Montessori:  Educational goal is to foster a life-long love of learning
Traditional:  Educational goal is to master core curricula objectives
Montessori:  Child is provided opportunities to choose own work from interests and abilities, concepts taught within context of interest.
Traditional:  Curricula organized and structured for child based on the curricula standards.
Montessori:  Multi-disciplinary, interwoven curriculum.
Traditional:  Curriculum areas usually taught as separate topics.
Montessori:  Active Individualized Learning thru stimulating, multi-sensory teaching materials.
Traditional:  Passive Class Learning thru teacher-centered class lessons and paper work.
Montessori:  Child can work where he/she is comfortable and the child often has choices between working alone or with a group that is highly collaborative among older students.
Traditional:  Child is usually assigned a specific work space; talking among peers is discouraged.
Montessori:  Working at One's Own Pace enables students to work for long periods without interruption. Each individual works at his potential independent of the class.
Traditional:  Group Learning involves each academic subject being scheduled for a limited period. Each student is directly affected by the progress of the whole class.
Montessori:  Care of self and environment are emphasized as integral to the learning process.
Traditional:  Less emphasis on self-care, spatial awareness, and care of environment.
Montessori:  Learning is reinforced internally through the child's own repetition of an activity and internal feelings of success.
Traditional:  Learning is reinforced externally by test scores and rewards competition and grades.
Montessori:  Integral Education balances academic work with freedom of movement, and harmony is created between physical, social and mental activities. There is an interrelationship between subjects.
Traditional:  Fragmented Education provides academic subjects that are not interrelated. Periods of intense mental effort are alternated with periods of vigorous physical activity to release tension.
Montessori:  Child allowed to spot own errors through feedback from the materials; errors are viewed as part of the learning process.
Traditional:  Work is usually corrected by the teacher; errors are viewed as mistakes.
Montessori:  Independence is fostered by a classroom that is specifically designed to encourage maximum development.
Traditional:  Dependence is promoted since the activities are initiated by the teacher.
Montessori:  Values concentration and depth of experience; supplies uninterrupted time for focused work cycle to develop.
Traditional:  Values completion of assignments; time is tightly scheduled.
Montessori:  Grace, courtesy, and conflict resolution are integral parts of daily Montessori peace curriculum.
Traditional:  Conflict resolution is usually taught separately from daily classroom activity. At time in punitive forms.
Montessori:  Reality Oriented Education maintains concrete, first-hand experience as the basis for abstraction.
Traditional:  Abstract Education has students learning through mechanical memorization.
Montessori:  Three-year span of age grouping, three-year cycles allow teacher, students, and parents to develop supportive, collaborative and trusting relationships.
Traditional:  Same-age and/or skill level grouping; one-year cycles can limit development of strong teacher, student, and parent collaboration.
Montessori:  Close Student-Teacher Interaction enables complete and precise evaluation of student's progress, both academically and psychologically.
Traditional:  Class Oriented Teaching prevents close interaction between individual students and teacher. Standardized tests are necessary to determine students' progress.
Montessori:  Instruction, both individual and group, adapts to students' learning styles and developmental levels.
Traditional:  Instruction, both individual and group, adapts to core curricula benchmarks.
Montessori:  A carefully prepared learning environment and method encourages development of internal self-discipline and intrinsic motivation.
Traditional:  Teacher acts as a primary enforcer of external discipline promoting extrinsic motivation.
Montessori:  Child is an active participant in learning, allowed to move about and respectfully explore the classroom environment; teacher is an instructional facilitator and guide.
Traditional:  Child is a more passive participant in learning, teacher has a more dominant, central role in classroom activity.