Montessori: A Modern Approach, Chapter 3

 Chapter 3 describes in detail about the Montessori methods.  There are quite a few pictures included, however, they are all black and white, so some details are hard to infer from them.  It has been wonderful for me to read about the work that the children will engage in and why the methods are structured the way they are and then to go see that in a classroom, makes it come to life!

I was excited to read this chapter the most out of all the chapters as it describes the reasons for following Montessori's methods. The Montessori system is based on being open-minded and not having a fixed system of steps or activities.  The two essential parts to making this all work are the environment and the teacher.  The teacher prepares the environment in such a way that it is inviting to the child and to help them construct their own independence, removing as many obstacles as possible that could inhibit the growth of the child.  The teacher must also be open to growth as well and the constant changes that need to be made to the space. 

The six basic components to the classroom environment are:

1. concepts of freedom
1. independence in their environment
2. being encouraged to coordinate one's own actions towards a goal
3. being provided opportunities for constructive work
4. clear understanding of good and evil
2. structure and order
3. reality and nature
4. beauty and atmosphere
5. the Montessori materials
6. the development of community life

Freedom also includes the ability to move from the indoor to outdoor spaces freely.  The day is not divided into work and play/rest periods, rather children move through their day choosing the activities that interest them.  Teachers step into help when a behavior is deemed to be "dangerous" and help the child remember the ways to use the materials. Children are also given the freedom to work on social issues with peers, both younger and older than themselves and find ways to solve them without the help of the adults. Children are not forced or made to interact with one another, they can if they choose to do that, but do not have to interact. 

Structure and order play a big role in the Montessori method, allowing students to have trust in their environment.  Materials have a special place that they each belong and are always there.  Materials are all in good working order and no pieces are broken or missing.  No one is permitted to interrupt the child's work, unless the child invites them in to do so.  Teachers will however rearrange materials that may be being overlooked or that a child needs to more on to the next work step.

Reality and nature allow a child to push the bounds of both, to act out fantasies and realities and to build ones self-security and observations of the world around themselves.  The classroom materials (the kitchen materials, authentic dish and silverware, etc.) are all authentic.  There is only one of each type of material in a Montessori classroom (and I have witnessed this firsthand the last few weeks).  Children must wait or ask to borrow an item that they need to finish an activity.  I watched a child who needed a 1 cup measuring cup and could not find it, so the teacher encouraged them to find another way to make 1 whole up with the 1/2 cup that the did have. Children also have access to the outdoors (weather permitting) as much as possible so that they learn to show respect and care for the natural world while still exploring it with curiosity. 

The Montessori classroom is not overly decorated as one would see online.  Everything in the Montessori space speaks to the beauty of the natural world.  Everything inside is of good design and quality, laid out in a way that children can navigate it easily and find what they need.  The colors are bright and cheerful and yet help the children relax and be calm in the space.  The space I am observing in is all painted white, so the light from the huge floor to ceiling windows is reflected.  All the furniture is of a natural (blond) wood color or black and is low to the ground making the space seem bigger.

The Montessori materials make up one of the most important parts of the space.  In modern attempts, the materials are often misrepresented or misunderstood and ore overemphasized in many cases. The materials must respond to the child's inner needs.  This means that the teacher should always be observing to help guide (not tell) a child towards materials that could help them meet that inner need.  The teacher then needs to be attentive to how focused the child is to each type of work and give the child a quick lesson when the child is ready to move on. There is no fixed plan for what work comes next, it is through observation by the teacher that helps the child move on to the next type of work. There are several principles that help determine the materials needed for each child:

1. difficulty or the error that the child is to discover and understand
2. materials progress from simple to more complex in design and usage
3. materials are designed to prepare the child indirectly for future learning
4. the materials begin as concrete expressions of an idea and gradually become more and more abstract representations
1. the greater a child's absorption with a piece of material the more likely he/she is making the transition from concrete to abstract knowledge
2. materials are designed for auto-education; the control of error lies in the materials themselves rather than with the teacher
5. Children are in control of the learning process, control of error, errors are not pointed out to the child, instead children through repetition find their own errors and learn to correct them.
1. Children treat the materials with respect, handle them carefully, and only after their use is understood
2. The child has the right to not be interrupted during their work flow
3. The introduction to new materials is called The Fundamental Lesson; during this time the teacher not only QUICKLY introduces new materials to a child and shows their function, but engages in conversation with the child to determine their inner development. Lessons are given on an individual basis or for very small groups of children who want to observe as well. 
1. The teacher must have excellent knowledge of the materials, their use and function and determine beforehand what practice they will focus on teaching to the child during the lesson
2. The Fundamental Lesson characteristics are:
1. brevity, simplicity, and objectivity
3. The repetition of the using the material is the most useful part to the child, only then can they grow and nurture their psychic. 
4. After much repetition, the child will find new ways to use the materials, combining several different ideas
4. Materials are fall into one of four categories: physical care of person and environment, sensorial, academic, and the cultural and artistic materials
6. Development of Community Life
1. sense of ownership and responsibility the children develop towards one another and their classroom space and materials, inclusion of children of differing ages in their classroom

The teacher must always be observant, ensuring that the environment is cared for and well designed.  The teacher is responsible for the materials, their condition and the program of activities needed to challenge a child's needs.  The teacher must also serve as an example to the children, being flexible, warm, caring, and nurturing.  The lead teacher must function within the space using assistants and be in constant communication with families.  The teachers' area must be difficult to find if at all and the teacher must be constantly on the move in a quiet way listening in and observing the needs of each child.  Significant time and attention must be given by the teacher at the beginning of a new class cycle to introduce new, younger students to the methods and materials. 

I do hope to be able to return to the Montessori school where I am observing in the summer, during the school year to find out more about how the new students are acclimated into the classroom and how that looks and feels.