2. The "Prepared Environment." In order for self-directed learning to take place, the whole learning environment-room, materials and social climate- must be supportive of the learner. The teacher provides necessary resources, including opportunities for children to function in a safe and positive climate. The teacher thus gains the children's trust, which enables them to try new things and build self-confidence.

3. The Montessori materials. Dr. Montessori's observations of the kinds of things which children enjoy and go back to repeatedly led her to design a number of multisensory, sequential and self-correcting materials which facilitate the learning of skills and lead to learning of abstract ideas.

4. The teacher. Originally called a "Directress," the Montessori teacher functions as designer of the environment, resource person, role model, demonstrato, record-keeper and meticulous observer of each child's behavior and growth.

The teacher acts as the facilitator of learning. Extensive training- a minimum of a full year following the baccalaureate degree is required for a full AMS credential, including a year's student teaching under supervision-is specialized for the age group with which a teacher will work, i.e., infant and toddler, three to six year olds, elementary or secondary level.

How does it work?

Each Montessori class, from toddlers through high school, operates on the principle of freedom within limits. Every program has it's set of ground rules which differs from age to age, but is always based on core Montessori beliefs- respect for each other and for the environment.

Children are free to work at their own pace with materials they have chosen, either alone or with others. The teacher relies on her observations of the children to determine which new activities and materials she may introduce to an individual child or to a small or large group. The aim is to encourage active, self-directed learning and to strike a balance of individual mastery with small group collaboration within the whole group community.

The three-year-age span in each class provides a family-like grouping where learning can take place naturally. More experienced children share what they have learned while reinforcing their own learning. Because this peer group learning is intrinsic to Montessori, there is often more conversation- language experiences- in the Montessori classroom than in conventional early education settings.