Frequently Asked Questions

Montessori emphasizes learning through all five senses, not just through listening, watching, or reading. Children in Montessori classes learn at their own, individual pace and according to their own choice of activities from hundreds of possibilities. They are not required to sit and listen to a teacher talk to them as a group, but are engaged in individual or group activities of their own, with materials that have been introduced to them 1:1 by the teacher who knows what each child is ready to do. Learning is an exciting process of discovery, leading to concentration, motivation, self-discipline, and a love of learning. Above age six children learn to do independent research, arrange field trips to gather information, interview specialists, create group presentation, dramas, art exhibits, musical productions, science projects, and so forth. There is no limit to what they create in this kind of intelligently guided freedom. There are no text books or adult-directed group lessons or daily schedule. There is great respect for the choices of the children, but they easily keep up with or surpass what they would be doing in a more traditional setting. There is no wasted time and children enjoy their work and study. The children ask each other for lessons and much of the learning comes from sharing and inspiring each other instead of competing.

This is based on human development and how people naturally learn. In the real world, people are not grouped based on age. Multi-age classrooms allow children to learn at their individual pace while remaining in the community with peers. In addition, the multi-age model allows older children to be the leaders of the classroom community, including those who may be shy or quiet.

Montessori is not a franchise. The term Montessori is not trademarked and anyone, regardless of training, experience or affiliation can open a “Montessori” school. It is essential that parents researching Montessori act as good consumers to ensure the authenticity of their chosen program.

Dr. Maria Montessori wanted to be sure that guides were trained correctly, methods were applied as she intended, and a complete set of authentic materials graced the shelves of classrooms. Today, there are two major organizations that carry on her work and are generally regarded as the standard for Montessori education. They are AMI (Association Montessori International), which was created by Dr. Montessori herself, and AMS (American Montessori Society), which branched off from AMI in 1960. The two organizations maintain a positive working relationship and mutual respect for the work they both do. There are different levels of connection, depending on how closely a school aligns their work with what is considered ideal. New schools require several years before they can begin the accreditation process. Lehigh Valley Montessori School intends to begin this process in its first five years, insh’Allah.

Montessori schools may be best known for their programs with young children, but the underlying educational method describes programs for students up through high school.

The prepared environment is the key to ensuring that children have freedom to choose and that they receive a well-rounded education. Put simply, this means that the child should have access to the right materials at the right time. Of course, this can only be accomplished by understanding the child’s developmental needs, and knowing which materials or activities meet which developmental needs. Through consistent observation, teachers (i.e. guides) ensure that all children have access to the right materials. Children are free to choose within limits, and have only as much freedom as they can handle with appropriate responsibility. They ensure that children do not interfere with each other, and that each child is progressing at her appropriate pace in all subjects.

The different arrangement of a Montessori classroom mirrors the Montessori method’s differences from traditional education. Rather than putting the teacher at the focal point of the class, with children dependent on her for information and activity, the classroom is literally child-centered. Children work at tables or on floor mats where they can spread out their materials, and the teacher circulates around the room, giving lessons or resolving issues as they arise. Montessori classrooms are designed to offer lessons, activities, and tools that match the developmental needs and interests of each individual child. It is important to note that not every child will be interested in every available lesson. This is why children are allowed to choose the lessons they gravitate toward naturally. As Dr. Montessori once said, “There is only one basis for observation: the children must be free to express themselves and thus reveal those needs and attitudes which would otherwise be hidden or repressed in an environment that did not allow them to act spontaneously.”

Yes, if not more so! Montessori classrooms encourage deep learning of the concepts behind academic skills rather than rote practice of abstract techniques. The success of students appears in the experiences of alumni throughout the world, who compete successfully with traditionally educated students in a variety of high schools and universities. With each passing year, increasing research and studies confirm the advantages of a Montessori education over traditional methods.

Montessori classrooms emphasize competition with oneself: self-monitoring, self-correction, and a variety of other executive skills aimed at continuous improvement. Students typically become comfortable with their strengths and learn how to address their weaknesses. In older classes, students commonly participate in competitive activities with clear “winners” (auditions for limited opera roles, the annual spelling bee, etc.) in which students give their best performances while simultaneously encouraging peers to do the same. It is a healthy competition in which all contenders are content that they did their best in an environment with clear and consistent rules.

Our approach is based on the Montessori method, but the genius of this method is that it is harmonious with the fundamental created nature of the child, and thus, lends itself to adaptation to the Islamic understanding of the human being. Click here for a full explanation of our Islamic Montessori model.