I feel like I had a pretty good grasp on Montessori a couple of years ago, but now ds is in his 2nd year of lower el. at a public M, and I feel like I need a refresher. I understand that this Montessori is not "authentic" and that there are many compromises with the public school system. But here's a smidge of what's going on:
We have started the evaluation process through school and a private assessor to figure out his learning style and needs. He turned 7 at the end of September. He is very intelligent, and he may also have ADHD. He also receives Occupational Therapy for fine motor, gross motor coordination, and sensory processing difficulites. He reads well above age/grade level, and I belive his knowledge is well-above also. I think his math skills could be conceptually strong, but they emphasize rote memorization to move forward, so he kind of stagnates where he is.
His 1st grade teacher turned in her resignation at the beginning of the year last year but worked through the entire year - although she'd checked out in September. She was awful and had no interest in teaching Montessori. He has a new teacher, who is well-intended and seems M. minded, but she *just* received her M training and certification over the summer.
I have asked, and will ask again as we hold his MDT/IEP meeting, that some of the skills be assessed orally, rather than written. She complains about work completion and distraction with him - saying that he's going to start falling behind, and I think relieving some of the fine motor demand (not all, obviously) would be helpful to him and her. She is reluctant to deviate from "the progression" and how she was taught.
Give ds's fine motor difficulties - writing is unmotivating and hard for him. He will become distracted and be incredibly slow during these activities. Knowing that Montessori originally developed her teaching for students with disabilities, I have to think that she had common sense enough to modify her "assessment" of children's knowledge to meet their needs. Wasn't she all about observation to determine a student's abilities and interests?
Also, in terms of lower el. progression, particularly in Math, my understanding is that the students explore concrete to abstract of *all* opperations simultaneously. Is the Addition then Subtraction then Multiplication then Division progression just my district's "compromise" to keep Montessori kids and traditional ed. kids on the same level?
Help me understand better, so that I can have a clear perspective when I talk to her. If I'm totally off-base, then I need to know that too, so that I don't ask for un-Montessori things in a Montessori program. TIA