Observable Montessori Outcomes
Those involved in the self-evaluation process, should observe the following outcomes of Montessori education:
Children are able to choose their own work, become engaged, construct their knowledge and complete it to their satisfaction. In all age levels, guidance is given, or children are able to seek help when necessary in this process. Children in the Toddler programme are provided with opportunities to develop daily life skills which support their emerging independence.
2. Confidence and Competence
In Toddler classrooms, children develop confidence and competence by engaging successfully in
daily life skills. In Casa and Elementary programmes, the children upon observation, reflection,
and/or discussion, should be capable of correcting their own work. They should be able to manage
the various materials with a clear sense of purpose, leading them to further understanding.
3. Intrinsic Motivation
Children are able to continue working for the pure pleasure of doing so. In Casa and Elementary
programmes, children routinely demonstrate newly achieved competencies.
4. Ability to Handle External Authority
Children should be able to manage the classroom expectations that have been established.
Toddlers should respond appropriately to re-direction. Casa and Elementary children should
demonstrate a level of discipline with or without the direction and correction of an adult.
5. Social Awareness
Children attain independence, autonomy, and develop social responsibility through participation
in group activity. Children in Toddler programmes are provided opportunities to join group
activities in order to support emergent social skills. In Casa and Elementary programmes,
children demonstrate social responsibility and leadership skills, such as empathy, communication,
initiative, and resiliency.
6. Academic Preparation
In Casa and Elementary programmes, academic skills are essential to learning and knowing. All
children are acquiring skills appropriate to their age and stage, their interests, their abilities and
7. Global Awareness
The children are acquiring qualities of citizenship and stewardship through an understanding
and respect for cultural diversity and environmental awareness.
All children are secure and respected. In Casa and Elementary programmes, there are
opportunities to develop and practice qualities of peace and conflict resolution in their
interactions with others.
9. Spontaneity and Joy
Children are allowed to be natural, and there are opportunities for spontaneity and
expressions of the joy of learning.
Movement is an integral part of the environment for all ages and opportunities for freedom
of gross motor movement and fine motor movement are essential. In the Toddler communities,
recording their milestones and anecdotal reporting is central to programming.
11. An Atmosphere that Supports the Development of Language and Self-Expression
Clear, precise, rich language is an essential component of the classroom. Children are aware
of verbal and non-verbal cues. In Toddler communities, the development and support of
language and self-expression is central to programming.
12. Recordkeeping of Children’s Progress
The teacher shows an understanding of children’s progress and keeps clear and adequate
records as a continuous form of assessment. These records include dated: planning,
recording children’s activities, and anecdotal comments on each child. Anecdotal records
are observational notes recording anything of significance in the social, emotional or cognitive
development of each child.
Children approach the teacher with ease and confidence, reflecting a personal connection and a
sense of security.
14. Role Modeling
The teacher reflects the essential qualities of respect, order, enjoyment, and engagement.