| Montessori Education |
Traditional Education |
| Based on helping the natural development of the human being. |
Based on the delivery of set texts and materials governed by a State Department. |
| Children learn at their own pace and follow their own individual interest. |
Children learn from set text books within a defined time frame that is the same for everyone. |
| Children teach themselves using materials and activities specifically prepared for that purpose. |
Children are taught by a teacher at the front of a room speaking to a group. |
| Child is an active participant in learning. |
Child is a passive participant in learning. |
| Understanding comes through the child’s own experiences from using the materials and the promotion of children’s ability to find things out for themselves. |
Learning is based on subjects and is limited to what the teacher knows and is able to teach within the education department guidelines. |
| Learning is based on the fact that physical exploration and cognition are linked. |
Children sit at desks and learn from a whiteboard and worksheets. |
| Children work at a speed where they are comfortable. They can move around the room and learn from the teacher and other students. |
Child is usually assigned a chair and ordered to sit still and listen during group sessions. |
| The teacher works in collaboration with the children and older children are encouraged to teach the younger children. |
The class is led by the teacher. Children are not allowed to communicate with one another during class hours. |
| The child’s individual development brings its own reward and therefore motivation and inspiration. |
Motivation is achieved by a system of rewards and punishment. |
| Environment and method encourage internal self-discipline. |
Teacher acts as primary enforcer of external discipline. |
| Child works for as long as they wish on a chosen project. |
Child is generally given specific time limit for work. |
| Uninterrupted work cycles |
Block time , Period lessons |
| Mixed age groups, varying degrees of competency amongst the group. |
Same age groups, children of similar competency grouped together. |
| Working and learning matched to the social development of the child. |
Working and learning without emphasis on the social development of the child. |
| Shared emphasis on intellectual, social, emotional and spiritual development. |
Main emphasis on intellectual development. |
| Shared focus on the acquisition of academic, social, practical and life skills. |
Main focus on academics |