The teacher’s role in supporting children’s learning in Montessori classrooms
The teacher’s
role in supporting children’s learning in Montessori
classrooms
classrooms
Montessori recognised that to be able to
support the child in his/her self-construction it is essential for the
teachers‟ role and attitudes to change. In her writing, she
refers to the teacher as a director/directress indicating that the role
is to direct the child on the path of self-construction. Such a person requires
certain qualities which Montessori identified as the
ability to stand back from the child and give him/her the opportunity to make
choices reflecting their interests.
The child who benefits from such attitudes
grows to be the leader of his/her own learning
Montessori speaks
of the teacher‟s “spiritual preparation.” The teacher‟s ability to
reflect on his/her actions and learn lessons is part of this preparation.
His/her attitudes towards the child need to reflect empathy, personal humility
and a genuine wish to serve the child. All the above characteristics of the
teacher‟s role significantly contribute towards the child‟s spontaneous
learning and development. However, there is another element of the role which
Montessori (1991, 2007a, 2007b) writes about and which needs to be considered:
the teacher‟s personal preparation for the role. In today‟s language the
teacher needs to:
Ø believe in the unique potential of each child and their fundamental „goodness.‟
This is in contrast to the Catholic doctrine which was at the heart of Montessori‟s own upbringing, that of the child being born with Original Sin.
serve the child in his/her effort of self-construction, which requires belief and trust
in the child‟s ability to do so.
Ø be patient, humble and respectful of the child‟s efforts by putting aside the desire to control the child.
Ø be patient, humble and respectful of the child‟s efforts by putting aside the desire to
Ø be able to reflect on the teacher‟s own practice and learn from it, using personal experience, dialogue with colleagues and further study of current trends and research to guide them.
Ø be an advocate for the child, who heralds the future of humanity and wields potential for social change
If the teacher
understands these fully, they will equip him/her to prepare a wide range of
activities to extend the child‟s learning in support of his/her interests and needs. English Montessori nurseries have implemented the Key Person system in keeping with the requirements of the Early Years Foundation Stage (EYFS) (DSFS 2008).
activities to extend the child‟s learning in support of his/her interests and needs. English Montessori nurseries have implemented the Key Person system in keeping with the requirements of the Early Years Foundation Stage (EYFS) (DSFS 2008).
Their role is to take special responsibility for a group of
children, document each child‟s learning and act as a link between the family,
nursery and child. They also „hold the child in
mind‟ as they ensure their well-being .
mind‟ as they ensure their well-being .
The
younger the child, the more important the role of the key person is, as s/he becomes
the “voice of the child.” The key person is essential in providing consistency,
predictability and availability in relation to the children‟s everyday life and
their relationships with the setting, thereby enabling attachment and positive
relationships to grow. This does not mean that the children in the setting only
relate to the key person. It is important that a young child develops
relationships with all the practitioners in the setting and that all practitioners
contribute to the child‟s observations and records. This provides for a richer
picture of the child and draws on a range of expertise of the adults in the
setting. In primary schools the relationships with teachers develop further,
and the adults take on roles of mentors and guides, facilitating the delivery
of the curriculum as well as discussions, science projects, fundraising events
and expeditions.
Montessori speaks of the changing role of the teacher, where the
child gradually takes over the management of his/her own learning . For the approach to work effectively, Montessori teachers must
understand their role in ensuring that the favourable environment satisfies all
the developmental needs and interests of the children in the classroom. The
fact that their role seems passive, in the context of traditional education, in
no way undermines their significance, contribution or influence over the
children‟s learning
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