The role of the adult in a Montessori classroom, filled with children ranging in age from three through six, begins with an adult at odds within herself, searching almost unknowingly for a far more reaching and all encompassing way of meeting children's developmental needs; and at the same time providing herself with knowledge and self growth. As Montessori's ideas and principles are presented, it is almost as though all along the way one has been on the threshold of a self-discovery. Affirmation is given to concepts and principles that can now be put to the front in one's way of thinking and acting. The final goal of the adult in a Montessori classroom is summarized in these words … "He must grow while I diminish."
However, the road towards this goal is long and made up of many faceted paths, containing many small inroads to be traveled before one is able to begin being the "adult" in a Montessori classroom. Initially there is the study of the times, circumstances, and people who influenced Montessori herself. Out of this one sees how Montessori's own methodology and philosophy evolved. There is presented the most current information on child development along with a sequential presentation of subjects beginning with Practical Life and Sensorial. Subject matter is presented both theoretically and concretely. Montessori herself said, "She (meaning the teacher) must know very well the work that is expected from her and the function of the material, which is the means of development." Initially the novice teacher is not unlike the young child she will encounter in her second year. She will begin with her mind and body in "chaos". She will "exhibit disorder of voluntary movement, difficulty and or inability to concentrate on real objects and show an ability to learn by imitation and repetition of actions and movements." Hence one of the major requirements of beginners to Montessori training – practice with the materials along with a continued reading of the underlying Montessori principles both from Dr. Montessori's own hand and current experienced and well versed Montessorians. One moves from the rationale for movement, order and sequencing to the concrete carrying and unrolling of a rug or carrying of a tray eventually progressing towards more complex works such as shell scrubbing or shoe tying. But slowly there is a difference as one reads and practices – one now sees more clearly the works and their rationale as they have purpose for the young child.
From Practical Life and Sensorial one moves onto Math, Language, Movement, and Observation. Language has already begun slowly in Sensorial by way of the three period lesson and the inherent richness of possibilities present in individual works such as the Geometric Solids. Both Movement and Observation are intrinsic to the Montessori classroom. "The Montessori teacher is constantly looking for a child who is not yet there, that the child will reveal himself through work." "Making muscular education on the child's part penetrate into the very life of the children, connecting it up with the practical life of everyday, formed a main part of the practical side of our method, which has introduced education in movement fully into the indivisible whole of the education of the personality of the child."
After all of this preparation there comes a time to be the adult in a Montessori classroom. What is that adult's role? "She is a connecting link between the material and the child." "The material is not a new means placed in the hands of the old laborious teacher, to help in her task of teacher. With us, it is a matter of transference of activity, with which the teacher is at first invested but which by our method, is left mainly to the child." Hence the necessity of such intensive preparatory work on the part of the teacher.
Initially the teacher is the "keeper and custodian of the environment. Her purpose is indirect but unless it be well done there will be no effective and permanent results of any kind, physical, intellectual or spiritual." The teacher will encounter what Montessori terms the child in chaos. "This child will exhibit disorder of voluntary movements, difficulty or inability to concentrate on real objects and a tendency to imitate." Montessori herself said, "a vigorous and firm call is the only true act of kindness towards these little minds … only her intelligence can solve the problem." The teacher must be "seductive" "but before concentration occurs the teacher may do more or less what she thinks is best. She must carry out two different functions: she must supervise the children and also give them individual lessons."
Finally the time comes in which the children begin to take an interest in something … "the teacher must not interrupt." "She must be keen eyed in observing, in serving, in approaching, and in withdrawing, in speaking, and in keeping silent." She must 'Keep watch so that the child who is absorbed in his work is not disturbed."
The teacher new to the classroom should be aware of two kinds of mistakes the child can make. "One is an error which is controlled by the material itself, and which arises from the fact that the child, willing to carry out exactly an exercise which he knows quite well yet does not yet succeed because of his immature powers of execution, or because his senses do not appreciate the various stimuli, or because he cannot execute definite movements. The other mistakes can be traced to naughtiness or careless teaching." Montessori says of the last "she must put a stop to the work" because "the longer the mistake is kept going, the farther off is the possibility of learning."
The adult in a three through six classroom "is a connecting link between the material and the child. She does nothing more than facilitate and make clear to the child the very active and prolonged work which is reserved for him in choosing objects and employing himself with them."
In conclusion of my discussion of the adult's role, I'd like to cite one story shared by Rita Kramer in her biography of Maria Montessori. "When the directress rushed in a bit late one morning to find that the children had gone to the cupboard in her absence and were already removing the materials and going off with them, she accused them of stealing and referred to them as little thieves. Montessori saw it differently and responded to their demonstrations by allowing them to choose their own materials from then on. Now they could freely select what they preferred to work on and keep at it," repeating the same thing over and over, for as long as they wished, and she could see what they found interesting and what gathered dust and could modify her materials accordingly."
This story reveals much of what Maria Montessori observed from watching both the children and the adults she happened upon in her daily routine. It shows her great humbleness and quiet awe as she grew in her ability to step back as the children continued to grow in self control, knowledge, and assurance of selves. It should serve as a constant example for each adult as he or she embarks on their continuing journey into the world and work of the young child.
Montessori, The Absorbent Mind, p. 341
Montessori, Discovery of the Child, p. 207
Montessori, The Absorbent Mind, p. 331
Montessori, The Absorbent Mind, p. 330
Montessori, The Absorbent Mind, p. 343
Montessori, Discovery of the Child, p. 120
Montessori, Discovery of the Child, p. 206
Montessori, Discovery of the Child, p. 205
Montessori, The Absorbent Mind, pgs. 330-31
Montessori, The Absorbent Mind, p. 333
Montessori, The Absorbent Mind, p.333
Montessori, The Absorbent Mind, p. 336
Montessori, Discovery of the Child, p. 206
Montessori, Discovery of the Child, p. 209
Montessori, Discovery of the Child, p. 211
Montessori, Discovery of the Child, p. 210
Montessori, Discovery of the Child, p.212
Montessori, Discovery of the Child, p. 206
Kramer, Maria Montessori: A Biography, p. 121