Comparison of the Montessori Method to the U.S. Approach and Pueblo Approach Comparison U.S. Approach Montessori Pueblo Emphasis Rote learning & basic Cognitive & Social Understanding & skills: curriculum to Development, whole responsibility, Pueblo standards child, inner-discipline, core values (love, harmony with respect, sharing, environment, respect kindness, family/community) Teacher’s Role Dominant & Active Unobtrusive, guide to Mentor and to learning learning Student’s Role Subordinate & Passive Active participant in Active participant in learning learning Discipline External, enforced by Prepared Inner discipline & teacher Environment and desire for harmony method focus on with family and development of community internal discipline Learning Structured by area of the Child”, In the context of real “Follow Environment curriculum, schedule free flowing life activities in the in time, by grade, by continuum (according home and groupings to planes of community, development), hands on, individualized, parameters concrete (hands-on learning) to abstract Ultimate Goals Preparation for work Preparation for Preparation for in a competitive work lifelong learning, love participation in the environment and of work, creativity, work of the family & society & grace and courtesy, community; participatory refinement of the competence in all citizenship senses, personal areas, respectful and initiative and responsible independence-the citizenship, spiritually well-balanced person and culturally grounded, -an individual who can function equally well in the many realms of our world past, today, and present
Comparison of the Montessori Method to the U.S. Approach and Pueblo Approach Comparison U.S. Approach Montessori Pueblo Emphasis Rote learning & basic skills: curriculum to standards Cognitive & Social Development, whole child, inner-discipline, harmony with environment, respect Understanding & responsibility, Pueblo core values (love, respect, sharing, kindness, family/community) Teacher’s Role Dominant & Active Unobtrusive, guide to learning Mentor and to learning Student’s Role Subordinate & Passive Active participant in learning Active participant in learning Discipline External, enforced by teacher Prepared Environment and method focus on development of internal discipline Inner discipline & desire for harmony with family and community Learning Environment Structured by area of curriculum, schedule in time, by grade, by groupings “Follow the Child”, free flowing continuum (according to planes of development), individualized, concrete (hands-on learning) to abstract In the context of real life activities in the home and community, hands on, parameters Ultimate Goals Preparation for work in a competitive work environment and society & participatory citizenship Preparation for lifelong learning, love of work, creativity, grace and courtesy, refinement of the senses, personal initiative and independence-the well-balanced person Preparation for participation in the work of the family & community; competence in all areas, respectful and responsible citizenship, spiritually and culturally grounded, -an individual who can function equally well in the many realms of our world past, today, and present
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