Everyone knows that imitation is the sincerest form of flattery. While this may or may not be true, it is certain that imitation is also a powerful learning tool. Studies abound illustrating the human tendency to mimic, both consciously and subconsciously. Participants watching a video featuring rude exchanges between actors are liable to be rude themselves when put in social

situations immediately afterwards. It is clear that as a species our behavior profoundly influenced by the people that surround us, and this can impact both our actions and our learning.

How does this manifest itself in a Montessori environment? One clear component is the multi-age classroom itself, an aspect that holds many advantages for students, parents, and teachers. Children enjoy the security and comfort of staying in one room for three years. Parents don’t have to reintroduce their child’s strengths and challenges to new teachers each

September; knowing his or her teachers will gain a deeper understanding of a child’s needs given a three-year cycle. For teachers, the variety of ages and developmental stages in the same classroom allows children to move more freely through a scope and sequence of study, as the so-called “shotgun” approach, requisite to a single-aged classroom, is not necessary.

As important as these elements are, Montessorians have known all along that there are also clear pedagogical advantages to a multi-age classroom and the opportunities

it affords to use imitation as a tool for learning. Younger students watch older students, hear the language of the lesson given on the next rug over, observe the use of more complex learning materials, and mirror their behavior. This is why we often hear Montessori teachers emphasize to these older students their role as models and peer teachers. And, of course, the teachers

themselves give lessons in such a way, with great care and exaggerated movements, as to stress key elements in any given lesson. For example, the forty-seven steps to washing your hands. We can see how Montessori’s use of the phrase, “the absorbent mind” reflects her understanding of the importance of imitation.

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.”