This specialized form of teaching is based on the scientific observations of children. Among the many unconventional teaching methods included to Montessori school curriculums will be montessori sensitive periods. Teaching is always outcomes based and results continue to outstrip those of standard public school teaching methods. In characterizing the gifted child, he or she is one who already shows early signs of wanting to learn.
The learning environment is a supportive one. No struggling child is allowed to be left behind. A lot of thought has gone into the preparation of these learning environments. The teachers’ aims are also to develop young children emotionally, cognitively, socially and physically. One American-based Montessori teaching society seeks to put in place the following. One class will hold children from as young as three to as old as six.
Classes are held for kids as old as fifteen and eighteen as well. In the Montessori classroom, students are given freedom of choice. They are able to choose activities that appear to interest them. But the range of options have already been prescribed. Worktimes can, however, be a lot more strenuous than those in conventional classrooms, going on to (ideally) three hours. Here, students are not taught by rote methods.
They are given opportunities to make their own discoveries, working with set materials. Here there are already early signs of creating an appreciation for the natural environment in the sense that teaching materials will be natural and aesthetic, made from wood rather than plastic. All materials are organized per subject. And nothing is placed out of reach of the gifted or enthusiastic child. Critically, an effort is being made to unearth a child’s unique characteristics, talents and abilities.
And a child’s current tendencies are exploited usually to his or her own advantage.