A Time-Sampling Analysis of Montessori versus Traditional Classroom Interaction

Abstract

Intensive observations were made of the classroom behavior of students enrolled in a Montessori academy versus students in a public elementary school. Twelve behavioral measures yielded information in four general areas: type of task involvement, source of supervision for academic tasks, size of task group, and amount of physical movement within the classroom. While students in the two schools showed a similar distribution of time between concentrated academic effort and distractive activities, the two groups were sharply distinguished on most of the other behavioral measures. In general, the classroom behavior of the Montessori and public school students coincided with the educational philosophies espoused by the two types of schools. No differences were found in the responses of boys and girls, but a pattern of behavior reflecting greater personal autonomy was found to differentiate the older from the younger students (fourth grade versus first grade levels).