Most adults observing a Cornerstone classroom are quick to notice its strengths. The use of manipulative materials, the small group lessons, the beauty of the prepared environment, the freedom of movement, all form an impressive tableau. A more in-depth observation would also clearly reveal the integration of subject areas, the social interaction, and the element of choice. Within that structure, students move with purpose (most of the time) and ease, seemingly without adult compulsion. Children voluntarily seek out activity, come to lessons willingly and happily, work with peers of their own accord, and, with guidance, take responsibility for their education. The structure for this drive does not come from a draconian adult or some other extrinsic force. Instead, the children appear to have an intrinsic urgency to act upon the environment. Why?
A crucial aspect of any Montessori classroom is perhaps less discernible due to its conspicuousness. The driving force in the child’s interaction and progression through the curriculum is deep interest. It is the tree that can’t be seen for the Montessori forest. This passion is created through creative and impressionistic lessons, the presentation of grand concepts, the use of large numbers, the emphasis on the power of imagination, and the liberty to choose a compelling activity for one’s self. More than a natural incentive, interest further serves as a powerful tool for learning. Studies clearly show that we are much more likely to assimilate information if it holds strong interest. One such study had participants list a series articles in terms of their interest. Not surprisingly, comprehension scores on these readings mirrored the ranking given. Areas of higher interest naturally hold our attention, heighten our focus, and compel us to iteration and practice. Consequently, the learning that takes place is more meaningful, more profoundly held, more deeply understood, more logically connected and synthesized.
And need we mention joy? So, at the end of the day (the metaphorical day, not 3 o’clock dismissal), it is the child’s likely response that speaks volumes in its simplicity. “Why do you like going to school?” “It’s fun.”
Follow the Child 