Introduction
A Montessori teacher is trained in the Montessori method, skilled in child observation, adept at identifying and responding to children’s needs, and experienced in fostering an atmosphere that encourages exploration and independence. A Montessori education aims to empower students to become independent, creative, and curious thinkers who pursue learning at their own pace and along a course that suits them.
The Montessori method teachers are flexible with different contexts and age groups, at ease stepping back to allow child-led discovery, and can be sympathetic and supportive of the child’s many interests. What is considered profoundly important can be included in the teacher’s spiritual preparation. One can improve classroom harmony and nourish the children’s inner selves by connecting with their hearts. Calming and centering oneself is one of the methods to mentally and spiritually prepare for dealing with youngsters. On some days, all that was required was a few deep breaths as students started to arrive at school.
The Montessori Teacher as Guide and Mentor
According to the Montessori approach, teachers should act as mentors as pupils study conventional academic material, acquire life skills, and more at their own pace and under their guidance. There are specific requirements for implementing the Montessori method in the classroom, including having at least one teacher in each school who has received the appropriate certification. The conventional instructional techniques in Montessori institutions require revision.
Self-Paced Learning and Mixed-Age Classrooms
Most of the time, pupils in a Montessori classroom are divided into age groups of three years or more (Mavric, 2020). When a student reaches skill mastery, the teacher is present to observe and support them. Students select how they learn. Remembering that pupils do not study at the same grade level is crucial. As a result, some students progress academically more quickly than others (Mavric, 2020). After completing one job, a student moves on to the next without waiting for other students to finish their tasks.
Observation, Autonomy, and Child-Centered Instruction
A Montessori educator must pay great attention to the youngsters and recognize whether their charges require direction or autonomy. Teachers can learn more about the developmental stages of their students through observation. For a youngster to naturally develop focus and deep concentration, the teacher will select activities that hold their interest and pique their curiosity (Mavric, 2020).
Students and the learning materials are deliberately and intentionally put within a properly created learning environment, and teachers serve as the dynamic link between them. Teachers must uphold the Montessori tenets and serve as positive role models for their children. Showing kids what is expected of their behavior and attitude by being courteous, humble, inquiring, peaceful, grounded, and honest might help.
The sentence that perfectly captures what a teacher in a Montessori school does is “Follow the Child” (Mavric, 2020). Students lead themselves while being guided and observed by teachers. Approximately 97% of Montessori teachers are women, making the profession predominantly female-dominated. Overall, job growth for kindergarten and elementary school teachers is expected to match the national average and increase by 7% by 2026 (Mavric, 2020).
Teacher Preparation, Training, and Professional Requirements
Private and public Montessori schools have different rules for hiring teachers. State-specific standards also differ for teaching. The majority of states require a minimum of a bachelor’s degree. For growth and leadership positions in the Montessori educational system, a master’s degree is frequently needed. The Montessori Accreditation Council for Teacher Education (MACTE) affiliate accreditation is not required for progression but is optional.
Instead of teachers instructing, the emphasis is on kids learning. Instead of concentrating on the daily lesson plans, Dr. Montessori believed the instructor should focus on the student. Although the daily lessons are planned for each child by the Montessori teacher, she must always be vigilant for changes in the child’s interests, growth, mood, and behavior. Montessori instructors study children scientifically (Mavric, 2020). They refrain from giving praise or criticism for excellent or bad work. A child’s work is never interfered with or criticized by a Montessori instructor. Only in an environment of trust can a child’s personality develop.
Core Montessori Principles and Classroom Philosophy
A competent Montessori teacher must always start by being ready by becoming familiar with the materials and keeping them at the forefront of her mind. This is a significant component of teacher preparation. To effectively assist the child, she must gain a precise understanding of the methods tested for handling the child and presenting the content.
A teacher should not just look at the supplies, read about them in a book, or learn how to utilize them from someone else’s explanations (Mavric, 2020). Instead, they must spend a considerable amount of time working with it, trying to evaluate each piece of information a child might be given based on her understanding of their difficulties with or interests in it, and trying to interpret, albeit imperfectly, the impressions a child might get from it. She can theoretically study some general ideas that will be very helpful in directing her actual practice. Still, the nuanced insights required to treat various individuals can only be learned through experience.
Conclusion
In conclusion, regardless of what they are learning, children in a Montessori classroom follow their passions wherever they may go. They will grow in accountability, self-reliance, initiative, academic excellence, and a lifelong love of learning. In a Montessori environment, adults have a significant role in guiding and supporting children, creating and providing conducive learning environments, allowing independence, and being knowledgeable about the classroom’s resources and the children’s particular developmental stages. Teachers must observe each child in their environment to accomplish this. A teacher must be spiritually equipped to teach in a Montessori atmosphere, free from flaws that students may notice.
Reference
Mavric, M. (2020). The Montessori Approach as a Model of Personalized Instruction. Journal of Montessori Research, 6(2), 13–25.