Montessori Teacher

Simple facts and truths

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photo“This is our mission: to cast a ray of light and pass on.” (p. 111, para. 2)

Thoughts after read 7. The Exercises “How a Teacher Should Give a Lesson: Comparison with Older Systems”

The Montessori teacher provides simple lessons for the child. Every word in the lesson is thought out to provide factual information to the child with a limited amount of words. Too much information can be distracting and can take the focus off the purpose of the lesson. The teacher’s desire should be to spark interest and wonder in a child. If the lesson excites the child they will get the material out and work with it without being asked.

Maria describes situations in which a teacher will go on and on about their lesson to the child reaching beyond what they need to know. The child may become confused or get stuck in the story, never understanding the true meaning of the lesson. Maria gives the example of a traditional teacher teaching a child about the shape of the square. This teacher goes on about how many sides it has and the number of corners, making the square much more complicated than it has to be. In the Montessori Classroom this would be as simple as pointing at the square inset and tracing it with your fingers stating, “This is a square.” Maria points out that in this simple lesson the child is not even required to count to four. In this simple and precise manner, the child is not confused and understands the purpose of the lesson.

The teacher should be a rainbow to a child, gently casting light on lessons for the child to learn, opening them up to desire to reach their own understanding. Then the teacher fades back into the background while the child explores on their own. It is a beautiful dance in the classroom to watch, the teacher floating around the room casting light about her students encouraging them to sparkle from inside.

Montessori, M. (1972). The Exercises. In The discovery of the child (pp. 106-112) New York: Ballantine

Montessori Fundamentals: aesthetics, activity, control of error and limits

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“The training and sharpening of the senses has the obvious advantage of enlarging the field of perception and of offering an ever more solid foundation for intellectual growth.” (p.99, para. 2)

Thoughts after reading: 6. The Material for Development

The classroom itself is organized and aesthetically pleasing to the child. Having a beautiful environment for the child calls the child to work or activity. It also helps them develop a sense of care and concern for their environment. They water the plants, dust the shelves, sweep the floor, straighten books, and place objects where they belong. They feel that their classroom is their own and they are proud of the care that they give to the classroom. Children want a sense of belonging.

Montessori materials help prepare a young mind for science. The materials teach the child about order and categorization. Each sensorial material isolates a single focus for the child such as weight, size, length or color. If a child is using a material in which color is the focus contained needs to be the same. Everything else about the items in the exercise must be the same. Touch pads look the same, but have different textures. Color spools are all identical, but have different colors. Bells are the same, but have different sounds. After the child does the work, they must be able to self correct, using their own reasoning to identify their own mistakes and make their own corrections.

Limitation is key in the Montessori classroom. Not every student can do the same activity, but choose for themselves work that is available. If another student is using what they want they have the choice to observe, wait or select another activity.

Montessori, M. (1972). The Material for Development. In The discovery of the child (pp. 99-105) New York: Ballantine

Letting go to allow the child to learn

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“Everything must be taught, and everything must be connected with life; but this does not mean the actions which children have learned to perform and to integrate with their practical lives should be suppressed or directed by us in every detail….How he is to use what he has learned is a task for his own conscience, an exercise of his own responsibility. “ (p.93, para. 3)

Thoughts after reading: 5. Education in Movement (Part 3)

The lesson is separate from the implementation of what was learned. Montessori Lessons introduce the child to exercises or materials for them to do for themselves.   They are mostly self-correcting and through practice the child can develop personal satisfaction in their ability. A child does not learn through imitation, but through immersing themselves in their own work. Although it may be difficult to pull back from the child as he becomes involved in his work, it is essential. Montessori warns that the teacher can be the child’s biggest obstacle. The child benefits from choosing work for himself that he is drawn to and from working with the work without disruption.

The child must also be allowed the opportunity to use the skills they learn, in their everyday world without being told exactly how to do it. The child should synthesize their learning in the real world. They should determine for themselves what action they ought to perform in relationship to the circumstance. Adult coaching holds the adult accountable for the child’s action, preventing the child from developing their own sense of responsibility.

Montessori, M. (1972). Education in Movement. In The discovery of the child (pp. 91-98) New York: Ballantine

Focused Movement in Practical Life Exercises

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“One single idea runs through every complex activity, and this single idea must be sought as the key to any general problem. There is also a secret key to the perfecting of the most varied types of movements. And the key is balance.”

Thoughts after reading: 5. Education in Movement (Part 2)

For the young child perfecting movement is important in developing control and mastery over their bodies. The implementation of practical life into the classroom allows the child to practice repetitive movements that help them conquer daily challenges in life and develop habits which can last them a lifetime. During my Early Childhood teacher training, I was amazed at my unrefined movements. I have always rushed through life, diving into the next thing, often bumping into coffee tables, spilling drinks, and walking heavy footed. Learning to slow down and pay attention to small movements to show the child was great practice for me. One of my favorite lessons is how to shut the door. I had never thought about this simple task beyond opening and shutting. The lessons shows the child how the doorknob works and how to turn the knob so the bolting mechanism go inside as the door is shutting and gently releases when the door is in place. The task is successful when the door closes without a sound.

Other activities practiced in practical life could be buttoning, zipping, latching, pouring, using locks and keys, opening containers, walking around obstacles, carrying objects, shoe tying, blowing noses, washing hands, washing a desk, polishing shoes, and much, much more. If I had been a Montessori child and practiced perfecting practical life skills, my adult life would be much easier. My clothes would last longer, I would experience less injuries, I would move about quieter and I would not have to redo tasks. Taking the Montessori training did help me slow down and appreciate each movement that is related to a task and appreciate the child’s efforts to perfect their own movements.

Montessori, M. (1972). Education in Movement. In The discovery of the child (pp. 88-90) New York: Ballantine

Allowing Inner Discipline and Independence to Develop

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“It is our object to train the child for activity, for work, for doing good, and not for immobility or passivity. It would seem to me that children are very well disciplined indeed when they can all move around in a room in a useful, intelligent, and free fashion without doing anything rude or unmannerly.” (p. 54 para. 3)

Thoughts after reading: 3. Teaching Methods Employed in the Children’s Houses

Many wonder how discipline works in a Montessori Classroom. It is hard for many to imagine an environment in which allows the child so much freedom which also maintains a sense of order.  The environment  and the philosophy used in a Montessori classroom helps the child develop inner discipline.  They learn to find joy in their own accomplishment instead of seeking attention and rewards from the adult.

When the Montessori teacher intervenes, she does so without judging the child, but teaches the child through modeling, asking the child questions, or by redirecting the activity. Today when I was observing a classroom, a teacher reminded a child the proper use of an art material by asking him questions. In a Socratic way, the other students within hearing range were also remembering how they are to all to use the art materials. After the student answered the questions, the other children went quietly back to their own activities. The child who had either forgotten or decided to take a short cut, happily went to get the proper equipment and did not feel shamed or embarrassed.

The freedom allowed in the Montessori classroom, gives the child the opportunity to develop independence.  Montessori classrooms are designed for the child to do for themselves.  If they need something, they can go get it.  If something spills, they can clean it up.  When adults do things for children that they can do for themselves they are doing the child a disservice.

“We wait upon our children; and to serve them in this way is not less fatal than to do something that would tend to suffocate their own useful, spontaneous actions.” (p. 57, para. 4)

Montessori, M. (1972). Teaching methods employed in the children’s houses. In The discovery of the child (pp. 64-75) New York: Ballantine

Letting the child do for himself

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“Our concept of the education of children thus differs not only from those who do everything for a child themselves but also from those who think they can leave the child in a purely passive environment. It is therefore not enough to prepare objects for children adapted in size shape to their needs: adults must also be trained to help them.” (p. 198, para. 3-4)

Thoughts after reading Part III: 26. The Instinct to Work

The Montessori teacher helps the child perform tasks alone and they are trained to observe the and guide the child based on their individual needs. It is a disservice to prevent a child’s natural growth and development. Children need to act for themselves in order become independent adults who can learn, think and act for themselves.  When the action is accomplished the child is elated and their confidence blossoms. When they are interrupted they may feel discouraged to try again or they may become too dependent on the adult to do for them.

Before jumping into assist the child, take a few minutes to watch. If the child is having difficulty and asks for help, try to model the action for them in distinct and easy to follow motions that they can copy on their own. Try to be patient and do not rush the child as they try to perform the task. If the child seems intent on their task, let them continue to work on it on their own. If they accomplish the task entirely on their own, they will experience intrinsic reward of accomplishment.

Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 185-198). New York: Ballantine Books. (Original work published 1966)

The teacher’s humble service

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“(W)e must be humble and root out the prejudices lurking in our hearts. We must not suppress those traits which can help us in our teaching, but we must check those inner attitudes characteristic of adults that can hinder our understanding of a child.” (p.153, para.4)

Thoughts after reading Part II: 22.The Spiritual Preparation of the Teacher

A Montessori teacher should practice inner reflection and purge themselves of anything that may hinder their ability to truly serve their students. A Montessori teacher is not a teacher who stands on stage and performs for the children for her own benefit or ego, instead she observes and gently guides the children to recognize their own abilities, motivating them to achieve what it is that they desire for themselves.  If a teacher’s own pride or aspirations come into the equation, the child will be likely to try to please the teacher. It is important for a child to develop internal motivation which operates regardless of the adults present in their life.

Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 149-153). New York: Ballantine Books. (Original work published 1966)