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“Children are human beings to whom respect is due, superior to us by reason of their innocence and of the greater possibilities of their future.” Maria Montessori

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white-flowerAs a Montessorian, when I see a child or newborn baby I see possibility.  All hope for the future lays in the child.  Maria saw children as the way for peace in the world.  If we do not help children learn to see themselves as possibility and instead limit them to a narrow path avoid of self expression, we are also limiting the potential of the world.

Much is discussed regarding the state of education today; however, it is not the only issue at hand in determining the success of a child.  In true Montessori environments the teacher guides the child in such a way that the child can discover their own possibilities and their place as a world citizen who is up to much more than gaining a paycheck.  In the world of technology, many children can be seduced by imaginary worlds and all the while world around them is passing by and ultimately being destroyed.

As Montessorians we should be reaching out beyond the walls of schools to encourage youth around the world to not only participate in the world, but actively join together to create a world in which they truly want to be part of and contribute to with new ideas and visions beyond our comprehension.

Montessorian approach to business

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As I worked at different Montessori schools, one question always was in the back of my mind.  Why don’t the adults within the school treat each other with the same respect that they give to children in the classroom?

After Montessori education, I went on to get my MBA.  During my business studies I started developing ideas about how Montessori philosophy  could be used in business communities.  I imagined a work environment where the boss was more of a guide, encouraging and empowering employees instead of always giving all the answers and maintaining all control and power.  I imagined everyone working together towards goals and each person giving contributions not for praise but to move the whole company forward, a place where people acknowledge their mistakes and learn from those mistakes without fear of punishment.

I want to encourage those who embrace Montessori philosophy to allow it to flow into all areas of your life.  Help guide others to these ideals that promote peace and allow everyone to discover their contribution to the world.  I want to continue to discover how to apply the Montessori Philosophy in ways that really empower others through continued learning and exploration.

 

50 Years of Prior Work and Study

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“For ten years I experimented with the ideas and meditated upon the work of these remarkable men, whose heroic lives were passed in relative obscurity. My 10 years of study can thus be added to the 40 years of labor of each Itard and Seguin. 50 years of active preparation during a period of more than a century had, therefore, already transpired…. (P. 37, para. 1)

Thoughts after reading 2. The History of Methods

In order to understand the work of Seguin and Itard, Maria absorbed herself in their writings. She went as far as writing out 600 pages of one of Seguin’s books to internalize his meanings. The more she studied the deeper her passion became to continue the work of transforming schools through using scientific methods to reform education.

Maria also discusses the importance of the teacher’s demeanor. “It is necessary that we know how to awaken the man that lies asleep within the soul of a child. I felt this instinctively, and I believe that it was not the material but my voice which roused the children and encouraged them to use material to teach themselves.” (p. 26, para. 4) Montessori Teachers present lessons  designed to ignite their curiosity and sense of wonder. When I went through my Montessori training I feel as though I underwent a transformation, I developed my own love of learning, an enhanced respect for children and an understanding of the importance of education.

Montessori, M. (1972). On the application of science to the school. In The discovery of the child (pp. 19-40) New York: Ballantine.

Embrace your maternal instincts!

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“Maternal instinct” is thus a generic definition given to the guiding instinct that is concerned with the preservation of the species. It has certain characteristics that are common to all living creatures. For one thing, it demands a sacrifice of all other adult instincts.” (p.201, para.5)

Thoughts after reading Part III: 28. Guiding Instincts

Montessori describes the deep sacrifice made by other creatures on behalf of their offspring; the bird build a nest, bees build a beehive, and spiders become intimately attached to their egg sack. Their instincts guide them to give their offspring what they need at the perfect time for their development. Yet as adults, we try to mold the children to fit into our adult world, instead of creating the nurturing environment they need in order to grow, “He acts as a butterfly would act that would break the cocoon of its larva to encourage it to fly. Or he acts like a frog that would draw its tadpole out of the water so that it might breathe on land….” (p.205, para. 2)

We may not be able to perfectly sacrifice ourselves as other animal species do for their children; however, being aware of our selfish tendencies can allow us to open our eyes to the child’s perspective and make changes that could benefit our children . A child needs an emotional and physical environment that is suitable for their development. As they grow and change their environment also needs to shift to support those needs.

Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 199-206). New York: Ballantine Books. (Original work published 1966)

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)

In the beginning, there were fifty children

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“I had nothing more than fifty extremely poor, ragged, obviously timid children,  many of whom where weeping….  A room had been set aside in the apartment house which these children lived, and I was invited to take care of this place of refuge, so the children would not be left abandoned on the stairs, where they would dirty up the walls and be a source of annoyance.” (p.113, para.4-5)

Thoughts after reading The Secret of Childhood, Part II: 18. The Education of the Child

The beginning of Montessori’s work began really like a science experiment. She had very little to offer the 50 children.  Since she had done work with mentally disabled youth, Maria had some tools available to her to try with her disadvantaged 3-6 year olds. Her students surprised her with their use of materials and their ability to concentrate. The children seemed rested and content when given the opportunity to engage in such concentration and focused activity.

In today’s world many children are over stimulated. Too much stimulation can be exhausting for a child. Maria’s classroom was not immersed with toys to tire a child, but meaningful and purposeful activities that helped the child feel good about themselves. Maria was amazed at the child’s mental state upon completing activities. She said the children’s minds were healthier and stronger after engagement.

What stands in the way of a child’s learning? Sometimes it is an adult that does for a child what they can do for themselves. Sometimes it is an environmental factor that stresses a child. Or it could be a nutritional or health issue holding the child back. removing distractions opens up the child’s minds for learning and  to listen to their inner yearning to develop physically and emotionally. As parents and educators we should be observant enough to recognize these obstacles and help break down the barriers in order to free the child’s spirit.

Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 109-118). New York: Ballantine Books. (Original work published 1966)