The Role of the Adult:
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The greatest sign of success for a teacher... is to be able to say, "The children are now working as if I did not exist." |
“Education is not something which a teacher does, but… it is a natural process which develops spontaneously in the human being.”
Maria Montssori believed that the teacher needs to observe first and gain a thorough understanding of the children. She/he must realise that actions without observation first (in a prepared evironment) are likely to actually hinder the child. Standing explains ..." the teacher should not intervene when she finds the child engaged in some spontaneous activity which is orderly and creative..." as this is a hindrance.
The focus for this type of teacher is preparing and checking the materials and making suggestions for lessons children may be ready for, based on observations of the previous days work carried out by the children. Indeed, it is entirely acceptable that he or she will have no idea what will actually transpire on any given day but they must ensure a beautiful environment is prepared for a wide range of developmentally approprate possibilities. |
"The real preparation for education is a study of one's self. The training of the teacher...is something far more than a learning of ideas. It includes the training of character; it is a preparation of the spirit." Montessori, The Absorbent Mind, The main role of the adult or teacher is to observe and after that to encourage but least of all, to intervene. If a child spills something, it is not the adults job to rush over and sort it out, it is their job to wait and observe. If there is no disasterous safety issue then it is appropriate to allow the children to solve the problem themselves, especially as many of the older children will remember how to clean things up from previous situations or a practical life lesson.
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The adult should model grace and courtesy, quietly and privately correcting a child should the need arise.
Adults are there to enable a child to access everything, not to impart knowledge but to bestow gifts for the child to unwrap (Standing, 1957). It is necessary for the adult to know and love the materials, to impart respect and value of them to the child and share enthusiasm for them as tools for the children to use. The materials support the learning of the child over the teacher. According to Gutek, "Montessori believed children acquired self-discipline and self-reliance by becoming aware of their mistakes and repeating a particular task until it was done correctly." (Gutek in Zimmerman, 2003) In summary, Standing reiterates that a Montessori teacher transfers a balance of authority over to the child and "as time goes on - the child should become the ever more active partner and the teacher more passive...to foster the child's independence, free choice and spontaneous activity," (Standing, 1957. Pg. 303). |