Roles of the adult

In a Montessori environment the teacher must first go through spiritual preparation in order to teach and observe the children. The teacher must prepare themselves to get rid of the faults that affect children and get passed on to them. In order to do this the teacher must see themselves as others would see them. Instead of trying to correct the child’s fault the teacher must focus on their own so they able to see more clearly through the eyes of the children. This does not mean a teacher must be perfect and have no faults but it shows to be an effective teacher you must be prepared to allow guidance. Teachers should rid themselves of these errors that challenge their position. These include the basic faults of pride and anger. Anger seems to be our main fault but is masked by pride which gives a certain dignity that can demand respect. A teacher must humble themselves to eventually become ashamed of their irritability. It is vital when working with children as they do not understand and accept what they are told but feel guilt if they are to be blamed. With this inner preparation teachers should gain balance and poise which is greatly needed in Montessori. A teacher should never forget they are a teacher and this means they are there to educate. Teachers must not inhibit their traits as they can be helpful in teaching but be aware of those inner attitudes that adults carry as this can alter the understandings of a child (Montessori, 1972).

In Montessori education the adult’s role is to guide the children. Children need to know they are being supported and the adult is there to guide them if they ever need. Adults need to have knowledge of the children’s development as to work the curriculum around their needs in their stages of development. An awareness that individual children are all at different stages in their development is an important factor. Important aspects adults should be aware of are to be thoughtful of their actions and aware that they are role models for children’s learning (Ministry of Education, 1996). The role of an adult in a Montessori centre is to create a supportive learning environment. Adults should encourage reflective learning that makes connections to the children’s environments. The teaching and learning relationships should be valued (Ministry of Education, 2007). In Montessori teachers are to give freedom to children. This allows them time to concentrate letting them be and follow the power of their nature. Giving children freedom and no interruptions enables them to look for exactness and achieve complete determined work.

At this young age they are constructing everything themselves there is no need for the teacher to continuously interrupt and or teach. The child is able to have their own learning and experience. There is more chance of spontaneous and creative learning as there are no expectations from the adult and knowledge of what is important to the teacher rather than the child (Montessori, 1988). The teachers influence should be used through the materials. When they are correctly used they convey knowledge to the children and thus we call them didactic or teaching materials. The materials can also be used as a control of error; giving the children freedom and independence from the teacher once they learn it correctly. This is through automatic action of the environment and the materials used in it. The teacher now has more time and energy to observe children and respond to individual needs. Allowing them to give words of encouragement or correct a child who is not properly using a material because of either ignorance or intention. A huge part of being a Montessori teacher or guider is to direct knowledge that is strong in wisdom and sympathy. This gives children assurance to their learning and what they are doing is correct (Standing, 1998).

It is also very important for teachers to observe the children during their time in the centre. This allows teachers to find out about the child as an individual and as part of a group. Observation is a powerful tool that can develop attachment and a deeper understanding of the children (Gonzalez-Mena, 2011). For Montessori teachers they are able to find out which level the child is at and which materials they should be using. The purpose of observation is to gather information and knowledge of the child in order to make judgements towards furthering their learning and development (Podmore & Luff, 2012). Teachers should be trained in observation and experimentation for preparation in a Montessori environment. Observation is important to study individual children while freeing the child and not suppressing them. The environment should allow children to freely develop their own personal life (Montessori, 1972).An example of a type of observation used in Montessori is called STREAM; Suggest, Time, Record, Evidence, Assess and Monitor. Here are the definitions of how this observation strategy is used.

Strategy- what the child could do for future activities. This supports their learning and development.

Time- engaged in activity.

Record- details of child’s progress.

Evidence- to support.

Assess- child’s development.

Monitor- who has been observed by which teachers and how often. 

Adult and child in a Montessori environment

It is important that children are seen as devoted learners capable of independence. Adults need to carefully listen to the child and help them to do it themselves. This should be kept in mind when preparing the learning environments and learning materials. Montessori educators should be devoted to the movements towards social reform, individual freedom and world peace. A child’s work is to build independence in the physical, social, physiological, intellectual, economic and ethical areas in life. This independence from each of these areas shows an underpinning of true freedom. The role of the adult in the Montessori environment is to guide and support the children to achieve this independence (Feez, 2009).