To What Extent Can Modifications of Montessori Lessons Impact Classroom Engagement?

Abstract

The purpose of this study was to explore the impact on classroom engagement among Montessori primary students when modifications were made to Montessori lessons and the use of materials. Key components of the research included the incorporation of bilateral coordination activities, activities that would activate proprioception, use of visuals, and lessons including multiple steps to engage executive function skills. The researcher compared work engagement before and after the completion of the implementation of modifications to Montessori lessons and materials among eight children. A survey was completed by parents, guardians, and the teacher. This survey helped to determine if children exhibited behaviors consistent with inattention, hyperactivity and/or impulsivity. The survey helped to inform the researcher if behaviors occurred at home, at school or in both settings. Observations were made and noted on individual students to inform the researcher on behaviors and/or habits that occurred during the work period. The researcher used an engagement tracking form to note students’ work engagement with materials before and after the implementation of an intervention for individual students and a tool to observe and track the group’s work engagement. The study provided insight into the possible effects of providing modifications to Montessori lessons.