Children at MSB are in multi-age classrooms and remain in the same classroom for three years, moving from being the youngest to the oldest in their community. This approach has a variety of benefits. Older students act as leaders, teaching and showing younger children how to do things, which ultimately reinforces their own learning. Younger students are often motivated by seeing what others choose and can accomplish. As students move up the rungs they learn from observing children doing a wide variety of work around them. Another clear benefit is that children can progress at their own pace without the stigma of grade levels. They can take on challenges they are ready for without having the arbitrary limits of a class lesson or school year.

Teachers are able to form deep connections with students and their families. Over the three-year period, teachers observe and support each individual child’s growth with understanding and context. With intimate knowledge of the child, the teacher can individualize instruction and offer the child opportunities to accelerate or deepen learning in areas of special interest or need. Trust and a stable work environment support risk-taking, which is essential for meaningful learning to occur.  

The basis for the multi-age classroom is Montessori’s observation-based theory of human development: The Four Planes of Development.

Typically, Montessori classrooms are light, inviting spaces with beautiful wood furniture, a variety of plants, musical instruments, and art objects. Teachers give special attention to creating a developmentally appropriate environment that is safe, orderly and aesthetically pleasing. Each classroom is specifically designed to support children’s independence and challenge their intellectual, social, and emotional growth.

We describe Montessori classrooms as prepared environments. Every element of the room is thoughtfully arranged to encourage children’s tendencies toward purposeful action. Children’s innate curiosity is supported by giving them opportunities to engage in spontaneous, purposeful activities. The Montessori classroom is notably a busy space in which children are actively immersed in meaningful work. It is, at the same time, a serene space that allows them time to think and reflect.

Each classroom is organized similarly. Most classroom materials are on display and grouped by distinct areas of study in order of complexity. With a teacher’s guidance, children are free to move about the classroom and choose materials they wish to work on. Classrooms reinforce independence by allowing children to use the bathroom as needed, take time out to prepare a snack, clean up after themselves, etc. If children feel they need assistance, they can rely on a peer or ask a teacher for help.

In every sense, a Montessori classroom is the children’s classroom and the children embrace this sentiment. The room is set up to be child-sized and child-centric. The sense of ownership and pride that the students have for their rooms serves to reinforce their social and emotional learning.

Lessons in the classroom consist of particular Montessori materials that facilitate much of  children’s work. These ingenious materials are self-teaching and, with instruction, inspire children to discover for themselves. The materials contain a built-in “control of error”, for example things only fit a particular way (think of a puzzle).

Montessori’s hands-on activities teach abstract concepts while empowering children. For example, the Early Childhood language curriculum includes Sandpaper Letters. Children trace the letters with their fingers while repeating the sound. This creates a memory built of sight, sound and touch. This challenges children to recognize letters before they have even developed the fine motor skills to hold a pencil. The math curriculum uses a sequence of beads as a foundation. Simple math concepts are learned using visual, tactile and abstract cues.

Designed to be sequential, each Montessori material prepares the child for the succeeding lesson, adding to the child’s depth of understanding. The materials are also multifaceted and can be used to teach a variety of concepts. For instance, the Binomial Cube is composed of 8 wooden blocks that fit together in a pattern representing the cube of two numbers (a+b). The cube is first introduced to children as a 3-dimensional puzzle with a recognizable pattern. In the elementary, it is later used to physically represent the algebraic equation (a+b)3. This is a great example of the unfolding of complex concepts using familiar materials.
Montessori materials are designed to create and enhance a natural progression rather than dictate a series of unconnected concepts.

Many of us tend to picture a teacher at the front of a classroom presenting lessons to a large group of students who are seated behind desks. In Montessori education teachers operate very differently. Their role is to observe each child and present lessons to them when they are ready. In this environment each child receives what they need when they need it.

Montessori teachers move about the classroom observing the students, helping children choose work, and present lessons. The Montessori teacher controls the environment, not the children. This unique role allows the Montessori teacher to be a trusted guide and mentor.