During a recent classroom visit, I experienced a Montessori-inspired environment where students worked independently, chose their own tasks, and moved through the room with purpose. The teacher observed calmly, offering guidance when needed. It felt very different from the traditional classroom model. Montessori education values children as capable, active learners and promotes hands-on, self-directed learning, mixed-age groupings, and freedom within a structured environment. As a teacher candidate in Ontario, I immediately saw the connection to what we are learning about student agency, inquiry-based learning, and differentiated instruction.
Montessori philosophy aligns closely with Ontario's educational approach. The Kindergarten Program (2016) encourages play-based, inquiry-driven learning that supports exploration and choice. The principles outlined in Learning for All emphasize Universal Design for Learning (UDL), which is also reflected in Montessori classrooms through flexible and personalized learning spaces. Ontario's assessment policy, Growing Success, promotes assessment for and as learning, which is similar to Montessori's use of observation and student reflection.
As I continue to grow as an educator, I see meaningful ways to incorporate Montessori-inspired strategies into educational practices to support students as curious, confident, and capable learners.
Courtesy of: ShaylaL@OTU
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