The premises of a Montessori approach to teaching and learning include the following:

That children are capable of self-directed learning.
That it is critically important for the teacher to be an “observer” of the child instead of a lecturer. This observation of the child interacting with his or her environment is the basis for the ongoing presentation of new material and avenues of learning. Presentation of subsequent exercises for skill development and information accumulation are based on the teacher’s observation that the child has mastered the current exercise(s).
That there are numerous “sensitive periods” of development (periods of a few months or even weeks), during which a child’s mind is particularly open to learning specific skills or knowledge such as crawling, sitting, walking, talking, reading, counting, and various levels of social interaction. These skills are learned effortlessly and joyfully. Learning one of these skills outside of its corresponding sensitive period is certainly possible, but always difficult and frustrating.
That children have an “absorbent mind” from birth to around age 6, possessing limitless motivation to achieve competence within their environment and to perfect skills and understandings. This phenomenon is characterized by the young child’s capacity for repetition of activities within sensitive period categories, such as exhaustive babbling as language practice leading to language competence.
That children are masters of their school room environment, which has been specifically prepared for them to be academic, comfortable, and to encourage independence by giving them the tools and responsibility to manage its upkeep.
That children learn through discovery, so didactic materials with a control for error are used. Through the use of these materials, which are specific to Montessori schools (for example, sets of letters, blocks and science experiments) children learn to correct their own mistakes instead of relying on a teacher to give them the correct answer.
That children most often learn alone during periods of intense concentration. During these self-chosen and spontaneous periods, the child is not to be interrupted by the teacher.
That the hand is intimately connected to the developing brain in children. Children must actually touch the shapes, letters, temperatures, etc. that they are learning about–not just watch a teacher or TV screen tell them about these discoveries.

After eight years of living and breathing Montessori in New Jersey, we (my wife Miriam and I), moved to Israel.

Miriam was the Head Teacher at Ahavat Yisrael Jewish Montessori Day School, a small private school in Bergen County, NJ, USA, and I was the Administrator. We spent countless hours discussing the different aspects of the school, even at home. Our kids used to ask: “Can’t you talk about anything else but Montessori?”

After a year in Israel we are starting to miss Montessori.

We are in the process of exploring the possibility of advancing the Montessori method and/or principles here in Israel. A school? Younger children or older children? Would parents with teenagers be able to see the posibilities Montessori could offer their children? And more…