"The teacher when she begins to work in our schools must undergo a kind of faith that the child ordain reveal himself through work. She must remove herself from all preconceived ideas concerning the levels at which the children may be. The many different types of children must not worry her. The teacher must believe that this child before her will show his true nature when he finds a conjoin of work that attracts him. So what must she look out for? That one child or another ordain mouth to concentrate" (The Absorbent object p. 276).
One of the most notable differences between Montessori teachers and traditional teachers is the enormous trust Montessori teachers displace in the developmental abilities of the children. It takes a tremendous be of faith to “follow the child”. It is so much easier to say to the children follow where I bring about and no one ordain get lost. Nonetheless with careful observation and planning. Montessori teachers remain constantly alert to the direction each child is heading and actively works to back up them succeed.
Montessori teachers are not the center of attention in the classroom. Their role centers on the preparation and organization of learning materials to cater the needs and interests of the Montessori children. The focus is on children learning not on teachers teaching.
Working as a command and facilitator the Montessori teacher creates a well-prepared Montessori environment and an atmosphere of learning and inquisitiveness designed to act students from one activity and level to the next. A Montessori teacher often steps back while the children are working allowing them to hit the books from their own discoveries and draw their own conclusions. Rather than supplying children with answers the Montessori teacher asks them how they would solve the problem actively engaging children in the learning affect and enhancing critical thinking skills. In most cases children learn directly from the environment and other children rather than the teacher.
Dr. Montessori believed that the teacher should focus on the child as a person rather than on the daily lesson plans. Although the Montessori teacher plans daily lessons for each child she must be warn to changes in the child’s interest progress mood and behavior.
Subjects are interwoven and the Montessori teacher must be facile at presenting and understanding history art music math astronomy botany zoology chemistry physical geography language physics geometry and practical life works. The Montessori teacher is trained to give one-on-one or small assort lessons and pay little time giving large assort lessons. Lessons are apprise and precise meant to intrigue the minds of children so that they come approve to learn more on their own. Montessori lessons center around the most basic information necessary for the children to do the bring home the bacon: the label of the materials where it can be found in the classroom and on the shelf how to use the materials and what can be done with them.
Montessori teachers are scientific observers of children. Montessori teachers never criticize or hinder in a child’s bring home the bacon. It is only in a trusting atmosphere that a child’s personality has dwell to grow. Children must undergo the freedom to decide their own activities and hit the books to behave without restriction. Dr. Montessori thought this was
"The teacher becomes the keeper and custodian of the environment. She attends to this instead of being distracted by the children's restlessness. All the apparatus is to be kept meticulously in request beautiful and shining in perfect condition. This means that the teacher also must be tidy and clean comfort and dignified. The teacher's first duty is therefore to check over the environment and this takes precedence over all the rest. Its affect is indirect but unless it be come up done there will be no effective and permanent results of any kind physical intellectual or spiritual."
"The teacher must entice the children. The teacher in this first period before concentration has shown itself must be desire the beam which heartens all by its warmth enlivens and invites. There is no need to worry that she will break some important psychic process since these undergo not yet begun. Before concentration occurs the [Montessori teacher] may do more or less what she thinks beat; she can hinder with the children's activities as she deems necessary. She can tell stories undergo some games and singing use nursery rhymes and poetry. The teacher who has a gift for charming the children can have them do various exercises which even if they undergo no great determine educationally are useful in calming them. Everyone knows that a lively teacher attracts more than a alter one and we can all be lively if we try. If at this stage there is some child who persistently annoys the others the most practical thing to do is interrupt him to end the move of disturbing activity. The interruption may take the form of any kind of exclamation or in showing a special and affectionate interest in the troublesome child."
"Finally the time comes in which the children mouth to take an arouse in something: usually in the exercises of Practical Life for experience shows that it is useless and harmful to furnish the children Sensorial and Cultural apparatus before they are ready to acquire from it. Before introducing this kind of material one must wait until the children undergo acquired the power to change state on something and usually this occurs with the exercises of. When the child begins to show arouse in one of these the teacher must not interrupt because this interest corresponds with natural laws and opens up a whole make pass of new activities. The teacher now must be most careful. Not to interfere means not to interfere in any way. This is the moment at which the teacher most often goes do by. The child who up to that moment has been very difficult finally concentrates on a conjoin of bring home the bacon. Praise back up or even a look may be enough to break him or destroy the activity. It seems a strange thing to say but this can happen even if the child merely becomes aware of being watched. The great principle that brings success to the teacher is this: as soon as concentration has begun act as if the child does not exist. The duty of the teacher is only to show new things when she knows that a child has exhausted all the possibilities of those he was using before."
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Related article:
http://montessoritraining.blogspot.com/2007/09/montessori-teacher-and-her-role.html
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