1. Competition – the Montessori Way
By Sylvia Bell and Debra Boos
What comes to mind when you hear the word ‘Montessori’? Many people know that
lessons are presented to students at their own pace in a logical, sequential manner. They
know that the classroom is designed to stimulate a child’s five senses. They know that
students are able to interact with real-life, hands-on materials. And they may also know
that students learn and lead in a co-operative manner.
At Don Titus Montessori School, parents and staff recently had a conversation on the role
of competition in a learning environment. Does competition motivate children? Perhaps.
But there are risks to the learning environment if it is not handled skillfully. When we
use competition, there are winners – and losers. In order for my child to win, your child
has to lose. So competition can easily turn a child away from learning.
As Montessori educators, our goal is to present activities to students that will spark their
interest in learning. Children develop their own abilities as they learn and grow
intellectually, physically, socially, and emotionally. We strive to respect the unique
growth of each student. In other words, we are prepared to observe a child's individual
progress and to "follow the child" by presenting new information when the child is
interested and is developmentally ready to proceed.
In a co-operative classroom environment you will see students helping each other learn.
They might be setting up the snack table, sharing a book together, or studying science
facts with a partner. Older children often help model and teach the younger children. For
example, a third year student might teach a first year student how recognize spelling
patterns in words they are learning.
We can still have competition, but it will only be introduced when the child has a
reasonable chance of success. Friendly competition does exist in the Montessori
classroom but it is initiated by the students with the goal of enhancing the learning of all
students involved. One example of this is when two children choose to sit and practice
their multiplication tables together by 'testing' each other with flash cards. Another
example is when a group of students organize an impromptu soccer game outside on the
field. Students learn valuable leadership and teamwork skills as they organize the teams,
teach each other the rules, and play fairly together.
We teach students to have a growth mindset. This means that they learn how to have an
attitude that if they practice at something they are interested in, they can get better and
better. This does not mean that students are cushioned from dealing with the
disappointment that comes with not performing well. Instead, we view failure as a
springboard to improve. We directly teach these skills by allowing students to take
responsibility for their own learning. This involves placing emphasis on personal growth
and self-competition, not on a 'me versus you' competition.

2. We believe that children, who are stimulated and challenged by the environment, rather
than by organized competition with others, are motivated to take risks and try new things.
They do not have to be compared to or competing with others to bring out the best in
themselves. As they grow up, we want students to take what they have learned and
practiced in school out into the adult world with them. With that long-term goal in mind,
we try to teach students to approach their studies with enthusiasm, to work with little
adult direction, to treat others respectfully, and to work well both independently and with
others.