Maria Montessori

Maria Montessori said: “follow the child”. With such a simple phrase there is so much enveloped within it. Montessori education is founded upon this idea that the teacher is to evaluate the student first, discovering and encouraging their strengths, as well as isolating the weaknesses to help them improve. As the teacher we are not to push them to be at a specific expected level, but to guide them, and walk alongside them at their own capacity. I love this, I love the role of a teacher in the Montessori classroom; to guide, not facilitate. The preschool I am working at is a Montessori education program. I knew about this educational philosophy previously, but never saw it put into practice and therefore never really understood, or appreciated it. I can now say that I have an immense passion for Maria Montessori, her foundation, and her educational practices. Here the students receive a hands on education, it is a look, listen and feel philosophy versus a look, listen and learn philosophy that you would find in a traditional classroom. The students are grasping their learning in a different way, through activity, through group work, conversation and stations that are manipulated to help the students with what they are struggling with; and to encourage continual growth. I love how the classroom comes across as unstructured when really it is one of the most structured classroom set ups. Montessori classrooms typically have five sections:

1. Practical life: here they learn just as the name suggests, practical life skills. There are stations where they learn to button up a shirt, or zip a zipper. There may be carrots of which they learn to peel, or a washing station where they learn to wipe tables and rinse cloths. I love how they are learning things that are so applicable to life outside of the classroom, these are skills that they are building at a young age that will carry them through adulthood. 2. Mathematical: here they are learning basic math skills. There are counting stations, building blocks, matching shapes, puzzles, and measurement activities. All things that enhance their basic mathematical abilities. My program being a preschool, these kids are receiving quality activities that give them a head start prior to entering the classroom.

3. Sensorial: here are activities that build upon the students five senses. There are tactile activities, visuals, smell, taste, and hearing. I love this section as learning really comes to life here for the students, as they feel, taste, and see everything that they are learning. Montessori education is all about this particular concept and I love watching the students thrive within it.

4. Language Arts: here students language abilities are enhanced. At the preschool level it is typically basic alphabet lessons, lots of tracing letters, making basic words, practicing letter sounds and matching pictures to their corresponding first letter. Here as well, it is all hands on activities that the students complete on their own. They have pictures of letters and items that they make into a chart on the floor in front of them, or make a portfolio of all the letters they have traced. Everything is tangible and directly in front of them throughout the learning process.

5. Cultural studies: here there are aspects of geography, zoology, and sciences. In my classroom there is a map of Canada, where they trace the provinces, or trays of water where they create their own environment, accordingly placing animals and plants that would live in the water or on land.

When I first started in this position, my observations of the program was that the students are given too much freedom, but as I watched the kids, and talked with the teachers I realized the immense organization and attention that the teachers put in behind the scenes. Each session begins with circle time where the teacher teaches a lesson, it is accompanied with hands on materials and stories that bring the lessons to life for the students. I love that the teacher is at the same level as the students. She/He is sitting on the carpet with the students, engaging them in the lessons demonstrating to the students a welcoming attitude, that the teacher is an authority figure, but not necessarily towering over them, or better than they are. Here the teacher is one with the students creating a more relational based classroom. Afterwards, is activity time. All the activities are periodically altered and switched around to purposefully focus on what the students need to work on, as well as continue the learning that the was introduced at carpet time. For example, in my current classroom we are learning about the ocean, and all the creatures within it. Most of the activities within each section are centred on this. There are counting stations where you organize sea animals into number groups, or the students are improving their fine-motor skills by using magnetic ‘fishing rods’ in water to catch fish, or learning their letters and sounds by placing sea creature pictures to their corresponding first letter. Each student has their own file, of which the teacher will put a picture of the activity that they are to start with. Once they have completed this, they are free to progress in any other activities that they gravitate toward. The teacher will be observing each student and manipulate their files to guide them to practice things and go to activities that they need to improve on, also ensuring that they are not getting too far ahead of themselves. Each student’s experience is individualized and unique. One of my favourite parts of Montessori education is how the students are gaining knowledge that is applicable, and relevant inside and outside of the classroom. The opportunity for students to continue their learning outside of the classroom is huge, and can be done anywhere. In a conversation with a fellow teacher at my preschool she was describing to me how at lunch time we see how the students are all struggling to open and close their containers and consistently asking for help. She said: “this is what Montessori is all about, observing the kids, seeing what they need to work on and gain more practice with; then bringing that into the classroom”. She planned on bringing a bin into in the practical life section of the classroom with different types of jars, and tupperware where the students had to match the lids to the container then open and close them. As they gained more practice they needed less and less assistance during lunch time.

Montessori education was built for students who struggle in a traditional classroom set up. As I sit here, sipping my coffee, I am reflecting on my passions within teaching: these particular students. The students who struggle, whether that be inside or outside of the classroom, I want to come alongside them, encourage them and watch them flourish. This is why I think is why my heart is so attached and excited about implementing Montessori education into my own educational practices and philosophy. My precious student that I have been working with has thrived in this classroom setting once given the opportunity and patience to adjust into it. He implemented so well; and within the short time that I have been with him I have seen immense improvements in what he has learnt, what he is capable of, his behaviour, and best of all his willingness and excitement toward learning new things—what an encouragement for me to watch develop.