The Montessori Method is a dialogue between observation and action (Montessori, Hunt, & Valsiner, 2014). The Montessori classroom contains self-teaching materials that helps to aid self-development of children from three to six years of age (Mieziti, 1971). According to the Montessori Education (2015) a Montessori class is composed of students whose ages typically span 3 years. It is common to see students of different ages working together (Montessori Education, 2015). The older kids usually mentor the younger children by teaching them task and the rules. A hallmark of Montessori education is its hands-on approach to learning. (Montessori Education, 2015)
The teaching-learning situation is highly individualized by the fact that children are encouraged to select their own activities while the teacher observes the children and assists them when they truly need help (Mieziti, 1971).
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Within the "prepared environment” the child is free to move around and spontaneously select the learning activities as long as he does not infringe upon the fights of others (Mieziti, 1971). Mieziti (1971) indicated that the students in the classroom can work on numerous activities at their own rate and they have the opportunity to concentrate on tasks for considerable blocks of time. The Montessori Method consist of practical life task. According to Jacobson (2007) these tasks are considered practical life exercises because they teach children to take care of themselves and their environment. A practical life task could be making actual food instead of using a toy kitchen or planting real plants. This give them opportunities to really experience practicing doing these task that are done in real life. In these classrooms the students usually do these practical life task then having to pretend with
The behaviorist and constructivist theories pose a significant debate in early childhood education that questions if curriculum should be based on the children’s natural childlike dispositions or should adults determine and decide every aspect of curriculum. The distinction between the two theories determine what and how young children learn. The behaviorist theory believes that people of all ages learn the same and that behavior is controlled by outside influences and rewards. Whereas, the constructivist theory believes young children develop cognitive structure based on interactions with other people and the environment. Most early childhood programs follow the constructivist theory and are child-centered. According to Freeney, Galper, and
Understanding the circumstances of children plays significant role in devising the strategies to support the learning of children and young people. Through understanding the circumstances, the care takers get insight about the child behavior and under which situations they are active. Through the deep insight and better understandings of the situations helps the educators and caretakers to formulate the strategies that are best suited to support the learning of young children and adults (Meece, et al., 2006).
Education is a constantly changing industry that has adapted throughout history and continues to adapt. America’s current public education system, however, has stayed static and dissatisfactory despite many attempts to reform how children are taught. One of the most progressive attempts to reform education has been the Montessori Method. The Montessori Method is a type of schooling that encourages children to be eager to learn on their own through hands-on learning. There are specific materials and structures that the Montessori Method uses. This specific method is based on the observation of the development of children’s minds and environments that they learn and grow best in. Although it is more common for American children to go to public
...ualized plan due to time constraints, it is reasonable to treat each student as they do have an individualized education. Teachers should know their students well enough to individualize the classroom activities so all students have strengths in each lesson. Through collaborative efforts, teachers can gain knowledge about the students and new ways to teach according to different learning styles. Working together, each student can receive an individualized education where their full potential is used.
I noticed that each child has their own way of carrying out a task even if it is the same task but this is one way that it makes them so unique and special. Every experience that we have with children is not the same and these experiences can bring us so many mixed emotions. These mixed emotions are what makes us the teachers that we are today. Teaching brings us emotions like joy, passion, peace, understanding, forgiveness, strength, love, etc. These mixed emotions can be rewarding but they also can be challenging at times too, but they help us to grow more as teachers so we can be the best teachers that we can
Haskins, C. (2011). The gift of silence. Montessori Life: A Publication of the American Montessori Society, 23(2), 34-39.
...things together. Therefore, arithmetic and books that teaches logic are introduced to a child at this stage. For example, a child is taught basic addition and subtraction, that is one plus one, two, three and so forth. In so doing, a child develops skills to make simple decisions and judgment. Their skill of reasoning is also enhanced. Thereafter, a child grows to the normal school ongoing age. Here, such children have to be taught to internalize with the environment in a more effective way. They mental capacity is much greater to accommodate more aspects of reasoning and logic. Teachers use books such as story books, advanced mathematics integrated with social interaction so that they discover things by their own. The main objective is to get them effectively interact with the environment. This enhances their development towards normal functioning human beings.
...bservations and understanding of the child as he is, not as adults imagine he might or should be. Dr. Montessori then devised a total environment to help the child develop himself as a total human being. She saw the role of the teacher as one of directing activity rather than actually teaching, so she preferred to use the name “directress instead of “teacher.” There are many differences between Montessori and traditional preschool but the basic idea stays the same.
I observed Mrs. Linscott’s classroom with three year olds at the East Lansing Child Development Laboratory. Along with the children, there were a few adults to help in the class. I focused on seven main things while observing the children. First, I focused on one child for 15 minutes and took note of their motor, language, and social development. The second thing I observed was how the adults in the classroom interacted with the children. Third, I payed attention to the children’s emotional development. Next, I took notes on the children’s communication and language skills. I also observed the children’s behavior from a Piagetian perspective. Then, I observed how the children’s learning could be shaped by the interactions with the adults.
I believe that teaching and learning is both a science and an art, which requires the implementation of already determined rules. I see learning as the result of internal forces within the person student. I know that children differ in the way they learn and grow but I also know that all children can learn. Students’ increased understanding of their own experience is a legitimate form of knowledge. I will present my students with opportunities to develop the ability to meet personal knowledge.
As a teacher I believe that the most effective way to teach children is teaching through play and example by using pictures and gestures. Children are motivated to learn when they have opportunities to make choices in an environment that are inspiring and stimulating. Children are interested from infancy and have a desire to learn from their environment and those around them. When children are encouraged to interact with their peers and adults in positive ways, they feel safe to explore their surroundings. I as teacher have the opportunity to nurture and educate my students on all levels, making sure that my students are being taught developmentally appropriate
...rations. Some efforts I will make to individualize the learning of the children in this class are do a variety of activities for each lesson, encourage each child to learn each way, and allow each student to do which style they prefer when given task for each child to do on their own.
The Gifted Army Plan places emphasis on collaborating with schools and organizations. While attempting to acquire schools, it is important to have knowledge and understand the different types of schools and what they value the most. STEM schools and Montessori Schools both value hands-on and problem solving skills; however, these two schools vary in many ways, which can be critical in deciding which to target. There are many STEM schools/programs in the U.S, with more than 50 located in Georgia. The meaning behind STEM schools is in the name, which stands for: science, technology, engineering, and math. Students are encouraged to become creative and critical thinkers by using their own data and discovery to approach problems. The book does
It is crucial for us to understand the fundamentals of the development of a child as there are countless ways to conduct a lessons and to understand why children would react differently at this timing to another timing when they are completing a certain task. Furthermore, children develop uniquely and their development milestones differs from one another. Thus, a teacher must be cognizant of each child’s progression before conducting the class. This will help the teacher to plan and organize the lesson materials and the lesson time appropriately. There are two theories I would like to share in regards to child development in peer social interaction and cognitive development.
A constructive teacher realizes students should participate in creating classroom rules because they will be more willing to follow them. This also means that by “encouraging children to make classroom rules, the teacher minimizes unnecessary external control and promotes the development of children’s moral and intellectual autonomy” (DeVries & Zan, 2003, p. 67). I consider myself an autonomy-supportive teacher because I believe in involving “students in the process of learning by giving them choices” (Brophy, 1998, p. 130). This supports the idea of intrinsic motivation which is to get students excited about learning by giving them freedom to choose how they will complete an assignment. For example, when it comes to students giving a report on an assigned book, they will be given the choice of how they would like to share what they learned and choice of working alone or with other classmates. The method used to share what they learned could be a book report or a video that allows the student to be creative. The goal is for students to have the freedom to choose in a safe environment they help to create.