ERIC Number: ED353066
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
An American Montessori Elementary Teacher: Indigenous American Montessori Models.
Rambusch, Nancy McCormick
Maria Montessori's child-centered teaching method came to the United States in 1913 and became linked with an approach to progressive education and child rearing which many Americans considered permissive. During the post-World War II years, advocates of Montessori's method combined this permissive mode with elements of an authoritarian mode to produce an authoritative approach to teaching young children. Following this approach, educators at the Princeton Montessori School have developed and implemented a firm yet empathic teaching model for their classes. The social system which the teachers have developed in their classes respects children's intrinsic motivation in the form of a benign token economy, called a credit-debit system. In this system the rules of the classroom, and the rewards and sanctions attending the rules, are developed cooperatively between teacher and children. Teachers consider the small group as the basic unit of social organization for the presentation of lessons. Teachers present curricular subject areas in a sequence of steps which are numbered and which correspond to a set of materials preassembled by the teacher and directly accessible to the children. For each subject, students keep personal interactive journals which contain written and illustrated work for the whole year. Through these methods, teachers at the Princeton Montessori School demonstrate that they have understood the basic message of Montessori and imbedded that message in a culturally sensitive and appropriate form of schooling. (MM)
Publication Type: Historical Materials; Reports - Descriptive
Education Level: N/A
Authoring Institution: Princeton Center for Teacher Education, NJ.
Identifiers - Location: New Jersey