Difference between the Montessori and Traditional Schools
Parents nowadays are aware of the Montessori method but are not aware of how it is different compared to traditional schools. To answer this question in simple terms – in Montessori schools, children learn through play[1]. The children in Montessori schools are free to move around the classroom and choose the activities they want to play with. In contrast, the children in traditional classrooms, sit in one place and copy from the blackboard. Even the best traditional preschools have a limited amount of games or play periods.
Below is a detailed comparison between the Montessori and Traditional schools:
- Classroom: The Montessori classroom is child-centred whereas the traditional classroom is teacher-centred. Accordingly, the classroom area and set-up vary.
- Area: For 35 students, the traditional classroom is 400 to 450sq.ft. area, whereas the Montessori classroom, for the same number of children, is 1200sq.ft. Such a huge space enables the Montessori children to move around, work on the mats individually, or in groups or collectively. The shortage of space in traditional schools restrict the most well thought of philosophies from materializing. In a study conducted in Mumbai, the Kindergarten teachers shared their inability to follow the play-way method despite their belief in it (Hegde & Cassidy, 2009).
- Desks and Chairs: The presence of desks and chairs in the traditional classroom further restrict the movement of the children.
- Charts: The Traditional Classroom has charts which could be used for the whole class, while Montessori has individual cards for the use of an individual child. Thus, individual care is more in Montessori compared to Traditional school.
- Furniture and Accessories: In a Montessori classroom all materials including the furniture, and the sink and toilets are proportionate to the children. In traditional school rarely do we find such attention to detail?
- Student Age Group: While the traditional classroom has children of one age group, the Montessori classroom has children from 2½ to 5½ years. Every year the older age group is promoted to Grade 1 and a new batch of 2½ years joins in. The mixed age group enables the older children to be responsible for the younger children and the younger ones look up to older ones when they need any help. For instance – in a Montessori school it is a common sight – a younger child asking an older child to put him on the swing. The older child does not refuse but carries him to the swing, puts him on it and swings. This kind of social development we seldom find in a traditional school as children are all of the same age.
- Philosophy: Traditional school believes in the philosophy of all philosophers but in practice, it follows the philosophy of ‘transmission of knowledge’. The Montessori classrooms are developed and based on the philosophy realized by Maria Montessori, an educator from Italy. She strongly believed that education is not a mere transmission of knowledge but helping the natural development of the human being.
- Type of Learning: In Montessori, the children learn actively with their hands and senses; mostly self-learning through their own mistakes. Whereas learning in a traditional school is passive. They only repeat whatever has been taught by the teacher.
- Instruments of Learning: In Montessori school, there are hundreds of Montessori equipment which children manipulate and deduce knowledge by self-discovery. In traditional schools, the instruments of learning are ears and eyes. Accordingly, they have textbooks and notebooks.
- Learning Method: Traditional schools have beautiful colourfully designed, moulded plastic tables and chairs for the children. They listen to their teachers and write in their books. The teacher uses the chalk and talk method, and sometimes smart boards or televisions. Once a day they go out for some play or artwork. In contrast, Montessori children learn by playing (working). Everything – language, arithmetic, Botany, Zoology everything is learnt practically through play from first-hand contact with the concept.
- Time-table and Periods: There is no timetable in Montessori as the child has the freedom to work as long as he wants to work, take a break and continue with the same work. Time-table and periods are made by the adult, for her convenience. Hence Montessori schools do not follow any timetable except for lunch. Even for lunch if a child is engrossed in work, he will not be disturbed. In traditional schools, this facility is not given to children. Most of the time, whether the child likes it or not, he has to shift to the new subject.
- Fixed Place: This is also a traditional school concept as the classroom has limited space, the desks and benches are arranged in a specific manner, the teacher is not at liberty to change. In a Montessori classroom, the lesson is given wherever the child wants to have his lesson. “He is the boss.”
- Focus: While the traditional class excessively focuses on academic skills, the Montessori classroom focuses on the acquisition of social, practical and life skills along with academic skills.
- Freedom: Traditional schools vary from extreme freedom or complete restriction. Montessori schools practice freedom within limits. For instance, the child can enjoy the freedom to talk as long his noise level is low. He can move around as far as his movement has some purpose.
- Reward and Punishment: The traditional school uses rewards or punishment to motivate the children. The Montessori classroom doesn’t believe in reward or punishment. Completion of the activity itself is a huge reward for the child. The reward adult bestows on them do not have any value to the child.
- Evaluation: Traditional schools are all about transferring knowledge. The teacher requires to know whether the children have received the proper knowledge and in the required amount. It is also essential to know what is next to be offered. Hence, schools need tests and evaluations. In Montessori, the evaluation doesn’t depend on a one-time examination. It is continuous. The very fact that the child is getting a new presentation is the result of the evaluation by the teacher which indicates that the child needs something more. Thus, the evaluation in Montessori is more to do with the lessons to be given in future than judging the child and sending home a Progress Report.
- Social Development: In traditional schools, social development happens only during play periods or during breaks, which is limited. In the Montessori classroom, social development is a part of the classroom. The number of materials in the classroom are purposefully kept limited so that it provides an opportunity for waiting, requesting and bargaining among students and thus the scope for coordination. The mixed-age also provides scope for helping and being considerate. It is a mini-society inside.
The above description shows that Montessori schools are superior to traditional schools. Then, the question is, will the output be good too? Research shows mixed results in this regard. In 2003, Kevin Rathunde, a student of Csikszentmihalyi, famous for his book Flow, compared the children of Montessori and traditional schools and found that Montessori children were more alert, energetic, intrinsically motivated and experienced Flow[2] more often compared to traditional school children. Another significant study conducted by Lillard indicates that children of schools flowing complete Montessori method are better than supplemented Montessori schools and traditional schools (2012). In 2014, Russel R. Pate compared the physical activity of the Montessori and Traditional school children. His study demonstrated that Montessori children are more active during the day compared to a traditional school, and they remain active throughout the day, after school hours too. Jan Davis Mallett compared the Academic achievement of Montessori and Public Elementary school students and found concluded that the long time the child spends in the Montessori classroom yields significant academic achievement (2015, p. 51).
As an educator, I find real learning happens in the Montessori classroom. Apart from learning facts, the Montessori method lays a foundation for social development, concern for the world and being in touch with one’s own self. Very few schools offer the complete Montessori method, and if you find one, that would be the right school for your child!
The Difference between Montessori and Traditional Schools at a Glance
| Criteria | Traditional Classroom | Montessori Environment |
| Classroom Area | 400 to 450sq.ft | 1200sq.ft |
| Components | Rows of Desks and Chairs | No Desks and Chairs but chowkies and mats for individual children |
| Charts | Charts for the whole class | Cards for Individual child |
| Class Composition | Single Age Group | Mixed Age Group of 2 ½ to 6 years |
| Philosophy | Transmission of knowledge | Helping the natural development of the child |
| Learning | Passive learning | Active learning |
| Instruments of Learning | Ears and Eyes | Hands and Senses |
| Learning | Chalk and Talk Method | Play-way method |
| Timetable | Fixed timetable and periods | No fixed timetable or periods |
| Place | Fixed place | No fixed place |
| Textbooks | Specific textbooks | No textbooks but has Montessori Equipment |
| Focus on | Focus on acquisition of Academic skills | Focus on acquisition of academic, social, practical and life skills |
| Freedom | Either complete freedom or complete restriction | Freedom within the boundary |
| Reward and Punishment | Children are motivated by reward or punishment | No reward or punishment |
| Evaluation | Evaluation is based on the exams and tests that are common for all the students | No exams and tests. |
| Social Development | Only during the P.E. / Games period | Part of day to day activities |
| Emphasis on | Emphasis on intellectual development | Emphasis on intellectual, social, emotional and spiritual development |
[1] Play – Montessorians call play, work, as children do not differentiate between the two. They play with equal seriousness as work. Hence, the saying, “Play is a child’s work”.
[2] Flow – a mental state of concentration
Bibliography
Hegde, A. V., & Cassidy, D. J. (2009). Kindergarten Teachers perspectives on developmentally appropriate practices (DAP): A study conducted in Mumbai (India). Journal of Research in Childhood Education, 23(3), 367 – 381.
Jan Davis Mallett, J. L. (2015). Academic achievement outcomes: a comparison of Montessori and non-Montessori public elementary school students. Journal of Elementary Education, 25(1), 39 – 53.
Lillard, A. (2012). Preschool children’s development in Classic Montessori, Supplemented Montessori and Conventional programs. Journal of School of Psychology, 50(3), 379 – 401.
Pate, R. R., Neill, J. R., Byun, W., Mclver, K. L., Dowda, M., & Brown, W. H. (2014). Physical activity in preschool children: comparison between Montessori and traditional preschools. Journal School Health, 84(11), 716 – 721.
Traditional school image courtesy: http://shoaibsharif.blogspot.com/2016/02/my-ukg-class-room-in-greendale-school.html
Tagged best, difference, Kindergarten, Montessori, Nursery, regular, Traditional