How to Become an Efficient Montessori Teacher

The Montessori Method of Education Scenario

The need for an education system capable of inculcating values, ethics, and practical skills in children has been recognised the world over. With time becoming an increasingly precious commodity, more number of people realise that their wards need to be trained to learn not just academics but social responsibilities and coexistence as well. Montessori Teacher Training Program helps aspiring teachers to get the nuances of Montessori Method of imparting and sharing knowledge.

Rise in Need for Montessori-trained Teachers

Around the world, there has been an increase in the propensity to enroll in Montessori schools. The number of Montessori schools, subsequently, is seen to be increasing as well. With most people living life full of hectic activities in the modern age fully understanding the importance of Montessori Method as a philosophy of life, there is little wonder why there is a spurt in demand for teachers who are trained in Montessori Method of Education.

Effective Montessori Teacher Training Courses

Education is the noble process that provides an awakening, enlightenment to our young ones — laying the foundation for not only their future success but also the wellness of a society itself. The way budding children are groomed lies in the hands of teachers who guide them through their entire learning process, enriching them with academic as well as emotional intelligence.

Montessori teaching helps teachers to enable children to reach their potential fully in varied areas of life, such as physical, emotional, social, and cognitive intelligence. Teachers who are prepared appropriately and effectively are considered the foundation for Montessori Education System. The Indian sub-continent gears to surge ahead in the world education arena with more number of Montessori schools being opened everywhere in the nation. Chennai leads the trend in Montessori Methodology with its quota of over 45 Montessori schools. Hence the demand for Montessori educators has reached a crucial high.

Qualities Expected of a Montessori Teacher

Prospective Montessori Teachers need to undergo in-depth training and learning processes to be able to guide their students according to the present day needs. A Montessori teacher must function as a demonstrator, role model, and record keeper who also needs to monitor the children’s growth and behavior in a meticulous manner. Similar to students, the Montessori teacher has to be curious and active in learning, having delight in growth and acquiring newer skills. A continual inquisitive mind and respect toward each child’s unique style of learning and passion to guide young ones are a few key qualities that need to be inherent in Montessori teachers.

It is the responsibility of the Montessori teacher to prepare active and developmentally apt learning atmosphere, furnish classrooms with specifically developed materials, and encourage children to explore and discover things on their own pace and with their unique interests. Montessori teacher must enable children to experience the joy of learning.

Sharanalaya Montessori Teacher Training Initiative

Sharanalaya believes in grooming the young children to mature into adults who can face the world with agility and courage. We offer Montessori Teacher Training Courses for aspiring teachers to guide children in their unique journey of self discovery. Montessori Teacher Training Certification Program offered by Sharanalaya helps teachers to achieve their potential and allows them to develop their unique practices and techniques to assist children.

Prospective teachers taking up our Montessori Teacher Development courses will excel in empowering their students in the Montessori principle of learning to respect the self and others.

Sharanalaya Teacher Development Initiative – STDI

If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man’s future. For what is the use of transmitting knowledge if the individual’s total development lags behind?

Dr. Maria Montessori

We are happy to announce the launch of “Sharanalaya Teacher Development Initiative –STDI” which offers education for Montessori Elementary teachers. We have taken this first step as our duty, to pave way for equipped adults for the elementary future.
This teacher development program will prepare the adults to work with children from 6 – 12 years of age. The program will provide the students with the opportunity for in-depth study of Montessori philosophy and pedagogy, as well as the study of human development, civilization and mankind’s relationship with the universe.

Program offered at STDI is an initiative by Sharanalaya Montessori School, supported by Vrithi Enrichment Centre, to share and spread the essence of the Montessori Method of Education.

Program Details
Duration: 5 months (Mon-Fri) Starts from 18th January – 13th May, 2016
Timing: 8:45 a.m. – 1:45 p.m.
Venue: Sharanalaya Montessori School Akkarai
To know more details call – 9940103928 / 42137651 / 8754538459

Discipline in a Montessori School

Ground rules protect the rights and liberty of each individual child and the group as a whole. They promote the internalization of pro-social behaviors and values including: self-control of impulses, consideration of others and a sense of responsibility for oneself and the welfare of the group. Ground rules can help to make life at school easier, make the days run more smoothly, enable children to be more independent and help to develop responsibility. The number of ground rules is generally kept to a minimum, stated and presented in a positive manner with an emphasis on safety, respect for others / environment and the results benefits all members of the group.

Here is a list of some typical, often automatic, ground rules used in most Montessori classrooms:

The child selects a material to use from the shelf and takes it to a suitable table, floor and/or other designated work space.

The child is free to use the material as long as it likes and as long as it is treated with respect.

After using the material, the child returns it to its place on the shelf, in the same condition in which it was found, for the next person to use.

The children restore the environment, clean up spills and messes, put rugs away in proper order, push chairs in, etc., after each activity

The child is free to work alone – no child is forced to share with another the materials he/she has first chosen for activity.

The child has the right not to choose any materials or activity.

Many other common ground rules are established to insure safety if special equipment is used, when traveling as a group, or when staying within supervised areas.

The Real Teacher
When I took my Montessori teacher training one of the many hand-outs I was given was the following list:

Guidelines for Teachers in a Montessori Classroom:
1.) Good general health and emotional stability
2.) Appears attractive
3.) Possesses personal internalized sense of order
4.) Moves gracefully
5.) Speaks with a quiet, well modulated voice
6.) Uses neither rough nor excessive affectionate physical handling of the children
7.) Exemplifies grace and courtesy to the children
8.) Teaches on child’s physical and mental level
9.) Links child with the apparatus
10.) Gives varied lessons to all age levels
11.) Respects the dignity of children, teachers, and parents
12.) Responds to children’s physical, mental, and emotional needs
13.) Draws upon community resources to enrich program
14.) Helps prepare environment consistent with maturation of sensitive periods of the class
15.) Maintains classroom orderliness and cleanliness
At the bottom of the paper it says: Source: Adapted from the AMS Guidelines 1986
Phew! What a list, huh? I gotta tell you, they left a few things off it. I’ve added some below.
16.) Possesses a willingness to be thrown up on if the need arises
17.) Provides a shoulder to cry on for: all children, co-teachers and parents when needed
18.) Demonstrates an ability to think on her (his) feet, is very flexible
19.) Patience, patience, and more patience
20.) Talented musically (well, LOVES to sing anyway)
21.) Peaceful conflict resolution EXPERT
22.) Capable of being yelled at, even hit by a child having a tantrum and remaining calm
23.) Will work for little pay and even less recognition from society
24.) Has genuine interest in learning about EVERYTHING
25.) Doesn’t mind repeating one’s self
26.) Did I say possesses amazing amounts of patience?
27.) Abilities include but are not limited to: unclogging toilets, pronouncing dead fish, shoveling snow, detangling jump ropes, organizing and maintaining peace and safety on a sledding hill, comforting hurt feelings, making play dough, finding lost mittens…oh there just isn’t enough space here.

28.) Capable of leaping tall buildings in a single bound! Just kidding about that last one…
These people are amazing! I substituted yesterday in a 3-6 class and left feeling not only exhausted, but completely and totally in awe of my fellow teachers. How do they do it? Day in and day out arriving with a smile and gently reminding small people of often the same things they gently reminded them of the day before. As a mother of three I often go to bed feeling drained of all patience and energy. It is a hard job being a parent, no other job will ever be as challenging; this I know to be true. Being a care giver of children however, comes close. These amazing people I have the privilege of working with are all also mothers. They come to work and care for and love 16+ children each day only to return home and continue that role AND make dinner? Wow! It can be a thankless job also, if you lose sight of the small rewards through-out your day. Which is easy to do when you are tired on a Friday afternoon.

So, I would just like to say, to all you teachers out there:

Thank you, thank you for loving and learning alongside our world’s children. Thank you for giving and giving and giving more. Thank you for comforting hurts, sharing in discoveries, working through conflicts, providing opportunities for growth and learning, and for being safe, gentle and kind. Our world is a more beautiful place because of you.

The Montessori Teacher, or “Guide”

It may take a moment to spot the teachers within the environment.

The Montessori teacher’s role is quite different from the role played by teachers in many schools. They are generally not the center of attention, and they spend little time giving large group lessons. Their role centers around the preparation and organization of appropriate learning materials to meet the needs and interests of each child in the class. Montessori teachers will normally be found working with one or two children at a time, advising, presenting a new lesson, or quietly observing the class at work. The focus is on children learning, not teachers teaching. Children are considered as distinct

individuals in terms of their interests, progress and growth, and preferred learning style. The Montessori teacher is a guide, mentor, and friend.

Students will typically be found scattered around the classroom, working alone or with one or two others. They tend to become so involved in their work that visitors tend to be amazed at the peaceful atmosphere.

Montessori teachers keep their lessons as brief as possible. Their goal is to intrigue the children, so that they will come back on their own for further work with the materials. Lessons center around the simplest information necessary for the children to do the work on their own: the name of the materials, its place on the shelf, the ground rules for is use, and what can be done with it.

The teachers present the materials and lessons with precision. They demonstrate an initial exploratory procedure; encouraging the children to continue to explore further on their own. These presentations enable children to investigate and work independently. Our goal is for the children to become self-disciplined, able to use the materials and manage the classroom without minimal adult intervention.

Children progress at their own pace, moving on to the next step in each area of learning as they are ready. Initial lessons are brief introductions, after which the children repeat the exercise over many days, weeks, or months until they attain mastery. Interest leads them to explore variations and extensions inherent within the design of the materials at many levels over the years.

Dr. Montessori believed that teachers should focus on each child as a person, not on the daily lesson plan. Montessori teachers are taught to nurture and inspire the human potential, leading children to ask questions, think for themselves, explore, investigate, and discover. Our ultimate objective is to help them to learn how to learn independently, retaining the curiosity, creativity, and intelligence with which they were born. Montessori teachers do not simply present lessons; they are facilitators, mentors, coaches, and guides. To underscore the very different role played by adults in her schools, Dr. Montessori used the title directress instead of teacher. In Italian, the word implies the role of the coordinator or administrator of an office or factory. Today, many Montessori schools prefer to call their teachers guides.

Anne Burke Neubert, in A Way Of Learning (1973), listed the following elements in the special role of the Montessori teacher:

1. Montessori teachers are the dynamic link between children and the Prepared Environment.

2. They systematically observe their students and interpret their needs.

3. They are constantly experimenting, modifying the environment to meet their perceptions of each child’s needs and interests, and objectively noting the result.

4. The prepare an environment meant to facilitate children’s independence and ability to freely select work that they find appealing, selecting activities that will appeal to their interests and keeping the environment in perfect condition, adding to it and removing materials as needed.

5. They carefully evaluate the effectiveness of their work and the design of the environment every day.

6. They observe and evaluate each child’s individual progress.

7. They respect and protect their students’ independence. They must know when to step in and set limits or lend a helping hand, and when it is in a child’s best interests for them to step back and not interfere.

8. They are supportive, offering warmth, security, stability, and non-judgmental acceptance to each child.

9. They facilitate communication among the children and help the children to learn how to communicate their thoughts to adults.

10. They interpret the children’s progress and their work in the classroom to parents, the school staff, and the community.

11. They present clear, interesting and relevant lessons to the children. They attempt to engage the child’s interest and focus on the lessons and activities in the environment.

12. They model desirable behavior for the children, following the ground-rules of the class, exhibiting a sense of calm, consistency, grace and courtesy, and demonstrating respect for every child.

13. They are peace educators, consistently working to teach courteous behaviors and conflict

14. They are diagnosticians who can interpret patterns of growth, development, and behavior in order to better understand the children and make necessary referrals and suggestions to parents.

Fostering Respect and Kindness the Montessori Way

It is customary for parents who visit any School that follows Montessori Method of Education, to be inspired by the demeanor of children- how they help each other and how kind they act with one another. One major specialty in a Montessori classroom is the respectful and polite manner in which children interact among themselves.

How is this achieved? In Montessori Schools, children are treated with kindness and respect. Teachers use to discuss about how students need to talk among themselves and also how to treat one another.

According to the children’s age, we start with simple fundamentals initially, to move on to introduce complex things as they grow and get older.

Certain ideas have been given below:

1. When somebody in the house becomes sick, your child may be trained to care for that person. For instance, “Help your kid brother with his breakfast.” Afterwards, you could say, “Thanks for that.” Then you can join with the child in similar activities.
2. Ask your ward to assist you when required, and thank her or him for it. Try this: “Can you join me in washing the dishes?” And, later, “Thanks a lot. It was very useful.”
3. If some event necessitates waking up early, discuss the matter and explain the need to be quiet in the evening. You can explain this by referring to the clock.
4. Get consent from your child for helping you with folding the sheet of your bed. You two could have fun doing it as well. This teaches helping each other and explaining that help must not at all go one way. 
5. During visits by guests at home, let your child carry snacks and things – see that the child is being able to perform this action successfully.

Learning process begins at home. By inculcating manners and politeness in children, we will be able to assure a better future for them.