IPPN

Published: 05 January 2009

Source: Irish Independent

By Jacqueline Kavanagh

'Routine' and 'rules' are two words you'd typically associate with education. However one approach that breaks this mould is the Montessori method.

Italian physician Maria Montessori (1870-1952) believed that an education system which focussed on the individual capabilities of each child subsequently allowed each child to develop at their own pace. She concluded that: "Education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment.

"The task of the teacher becomes that of preparing a series of motives of cultural activity, and then refraining from obtrusive interference."

And it seems she was on to something. Many parents who choose a Montessori school for their children, over more traditional methods, have seen their offspring develop not only self-confidence and independence, but also a love of learning thanks to this particular way of teaching.

And the evidence isn't merely anecdotal. The efficacy of her teaching methods were demonstrated by a study done in the US journal Science (September 2006). It concluded that Montessori children had improved behavioural and academic skills compared with a mainstream group. The authors concluded that: "When strictly implemented, Montessori education fosters social and academic skills that are equal or superior to those fostered by a pool of other types of schools."

Individual

Four-year-old Katie Thompson is in her second year at Headfort Montessori in Kells, Co Meath, and her mum Patricia is adamant that attending a Montessori school is beneficial to her daughter.

"It takes into account the individual needs of the child and I think it's spot on for Katie's character," says Patricia. "She's quite creative and it gives her the flexibility to express herself. And it makes the whole learning experience more fun."

Patricia admits to being amazed at how much Katie has progressed.

"For her years, she's a mature little girl. Her practical skills have come on leaps and bounds," she says.

Joan Rafter, president of AMI (Association Montessori Internationale) Teachers Ireland, believes it's important that parents understand what the Montessori method entails before choosing it for their child.

"It is an educational establishment and an educational environment," explains Joan. "Most Montessori schools start at the age of three. The school then works along at the child's pace of work.

"Initially, they would learn exercises in how to greet somebody, how to get up from a table, how to introduce themselves. They learn early mathematics, early language and they begin to write and then read."

The environment within the Montessori school ensures that children move on to the next level of learning at their own speed.

"In a Montessori school, there is what's called a prepared environment and that's suited to a child's developmental needs," says Joan.

"They learn step by step. And a lot of the learning is done in an indirect manner -- they mightn't even be aware they're learning."

While most of us probably associate Montessori with pre-schoolers, its founder envisaged that it would be relevant from birth to adolescence and beyond.

Another tenet of Maria Montessori's philosophy was that instruction of children should be in three-year age groups, corresponding to sensitive periods of development, for example, children aged between three and six learn together, between six and nine, and between nine and 12.

In addition, her method encouraged child-sized furniture to help create a child-friendly environment.

Register

At present it's unclear how many Montessori schools there are in the country. And while there are organisations, such as the Irish Montessori Education Board, which offer accreditation to certain schools, there's no official register of all schools claiming to follow the Montessori method.

In fact, Montessori is not recognised as a trademark, meaning anyone can call a school a 'Montessori school' without having to reach any legal required standard of Montessori training.

Norita Grimes, principal directress of Headfort Montessori School, has no doubt of the benefits to a child of attending a Montessori school -- such as increased confidence, a love of learning and a greater understanding of the world.

And while some argue that three-year-olds are too young to be placed in an educational environment, Norita disagrees.

"Children love to learn," she explains. "It's a very sensitive period between three and five-and-a-half. They're like sponges, soaking up everything and listening to what's going on around them. At that age, their senses are open and Montessori caters to that."

Nor should parents be concerned about children moving from Montessori into primary school, as primary school teachers are experienced at spotting what level children are at and will give them work accordingly, she explains.

"They're going into a classroom environment, confident in their own abilities. And they'll have acquired a love of learning they'll bring with them and will always have."

Noele McEvoy has experienced the Montessori method both as a teacher and a mother. Her 10-year-old daughter, Amy, attended The Children's House Montessori School in Stillorgan, Co Dublin, until fourth class, while her eight-year-old daughter Laura is still at the school.

"Within a Montessori class, each child develops to their full potential," explains Noele. "The fact that it's self-directed learning encourages a child to learn for themselves and not just for the teacher to say 'well done'. It's learning simply for the love of learning.

"Also it allows the child to use their initiative and to go and explore and follow-up on things that interest them."

She challenges some parents' misconceptions of Montessori schools.

"Sometimes I hear parents say 'Montessori is all work, I just want them to play.' But if you stand back and observe one, two and three-year-old children, all they want to do is dress themselves, feed themselves, do what you are doing and be totally independent. Within Montessori, that is what we answer. It's important to remember: work is the play of the child."

Micaela Kuh, principal of The Children's House, one of the few schools that take children up to the age of 12, sees the Montessori method as giving education for life.

"We cater to the total development of the child, to their intellectual side, their emotional side, their physical and their spiritual side," explains Micaela. "We cater to each child on an individual basis."

But she recognises there is some misunderstanding about the freedom children have within the Montessori method, with some people saying it's too structured and at the other extreme others suggesting the children have too much freedom.

"What we say is that children have freedom within limits," explains Micaela.

She says the love of learning they develop while at Montessori school will stay with them always.

"To me, the most important thing is that children are happy about their learning and about themselves as individuals. As Montessori herself said: 'The child of today is the adult of tomorrow.'"

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Published: 02 January 2009

Source: Irish Independent

By INTO

The Department of Education and Science has now issued a new circular on revised arrangements for substitute cover for registered teachers in primary schools. These arrangements were first announced prior to Christmas.

• Click here for link to Circular 115
  
• Click here for the INTO Press Release on these arrangements

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Published: 31 December 2008

Source: Irish Times

By HARRY McGEE and MICHAEL O'REGAN

THE MINISTER for Education Batt O'Keeffe and the Fine Gael spokesman on education Brian Hayes have clashed over the benefits of a departmental pilot scheme to encourage technology in education.

Mr Hayes yesterday called on the department to scrap an e-mail server which it hosts and which is designed to encourage broadband access to the internet and e-mails. He said it has cost €842,960 to run since 2005 but has reached only 21 schools.

He said in a statement that the service was a wasteful use of taxpayers' money as it had cost almost €1 million to run a service that most schools can access independently at a very moderate costs.

"Considering the abject failure in extending it to a significant number of schools and the availability of other cheaper services, it must be shelved. "The service appears to provide little more than an e-mail address and account for students and teachers who have access to it and, apparently, nothing has been done to progress it since 2005," he said.

But later yesterday Mr O'Keeffe issued a statement sharply rebuking Mr Hayes for criticising the scheme. Mr O'Keeffe charged that the Fine Gael spokesman was being "misleading and vacuous" in his claims. "Deputy Hayes is issuing so many micro-level press releases that trying to digest them is a bit like drinking water from a fire hose," said Mr O'Keeffe in the statement.

"In this case, his latest target is a legitimate e-mail system which my department is piloting in schools to establish whether it can help in the transmission of materials such as circulars and other online information," he said.

Mr Hayes later countered that Mr O'Keeffe should debate the issue openly.

This article appears in the print edition of the Irish Times

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Published: 29 December 2008

Source: Independent

By Fergus Black and Patricia McDonagh

UNIVERSITIES have dismissed proposals to re-introduce bonus points for honours Leaving Certificate maths.

Awarding bonus points for maths would artificially increase the cut-off points levels for science, engineering and technology subjects, the universities have warned.

The proposal would be unlikely to encourage more students to study these programmes and could actually act as a deterrent to students taking up the subject, according to the colleges.

An expert government advisory group has recommended that Leaving Cert students who brave the Higher-Level Maths paper should be rewarded with bonus college points.

The Expert Group on Future Skills Needs said the move was necessary to compensate for the greater effort required for success in Higher-Level Maths which is taken by only 17pc of Leaving Cert students.

Fine Gael Education spokesman Brian Hayes last night insisted bonus points for honours Leaving Cert maths could be made "course specific".

This would mean that a student would only receive the bonus if he or she chose a particular science or technology course at third level.

Fair

This would be "fair" and help the country produce high performing science and technology graduates.

"How can an economy recover and prosper when, in just eight years, there will be a 45pc and 55pc drop in the number of computing and electrical engineering graduates respectively?" Mr Hayes asked.

"Radical educational reforms that safeguard our economy are needed to future-proof our economic success."

But the idea of any kind of bonus scheme has been dismissed by the Irish Universities Association (IUA), the representative body for the seven Irish universities.

In a major response to the proposal, the IUA said it was widely agreed that it was desirable to increase the number of students studying science, engineering and technology (SET) subjects in higher education.

While maths was of fundamental importance to careers in engineering, experimental and numerative disciplines, increasing the numbers of Leaving Cert honours maths students would not by itself lead to a meaningful increase in the numbers of SET students.

According to the IUA, preliminary analysis of last year's figures indicated that more than 70pc of students who accepted a place in a level 8 honours degree programme did not have honours maths.

Of those who did, more than 60pc chose a field of study other than the science, applied science, engineering and technology areas.

"There is therefore, no guarantee that a student who takes honours mathematics will enter into the physical sciences or engineering, even where additional bonus points for mathematics are awarded."

The universities also warned that awarding bonus points only for applicants to SET programmes would artificially increase the cut-off points levels for applicants in these areas without necessarily increasing demand.

They found that the number of students sitting honours maths was strongly conditioned by the number of schools which actually provided the option.

Of the 786 second-level schools recorded for last year's Leaving Cert, honours maths candidates came from 640 of them. This meant that a minimum of 146 schools -- one in five -- did not offer Leaving Cert honours maths.

"The fact that such a large proportion of schools do not appear to teach honours maths immediately and dramatically reduces the options of important numbers of potential SET students," the universities said.

Students

"It should also be noted that awarding bonus points for Leaving Cert honours maths would further disadvantage all students from such schools where this subject is not even an option, placing them at a relative disadvantage in terms of points to students where LC honours maths (and therefore bonus points) were available.

"Increasing the numbers of LC honours maths students would also require increasing the numbers who sit the subject at Junior Cert."

The IUA concluded: "There are major challenges which need to be addressed in the perception and teaching of mathematics in the secondary school system which will not be addressed simply by offering bonus points for LC honours maths."

A spokesman for Education Minister Batt O'Keeffe said providing bonus points could reinforce the perception that maths was a difficult subject.

There was "no evidence" that the courses where bonus points used to be applied -- in the University of Limerick and the Institute of Technology -- fared any better in terms of applicants, he said.

UCD and the University of Limerick were the last universities to offer bonus points for maths, before both phased them out in the late 1990s.

- Fergus Black and Patricia McDonagh

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