The Montessori method is an educational approach to children based on the research and experiences of Italian physician and educator,Maria Montessori(1870–1952). It arose essentially from Dr. Montessori's discovery of what she referred to as "the child's true normal nature" in 1907, which happened in the process of her experimental observation of young children given freedom in an environment prepared with materials designed for their self-directed learning activity. The method itself aims to duplicate this experimental observation of children to bring about, sustain and support their true natural way of being Applying this method involves the teacher in viewing the child as having an inner natural guidance for its own perfect self-directed development. The role of the teacher (sometimes called, director, directress, or guide) is herefore to watch over the environment to remove any obstacles that would interfere with this natural development. The teacher's role of observatioalso sometimes includes experimental interactions with children, commonly referred to as lessons, to resolve misbehavior or to show how to use the various self-teaching materials that are provided in the environment for the children's free use.

The method is primarily applied with young children (2-6), due to the young child's unique instincts and sensitivity to conditio ns in the environment. However, it is sometimes conducted with elementary (6-12) aged children and occasionally with infants and toddlers, as well as at the middle and high school level.

The Montessori System

A Montessori classroom is in many ways different from a conventional classroom. The prepared environment is suited to the child's need for order. Every material in a Montessori classroom has its own place and is kept in good working condition. The materials are also self correcting, allowing the children to find their own mistakes.

The activities in a Montessori classroom are constructive. The emphasis of the room is on children; they learn concentration, self confidence and self reliance. Children choose their own work tools from low, open, easily accessible shelves, enabling them to gain independence. The class is child-directed, not teacher dominated. Children are immersed in their work. The room is like a home for them – it's their place.

The independence aspect may appear a bit foreign to some. We are accustomed to seeing a teacher as the star around which the children orbit: at RIMS, the children are the stars. The teacher is more of a guide,trained to respect children and to help them progress on their own unique path. Children work best when they are left to their own devices, and unwarranted interference on the part of an adult only serves to break their concentration.

The Montessori curriculum is a rich and wonderful experience for children. It is divided in to five interrelated sections:

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News & Events

  • Sat
    18 Nov 2017

    PCM Examination

    Progressive Curriculum Management (PCM) Scholarship Examination was conducted on 18th November 2017.