Someone from the New York Times understands

This editorial was published last week in the New York Times suggesting that the school reform we really need is to allow elementary aged children to spend more time practicing (and enjoying) reading and writing and math and less time being graded and tested and judged. My only complaint about this editorial is that it misses the fact that classrooms like this already exist. Their called Montessori schools. There’s no need to reinvent the wheel.

[Thanks, Elise!]

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2 thoughts on “Someone from the New York Times understands

  1. Jess says:

    Very timely! I’m writing one grad school app essay on the importance of play. Luckily play-centered ed isn’t limited to Montessori. Reggio, Waldorf and I’d argue good k-5 philosophy in general does too.

  2. superplexa says:

    It’s interesting that you say this, Jess, because I think a lot of Montessorians would insist that Montessori is adamantly NOT play-centered. Of course, it depends on what you mean by play-centered. If you mean fantasy-based or without strict rules and expectations or largely focused on activities other than the standard “academic” subjects, then Montessori is most definitely not play-centered. On the other hand, if anything a child chooses to do of his own free will is “play,” then Montessori is absolutely play-based.

    (I think a lot of Montessorians have a strong reaction to the word “play” because it implies “unimportant.” I know I do. From a Montessori perspective, the activities that children engage in (both the running around crazy sorts of activities and especially the quiet, focused “hard” activities) are crucially important, but they don’t always look that way to adults, because the purpose isn’t to accomplish something efficiently or change the environment, the purpose is to grow.)

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