Montessori Outcomes

LibraryIntrinsic Motivation- Intrinsic motivation is the innate desire that drives the child to engage in an activity for enjoyment and satisfaction.

Creativity and Originality of Thought- Students are confident using the knowledge and skills they acquired to express their own ideas and creativity.  They recognize the value of their own ideas, respect the creative process of others and are willing to share regardless of risk.  Students find joy and satisfaction in self-expression.

Social Responsibility- Social responsibility requires the awareness that one’s actions impact the welfare of the group and that one cannot attain complete independence and autonomy until one contributes constructively in a group process.  Individuals are able to make a positive contribution to their community and groups within that community.

Autonomy- The autonomous child is self-directed, composed and morally independent.

Confidence and Competence- The confident and competent child perceives himself as being successful, has a realistic understanding of accomplishment and has the ability to learn from his/her mistakes.  Competence is the capability for success through taking risks, reflection, and self-correction.

Spiritual Awareness- Montessori students are often exceptionally compassionate, empathetic, and sensitive to the natural world and human condition.

Academic Preparation- On an academic level, Montessori provides students with skills that allow them to become independently functioning adults and lifelong learners.  As students master one level of academic skills they are able to go further and apply themselves to increasingly challenging materials across various academic disciplines.  Students recognize that there is always room to grow in their abilities to read, write, speak, and think clearly and thoughtfully.  Children learn how to learn by doing.  Students are encouraged to explore materials, integrate new concepts, analyze data, and think critically.  Academic skills are essential to learning and knowing, not the aim of learning and knowing.