The Role of a Teacher in a Montessori Classroom
Montessori’s developed method of educating the natural characteristics which influenced a child to learn. Her method is simply protecting these characteristics and allowing them to develop naturally. She believed that every child held the ability to learn but only needed to be shown or guided on how to correctly do so. The teachers role in the class room is to cater for these needs.
Montessori believed that only a certain type of person suited the role of a Montessori teacher “The teacher must derive not only the capacity, but the desire, to observe natural phenomena. In our system, she must become a passive, much more than an active, influence, and her passivity shall be composed of anxious scientific curiosity and of absolute respect for the phenomenon which she wishes to observe. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon” (Montessori, 2010, p54) .
With these quality’s only could you be successful in the “phenomenon” of Montessori teaching. She believed that the teacher must be there to serve the child, a tool to be used to further the child’s education, and provide for the child’s natural urge to learn.
The Teacher in a Montessori classroom must be specially trained in all aspects of Montessori. The teacher is the link between the child and the prepared environment and must provide for the child’s need for learning by guiding them and observing each child individually. At the ages 3-6 a child will be journeying though the sensitive periods the teacher must be able to serve the child correctly during these periods to enchase maximum learning for the child’s absorbent mind.
The prepared environment in the class room must meet the need of the absorbent mind, sensitive periods and the developmental stages of the child. “To assist a child we must provide him with an environment which will enable him to develop freely” (Montessori, 1982, p.110). This is not created by chance but though the well
Montessori believed that only a certain type of person suited the role of a Montessori teacher “The teacher must derive not only the capacity, but the desire, to observe natural phenomena. In our system, she must become a passive, much more than an active, influence, and her passivity shall be composed of anxious scientific curiosity and of absolute respect for the phenomenon which she wishes to observe. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon” (Montessori, 2010, p54) .
With these quality’s only could you be successful in the “phenomenon” of Montessori teaching. She believed that the teacher must be there to serve the child, a tool to be used to further the child’s education, and provide for the child’s natural urge to learn.
The Teacher in a Montessori classroom must be specially trained in all aspects of Montessori. The teacher is the link between the child and the prepared environment and must provide for the child’s need for learning by guiding them and observing each child individually. At the ages 3-6 a child will be journeying though the sensitive periods the teacher must be able to serve the child correctly during these periods to enchase maximum learning for the child’s absorbent mind.
The prepared environment in the class room must meet the need of the absorbent mind, sensitive periods and the developmental stages of the child. “To assist a child we must provide him with an environment which will enable him to develop freely” (Montessori, 1982, p.110). This is not created by chance but though the well
References: Issah, M (2010) How I Feel about Being a Montessori Teacher. Montessori Life. Jensen, S.(2004) One Individual at a Time: Instruction in the Montessori Classroom. Montessori Life. Malm, B.(2004) Constructing Professional Identities: Montesssori teachers’ voices and vision. Carfax Publishing. Montessori, M. (2009) Absorbent Mind. B.N. Publishing. Montessori, M. (1986) Discovery of a Child. Ballantine Books. Montessori, M. (1946) Education for a New World, Kalakshetra Publications. Montessori, M. (1982) The Secret of Childhood. Ballantine Books. Schneider, M. (2011) Montessori Teacher Education and Alternative Delivery. Montessori Life. Walls, C. (2006) At The Heart of Montessori II. Dublin Original Writing.