Explain How the Role of the Teacher Changes in the Process of the Child’s Growing Normalisation
The concept of small children learning from one another, being independent and engaging respectfully with peers and adults is what teachers strive for. The transition from dependence on a caregiver to their independence is often facilitated through preschool. This paper will discuss this evolution through the social embryotic stage, some of the obstacles children need to surpass, the benefits of the right environment, the changing role of the teacher throughout this process and the optimum guidance for a child (Montessori 1966, 2007a, 2007b).
There are three terms which require defining prior to understanding the role of a teacher. The first is the term “teacher” as Montessori’s expectations of a teacher are vastly different from what has and is expected. Secondly there are the deviations which hinder a child’s natural path. And the final term “normalisation” which suggests some sort of psychiatric reprogramming, but in fact is the exact opposite (Montessori, 2007a).
A Montessori teacher must be a guardian for the child’s learning and care, a custodian to the favourable environment, an observer of each child’s nuances, a gentle hand that leads and an instructor to those in their care. When Montessori began her schools the teachers had to be untrained and taught how to teach by example, guide based on the individual needs/observations and exude patience and love (Montessori, 1966). The typical perception of a teacher is the director of the class. The teacher controls the content, schedule, volume and often tone of the classroom whilst insisting on a degree of subservience. Montessori teachers contradict many of these roles and follow the lead of the child, recognising opportunities to teach rather than demanding attention.
The term “deviations” conjures up an image of going the wrong way either physically, mentally or both. Although somewhat accurate the harshness of the term and application to toddlers makes it unsavoury in 2012. That said these
There are three terms which require defining prior to understanding the role of a teacher. The first is the term “teacher” as Montessori’s expectations of a teacher are vastly different from what has and is expected. Secondly there are the deviations which hinder a child’s natural path. And the final term “normalisation” which suggests some sort of psychiatric reprogramming, but in fact is the exact opposite (Montessori, 2007a).
A Montessori teacher must be a guardian for the child’s learning and care, a custodian to the favourable environment, an observer of each child’s nuances, a gentle hand that leads and an instructor to those in their care. When Montessori began her schools the teachers had to be untrained and taught how to teach by example, guide based on the individual needs/observations and exude patience and love (Montessori, 1966). The typical perception of a teacher is the director of the class. The teacher controls the content, schedule, volume and often tone of the classroom whilst insisting on a degree of subservience. Montessori teachers contradict many of these roles and follow the lead of the child, recognising opportunities to teach rather than demanding attention.
The term “deviations” conjures up an image of going the wrong way either physically, mentally or both. Although somewhat accurate the harshness of the term and application to toddlers makes it unsavoury in 2012. That said these
Bibliography: MCI, undated a. Montessori Philosophy. Montessori Centre International. Montessori, M., 1966. The Secret of Childhood. New York: Ballantine Books. Montessori, M., 2007a. The Absorbent Mind. Amsterdam: Montessori-Pierson Publishing Company. Montessori, M., 2007b. The Discovery of the Child. Amsterdam: Montessori-Pierson Publishing Company. Standing, E., 1998. Maria Montessori, Her Life and Work. pp. 302-305. Zener, D. R. S., 2006. Michael Lolaf. [Online] Available at: http://www.michaelolaf.net/lecture_secret.html [Accessed 20 June 2012].