragement of children to collaborate and help each other in the learning process | Teacher teaches, peer teaching and collaboration of work not common practise | Teacher in charge of activities available |
| Child chooses own work within their established repertoire | Curriculum structured for the child; all children learn the same work ready of not; time table set | Time table set, activities structured for the child |
| Child discovers concepts on his or her own using the self-teaching materials – can improve recall | The teacher tells the child the concepts | Some discovery of use of toys and activities |
| Large work periods to complete multi-subject exercises | Short timetable periods to complete single subject exercises | Time table established to complete activities set out |
| Pace and level of learning set by the child | Pace and level of learning set by the teacher and curriculum taught | Pace and level of activities set by the teacher and curriculum taught |
| Child uses self-correcting materials encouraging self-discovery/self-correction and independence | Work or errors highlighted by the teacher | Activities or errors pointed out by the teacher |
| Child reinforces own learning by repetition of work and internal sense of success | Learning is reinforced externally by repetition, rewards, and punishments | Activities are reinforced externally by repetition, rewards, and punishments |
| Emphasis on classroom dynamics to reduce stress by enabling children to choose work from within their repertoire, move about at will and converse at will (without disturbing others) | Child usually assigned seat, no talking usually allowed during class since they are listening to the teacher give lessons; child speaks only when the teacher requests participation and if chosen | Teacher usually chooses who speaks during group activities; may or may not be assigned space on the carpet |
| Children exposed to individual, small, and large group settings | Children exposed to large group learning environment | Children exposed to group setting |
| Learning materials are multi-sensory - (visual, auditory, and kinesthetic) | Children learn mainly through auditory learning, with some visual examples on the board | Toys manipulated which may or may not have a learning component. |
| Learning is based on realism first so that the child can make distinctions between real and make believe | Learning is based on make believe play first | Learning based on make believe play first |
| Children work to their potential allowing quick learners to move ahead in areas of strength while enabling them to work in developing areas. A child is rarely bored | Children complete set curriculum within the time frame allotted. Generally, the teacher to the average child. Some children will be lost as the work is too hard and some will be bored because the work or pace of learning is too easy | A variety of activities are available with a focus on play |
| Focus on developing self-discipline, social graces and manners | Generally not taught by the teacher. Self-discipline, social graces, and manners expected to come from home | Generally, not taught. Parents expected to teach self-discipline, social graces, and manners |
| Generally, bullying a very low concern | A concern at varying levels | Low concern |
| Discipline attained by active participation and natural consequences | Discipline attained through the teacher’s direction, rewards, and punishments | Discipline attained through the teacher’s direction, rewards, and punishments |