Montessori

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The Montessori method firmly believes that the child learns by his own experiences and provides him with vast and varied experience. The environment is set up with various apparatus from the field of Practical Life, Sensorial activities, Language, Mathematics and Culture. At any given time different children are doing different activities from different fields. The age groups vary from 2½ to 6 years. Thus forming a mini society of their own. We believe the future adult cannot be constructed harmoniously if the child has not been able to develop harmoniously.

Is There A Genius Hidden In Your Child?

The Montessori method enables the genius to unfurl itself from within the child who is to many an adult a mystery amidst enigma.

“All children are born geniuses, 9999 out of 1000 are swiftly, inadvertently degeniused by grown-up”...Buckminister Fuller.

Every child is born with a thirst; a hunger for knowledge and they can only learn what humanity has learnt by trial and error. We can learn from mistakes, but we tell the child “don’t make mistakes” .We seem to have forgotten that some of the greatest scientific discoveries were infact due to “mistakes” made by some scientists-The discovery of Penicillin.

When dealing with children we in our ignorance, out of love and concern of the child’s future, act as though we know all the answers and curtail the child’s spontaneous acts of exploration, so that the child does not make “mistakes”. Thus we systematically encourage the child not to think-Lack Of Responding Power Kills The Genius In The Child.

The Montessori method, which was discovered by Dr. Maria Montessori (Italy’s Fair Lady Doctor) does not aim at teaching. It does not equate education with imparting knowledge. It aims at assisting the development that is taking place in the child. The child is an entity unto himself, a pole of humanity. The future adult cannot be constructed harmoniously if the child has not been able to develop harmoniously.

Dr Maria Montessori sees the child as the “Father of the man”. The method firmly believes that the child learns by his own experiences and provides him with vast and varied experience. The environment is set up with various apparatus from the field of Practical Life, Sensorial activities, Language, Mathematics and Culture. Under the heading of Culture we group together subjects like botany, geography, science, art, music etc.

The use of the apparatus is demonstrated to the child and once it has been done, the child is free to use it as often and for as long as he wishes. He is free to experiment with the material as long as he does not abuse it. Therefore he learns from his own experience. As more demonstrations are given the child has more activates to choose from and may move around freely choosing what he needs to do. Hence at any given time different children are doing different activities from different fields. The age groups vary from 2.5 years to 6 years. Thus forming a mini society of their own.

The Practical life exercises help the child to acquire co-ordination of movement, become independent and develop the social skills needed to live as members of the society.

The Sensorial Material enables the child to develop the ability to observe and compare with precision. These activities pilot the child to more complex activities.
Mathematics is later formally introduced by means of concrete materials that enable the child to fully understand the quantities. It helps them realize that quantities and numbers in each of these hierarchies rage from 1 to 9. Similarly they are helped to carry out the various operations like addition, subtraction etc. with understanding.

Language is introduced to the child so that he can first develop the spoken language skills i.e. to acquire vocabulary and learn how to converse in the medium of instruction. They are introduced to phonetics and can thus write, spell and read fairly confidently by the time they are 6 years old.

Education is not something, which the teacher does, but it is a natural process, which develops spontaneously in the human being.

A Comparison Of Traditional Pre-School Education And Montessori

Traditional	Montessori
Teacher sets curriculum	Child chooses materials
Teacher sets pace	Child sets own pace
Teacher guides child	Child free to discover on own
Emphasis is on the abstract	Emphasis is on the concrete
Much role-play and fantasy	Reality orientated
Random placement - not necessary to return to specific place	Specific places for materials - sense of order
Teacher provides stimuli to learning	Child provides own stimuli to learning
Teacher-centred environment	Child-centred learning environment
Use of reward and punishment in motivation	Self-education through self-correcting materials
All children are treated alike	Recognition of sensitive periods
Play materials for non-specific skills	Multi-sensory materials to develop specific skills
Rigid rules not to move furniture and to sit in designated places	Liberty to move about self and furniture
Silence is on many occasions enforced	Liberty to speak (without disturbing others) as he pleases
Teacher does all and child is forced to follow	Teacher's part is to guide child to act and think for himself
Children are punished even if fault lies at the teacher's incapabilities	Disorderly conduct in class is regarded as teacher's fault, she seeks it out and corrects it

Kotwal’s sanstha

Sansth? is tantamount or synonymous with Kotwal’s School

At Kotwal’s Pre-Primary section we believe excessive scholastic stress is prematurely aging the cherubic individuals and destroying their individuality in the race for scores beyond their reach. Thus we have evolved a unique technique by incorporating the Montessori material with the conventional method of education.

The material which is specially designed for the all round development of the child is introduced to the children in groups. The child is taught to develop the art of patients, tolerance, sharing & caring.

With the assistance of the material the writing and reading skills are developed in parallel with communication competency.

The syllabus includes

Practical exercises: From threading beads to buttoning and lacing which augments the child’s desire to perform his own personal routine chores.

Repetition and Recognition: The exercise of repetition enhances the memory skills and perfects the inputs discharged by the adult. Parallel to repetition come recognition of letters and their sound with numerals and their quantity. Repetitive exercises of recognition consolidate the basic concepts.

Writing on the slate: From drawing and naming different lines to colouring of objects and letters and numbers.

Recitation: Recitation and its relation to speech development is a necessary capsule to swallow to build oratory skills.

Reading: The expertise of reading is cultivated and the desire to explore reading as an art is developed. The art of reading is a crucial and necessary part of development of the mind and person.

Writing: Hand writing is the forte of each and every child who has had the privilege of have their foundation at Kotwal’s School. The adult in the class is brilliantly trained to exploit the child’s ability to develop an excellent hand writing which he retains till the very end.

Specially designed note book are given to the child and the talented adult persist on her journey to train and provoke the child to form the letters of the alphabet and numbers to perfection.

Health Talk: To have a healthy society we have to have healthy citizens and the best time to develop and educate the human being is at this tender age.

Healthy daily routines and chores are imbibed and the ever hungry cherubic minds accrue these habits which become a religion to them

Nature Study: The realities of nature is surely inscribed in the ever craving minds of these budding human beings. The consolidate and collaborate the realities of nature to their class room and adult.

Number work: Logical analyses and productive thinking can come only with a healthy understanding of numbers, their values and combinations.
Numbers. Notations, Valuations and all their combinations are introduced in the most exciting and interesting method with the assistance of Montessori material ensuring the perfect combination of understanding, practice and analyses.

Endorsement The unique system of Kotwal’s / sansth? has be unilaterally endorsed by generations who have passed through the corridors of Kotwal’s School. The fact that the establishment has with stood the tsunami of new era institutions and has forged itself and etched its name on the tablets of time consolidates the quality we stand for.

Kotwal's School

Late Mrs. A. M. Kotwal founded Kotwal’s School in 1952. After working for many years in schools and trained under Dr.Maria Montessori, Mrs. Kotwal believed that the Montessori method was the most effective way of educating children in the early and formative years. With limited funds and an enthusiastic husband as her only supporter, Kotwal’s School was able to open with 4 children in her own home in Begumpet.

In 1957 the school moved to a location in Marredpalli. Ever since become synonymous with Marredpalli and has become a prominent landmark in Marredpalli. Kotwal’s School has continued to expand and improve facilities by renovating existing spaces, leasing additional buildings and building new classroom, physical education and music spaces.

In 2006, the school was granted initial accreditation by the Government of Andhra Pradesh. Kotwal’s School has always achieved 100% results in the board exams.

Today, Kotwal’s School has 2 branches Marredpalli and Bolaram. The Marredpalli campus consists of 30 rooms housed in a corporate school infrastructure a with a state of the art computer lab. Library , Science laboratory , a physical education/multi-purpose space, a music space, an art center, a media center and a big MCH garden, basket ball court and plenty of room for outdoor activities. Classes rooms areequipped with projectors, boards and computers.

The Bolaram branch is housed on a 2 acre campus and 25000 sft with a profession cricket coaching camp (managed by the famous John Manoj who has coached many of India’s star performers), basketball, volleyball, smart class room equipped with projectors, boards and computers etc

Currently Kotwal’s School educates 790 children. From pre-KG through the tenth grade.

Up to grade 6 we have designed our own syllabus which is fusion of CBSE, ICSE and SSC.

Kotwal’s School is now in the process of getting recognized by the CBSE board.

In future we will be affiliated to both the CBSE and SSC boards give the parent the best of both worlds. The parent may make a choice of syllabus when the child reaches grade 6.