Teaching

Journey Back to the Classroom

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I spent the last ten years without the title: Montessori Teacher. Those that know me, know that it is rare to have an in depth conversation with me without the subject turning to Montessori Philosophy and the value it has had for me, not only when I was a teacher but in the way I desire to treat others.

My most recent job adventure was a sales position. I went to call on a couple of my friends who had started their own Montessori school. During the visit, I was perplexed by the comment regarding their disbelief that I was no longer teaching.

Then I asked myself, If it wasn’t about how much money you make, then what would I be doing?

Teaching.

Why?

Because I believe what Maria said,”Within the child lies the fate of future.”

About 12 years ago, a young first-grade student was writing in her daily journal and was obviously distressed and upset. She told me that she hated cancer. Cancer killed her dog and hurt other people in her family. I responded what do you want to do about it? This young person organized a school walk around the playground raising money fight cancer. Another student, in the same class, was upset that people didn’t have enough to eat and she organized a food drive for a local homeless shelter. I want to emphasize that they did it, these young people with their passion decided how to make difference. They were not shut down or even coddled, but guided at a young age to create change instead of standing idly by. With this beautiful philosophy, possibility stays open for these young people and they do not have to fall into status-quo because they experience ultimate freedom to choose and act.

I am now starting to see students I had over a decade ago evolve into young adults. Nothing gives me as much joy as watching as they blaze new paths, having had the background of Montessori education. They learn that they can try anything and that they can independently choose to make a difference in the world.

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

Deviating off the path of development

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“Experience has shown that normalization causes the disappearance of many childish traits, not only those which are considered to be defects but also others which are generally thought to be virtues. Among the traits that disappear are not only untidiness, disobedience, sloth, greed, egoism, quarrelsomeness, and instability, but also so-called “creative imagination,” delight in stories, attachment to individuals, play, submissiveness, and so forth.” (p. 154, para. 1)

Maria lists deviations which cause a child to depart from their “primitive plan of development.” A deviation is something has pulled the child off the path of development which they would naturally be drawn to follow. In these instances it is in response to the adults in the child’s lives influence, which is often not purposeful. Understanding these deviations can help us assist the child to return to his intended path.

Fugues: Fantasy play is often encouraged by adults. We relish the fantasies of children. Places like Disneyland are magical places to escape the realities of our own world. For some children the fantasy world becomes a huge distraction of activities that lack a purpose and does not develop concentration except by the way of fantasy. Santa Claus, Easter Bunny’s and Tooth Fairies are fun for the parents, but don’t ground our children in reality.   I have always been honest with my children about what is real and not real. Now that they are older, they appreciate having been told the truth.

Barriers: There are many adults that still carry barriers from childhood caused from childhood experiences relating to education. I hear adults say things like “I’ve never been a good speller” “I’m terrible at math,” or “I can’t draw.” Regardless of their intelligence, they have managed to build barriers in response to a teacher’s judgment of their capacities.

Attachment: Children need to be able to develop a sense of self instead of learned helplessness. When a child attaches themselves to close to an adult, they seek to have the adult direct them and help them in everything. This is also hard for the adult because they become like a slave to the child.

Possessiveness: Maria says that if children have not developed a natural attraction to their environment to develop their senses they are attracted instead to things, trading in love for possession. Some children are collectors, taking and storing things, even if they have no use or value. It is important for the child to reach a higher regard for nonmaterial things and to respect other’s property.

Desire for power: The manipulative child will use adults to get what they want, until the adult has nothing left to give. The child sees the adult as a source of fulfilling their wants and desires. The adult, again like a slave to child, gives and gives until they realize that their child has become spoiled and it is nearly impossible to correct. As difficult as it is, the adult should not start this unhealthy path by submitting to the child’s every whim.

Inferiority complex: The child may develop inferiority complex should he be constantly interrupted or not allowed the opportunity to complete a task. Children develop confidence through completing activities. When children are placed below adults in their ability to do or face constant correction, they feel as though they can’t do it. The child does not want the humiliation with constant correction and would rather refuse to perform an activity requested.

Fear: We want to protect our children from any harm or danger. Although our own fear is understandable, do we want to instill fear into our child? In a Montessori classroom, you will see children using knives to cut as part of a practical life exercise. The child should develop prudence, to know how to avoid danger without holding them back from developing life skills. Instead of being told not to touch the knife because it is dangerous, the children are shown how to use the knife in a safe manner.

Lies: Lies are often told as a camouflage for something else. A child may say something that they really believe is true, they also say something because they want it true. Children also tell untruths in order to defend themselves in a reflexive nature. Adults should not shame children who lie, but try to understand why the child is lying. If they are trying to defend themselves from us, we should try to create an environment where the truth is okay.

As a parent or teacher, we should recognize these deviations if they manifest in a child.  We should examine the way we interact with the child and see what we can do to help him find the way back to his natural developmental path.

Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 154-176). New York: Ballantine Books. (Original work published 1966)

 

Allowing a child his own rhythm

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Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social-Problem. The secret of childhood (pp. 88-90). New York: Ballantine Books. (Original work published 1966)

Thoughts after reading PART 1: 13. Rhythm

“We take pleasure in associating with others whose rhythmical movements are like our own but are pained when we are forced to adapt ourselves to other rhythms.” (p. 89, para 2)

The rhythm in which Montessori is referring to is the cadence of performing activities or tasks.  She discusses the misalignment between the rhythm of the adult and the rhythm of the child.    She compares it to how one may interact with someone with a disability that moves at a slower pace.  We are often compelled to help them, even though they may be comfortable and content with their own effort.  Jumping in to help a child may not be as generous as the notion may seem at first glance.  This interruption may create a developmental obstacle for the child.

In a Montessori Classroom, you will notice that the teachers are not quick to jump in and assist a child with their work.  They observe from the sidelines and take note of their progress; much like a scientist observes an experiment.  When a child asks for help, the teacher is careful not to take over and often models the action involved, encouraging the child to do the task for themselves. The teacher is patient and kind in their methods. Although, the final result may not be perfect, the process of performing the action and the practice of the motions required from the work are valued.  The result is a confident child who will continue to develop his independence.