Alternative teaching method allows students to learn at own pace

Posted on: jamacsadmin

Shannon LeClair
Times Reporter
 
Learning how to do division in Grade 1 may seem like a stretch, but for a few students in the Montessori program, it’s a little easier than anticipated. 
The Golden Hills School Division, GHSD, provided the space in Wheatland Elementary School for the Strathmore Montessori Society, SMS, Public Montessori program beginning in the 2005/2006 school year. The Kindergarten and Grade 1 class are split in one class, as are the Grade 2 and Grade 3 classes. 
“It took a lot of work to get started, it was started by parents,” said Colina Clark, a member of SMS and mother of one of the students. 
SMS went to the GHSD, for approval and space to run the program. Despite the fact that it is an alternative program, SMS is still required to follow Alberta education guidelines. 
“We are required to follow the Alberta curriculum. It’s not like we’re taking off on our own and they are being taught something different,” said Trina Lloyd, another parent and member of SMS.
“It’s the same curriculum, it’s being taught differently, using the materials.”
Dr. Maria Montessori developed methodologies on teaching hands on learning and self-directed learning. In North America, there are more than 5,000 private Montessori schools and 200 public Montessori programs.
“Everything is set up for a purpose. When you read Maria Montessori literature, there’s a lot of thought that goes behind everything, it’s not just randomly put here,” said Vicky Smith, who job shares teaching the Grade 2,3 class with Amy Webb. “She spent a lot of time studying children and seeing what their interest was at different stages of their lives and how they learn and the materials are matched to their development.”
The kids are not confined to their deskand they help teach the kids to share and put things away for the next group/student. The teachers don’t specifically teach. They present the material, then the children learn on their own. 
It allows the child to work on an area where they are really strong, but also enhance an area they need help with. The entire class isn’t working on the same thing at the same time but the kids know how to sit down and get things done. If they need a reminder, they get one, but as they get older they know they have to get it done. Most of the materials have extensions so if there is a student who has already surpassed the regular material, they can extend the material and continue on. Because the material is self-correcting the students are able to figure out on their own what they have done wrong or right with the materials. 
“A lot of the materials they need to be introduced to at Grade 1, whether they can do them on their own yet. It’s just an introduction to it, however they do learn how to use the material,” said K1 teacher Coralie Grimsdale. 
“We assign them their work and then they go and get the level they need. It doesn’t really matter what grade they are in, they just work at their own level,” said Webb.
While they may be introduced, the material in Grade 1, the students keep working with the material until Grade 3, just with updated and extended materials for their learning needs. The same idea follows through into the older grades, just with updated materials. Because the classes are blended, desks are set up with a mix of both grades, allowing older students to help guide the younger students if they are having difficulties. 
On each desk, there is a work record, where the work for the day is laid out. The student chooses the order to do the work in, and when they complete a task they cross it out. At the end of the cycle the teacher is shown whether the student is done or will have homework. The teacher then signs it and the work record is sent home to the parent. Students never need to wait until the entire class has finished a project before moving on. If a student is really interested in something and wants to spend 45 minutes on it one day, they can.
“A nice thing I really like about the program too, is students never say I’m done, what do I do. They continue on,” said Webb.
“It doesn’t matter what level of learning they are at, this program is set up for all levels.”
Webb said there were Grade 4 students in the classroom a few years ago, and it was pretty much the same idea. The material was available for the kids; they would just grab different material than the Grade 2 students. Webb said she found a lot of times the Grade 4 students would think more abstractly which was the point of the materials, to lead them to be able to do it with just paper and pencil. Some of the Montessori methods and materials are used in regular classrooms. 
“I love the grammar stuff. If I ever went back to a regular classroom, I would make my own materials like this. I just find these work so well teaching them grammar,” said Webb of some of the materials.
For example, a verb in Montessori is an actual red ball that moves and is full of energy, which helps students remember that is an action word. 
Practical life and culture are a big part of Montessori too, teaching the kids they are not alone in this world and opening their eyes to the outside world. 
Because the Montessori program is a parent-run group, they need to fundraise for the materials. The hope is to one day offer classes past the third grade. 
“There has really been a concerted effort over a number of years by the Montessori society to fundraise significant amounts of money to purchase all of the Montessori materials and to pay for Montessori-specific teacher training,” said Lloyd.
At this point, when a student reaches Grade 4 they are integrated back into the regular curriculum. 
The Montessori kids are still involved with the rest of the school. Some of them are in the choir, intramurals, presentations, and assemblies. Because of this it is easier to integrate them into a regular classroom setting.
“The classrooms look different, the kids may learn differently but they are still students of Wheatland School,” said Lloyd. 
“I know when I put my daughter in, that was very important to me. That she still be part of the school as a whole. So when she had to go back to regular, she still had all those friends already,” said Webb.  
She said her daughter adjusted back easily, as have some of the other kids who have gone back to a regular classroom setting once they hit the fourth grade. 
“I think that’s the whole thing, with the skills learned and acquired, the transition is a lot smoother and more successful for the students than people realize,” said Clark.
Another plus to the Montessori program is the students don’t have to be zoned to go to the school. The parents may drive their children in, if they wish to do so. There are no user fees to the Montessori program, just the regular GHSD school fees. If there is space available, enrolments will be considered after kindergarten by Wheatland Elementary School administration. If you are interested in the program for your child, the SMS members recommend calling the school.