Following are some frequently asked questions that parents have about Montessori in general and Sullivan Montessori School in particular:

Q. What is the difference between Montessori and traditional education?
A. There are several large differences. First, in a traditional classroom, children work in "centers" set up each day with teacher-directed activities. In a Montessori classroom, children are always free to choose the work they wish to do. In this way children learn at their own pace, and are not pushed ahead or held back to fit into a pre-determined curriculum. Second, in a Montessori classroom, children are placed in a group that spans three years, thus encouraging interaction between the ages, as in a family. In traditional education, children are separated into year groups, which eliminate the opportunity for older and younger children to learn from each other. Third, in a traditional classroom, children are expected to understand abstract concepts at an early age, often by rote memorization. Because all the materials in a Montessori classroom are manipulative, children learn in a very "hands-on" concrete way before being expected to learn abstractly. Finally, movement is encouraged in a Montessori classroom, with children working on rugs on the floor as well as at tables. In a traditional classroom, children are expected to sit still at a desk for most of their work period.

Q. Does the Montessori philosophy allow for creativity in the classroom?
A. Absolutely! Children receive a lesson on how the materials are to be used, and then are allowed to be creative with that material -- as long as it is not abused. For example, we would allow a child to be creative with the cylinders by arranging them as he chooses, but he would not be allowed to roll them across the floor. We also encourage artistic creativity, and offer a well-defined art curriculum that covers basic art concepts such as primary colors and symmetry. Many opportunities for creative expression are available to the children too; an easel is available for painting every day, and the children can mix colors as they choose.

Q. How does socialization take place in the classroom if materials are set up for individual use and lessons are given individually?
A. When children are gathered together and provided with engaging activities, they are going to socialize. This is not only natural, but is necessary for children to learn how to get along with others, and how to share and cooperate. In the classroom, children often socialize while working on individual activities, or when working together on the same activity. Frequently, this cooperation may be in the form of a lesson given by one child to the other. We only ask that their socializing does not interrupt the work of others.

Q. Is it true that children are free to do what ever they want in a Montessori classroom?
A. That would be pretty chaotic! The children make their own choices of work throughout the work period, but within a carefully designed structure. We encourage this independence because it teaches decision-making skills and self-confidence. However, the teacher is there, observing, making careful notes, and giving new lessons to children when they show signs of readiness. She follows the lead of the child and guides him towards the next level of work. A child who chooses work beyond his ability will be guided towards something that better suits his needs.

Q. Can I do Montessori at home with my child?
A. There are many things parents can do to make the home environment more compatible with Montessori principles. For example, toys can be stored in individual containers and placed on low shelves, within easy reach for the child. Items for self-care and care of the environment can be made available for the child's use. Parents can stress the sounds of the letters rather than their names, as we do in the Montessori curriculum. "I-Spy" and counting games can be played in a casual setting. All of these suggestions support our work in the classroom. We do not, however, recommend duplicating the classroom at home and attempting to teach the child the things he will be expected to learn at school. This usually leads the child to be less interested in the classroom materials since he has the same things at home. Any Montessori teacher will be glad to suggest ways you can support her work in the classroom.

Q. What is your discipline policy?
A. Peace education is an important part of Dr. Montessori's philosophy. It is at the heart of the classroom dynamics and something we address on a daily basis with songs, stories, and games. We attempt to solve conflicts among children with an interactive process that engages all parties involved to try to come up with solutions to the problem. Children discuss what happened, how it made each of them feel, and what they can do the next time to avoid or solve the disagreement. Ending with a handshake or a hug is usually enough to send the children off hand-in-hand towards their next adventure together. In group-time activities, we help the children think of a variety of words to express their feelings, and role-play appropriate ways to interact with others. When a child obviously needs a little time alone to gain self-control, he is offered a quiet place in the classroom where he can calm down, and come back to the group when he is ready.

Q. What happens after my child leaves Montessori?
A. Montessori children usually adapt very well to new school situations. They have learned to be independent problem-solvers who make decisions easily and therefore can adapt to new situations with confidence. They work well in groups or by themselves, and have developed good self-images that lead to success in future endeavors.

Is Your Child Developmentally Ready?
The classrooms at Sullivan Montessori School are designed for children between the ages of 2½ and 6 years. All children are different, and some are developmentally ready to begin at 2½; others must wait until 3 or 3½. The following are a few examples of behaviors a child must display to be developmentally ready to begin our school:

• able to sit at circle time and listen to stories and engage in activities. A child who is too young will not be able to attend to group situations, sit for stories, participate in games, etc.
• will allow teachers to show him/her how to use the activities on the shelf. A child who is developmentally too young will not be able to wait, to watch, and to take in the process for doing the work.
• will take suggestions from the teacher of work he is ready for. A child who is not ready will pull away from the teacher when she takes his hand, or will display unwillingness to go with the teacher by lying on the floor, running away, etc.
• able to complete the work cycle; take work out, complete the work, and put it away, or at least be willing to let the teacher help her do these things. Children who are too young for this type of classroom will take many activities out, work on them for only a very short amount of time without completing anything, and then move on to something else without putting the previous activities away.
• able to follow simple directions like lining up, washing hands, putting on coat to go outside. They don't have to be able to do these things perfectly, but they have to be willing to listen to instructions on how to do these things, and begin to follow those instructions.
• willing to participate in the toileting routine. All children must be potty-trained to begin at Sullivan Montessori. Your child needs to be willing to sit on the toilet when we ask him to, and tell us when he needs to go. We will help in the bathroom until he can do it on his own.
• able to communicate needs to the teacher and other children appropriately. Children who are too young will just cry when they need something, and will be very frustrated in an environment that is not meeting their needs.

When considering acceptance of a child, we at Sullivan Montessori have to not only consider the readiness of the individual child, but also the needs of the whole classroom. Children who are too young take an extraordinary amount of the teacher's time, to the detriment of the classroom as a whole. We want every child to be happy in the classroom, which means that he or she needs to be developmentally ready for the experience.