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SIMS

| Montessori Teacher Training in Phoenix, AZ

Montessori Teaching

Breakthrough in Following the Child

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To know the individual child is always the first priority in my preparation to serve the child as an elementary teacher. When looking at new faces and returning students after a long summer break, it is fundamental to ask: Who is this precious one? What great things have their hands experienced? How do these experiences bring to manifest the wonder the child is invoking in front of me? Careful observation, conversations and interactions envelope the first few weeks of class and are key elements in the revealing of answers to the questions posed about the child. The discoveries of who this child is and seeing the potential of where he or she can potentially go becomes the formation of the first presentations and assistance to the child. This work opens up the adventure of exploration, creation, and connection within the new prepared environment (the elementary classroom) and sets on fire the work of self-construction.

In support of preparing the Elementary teacher for the work to assist the child 6 to 12 years of age, the Elementary training program provides a Primary Introductory Course. The course consists of a brief survey of the theory of the children ages 0 to 6, theory lectures and presentations and practice of exemplar lessons of the Children’s House. This course provides a glimpse of the younger years natural development and a notion of how children and guide work together in the primary environment, which was very valuable in my practice. After years of teaching in elementary environments, I appreciated more the Primary Introductory Course and yet, realized the need to learn more about the child’s natural development in the younger years to better serve the child entering my classroom. The child who requires remedial work more importantly needs the teacher to be intentional in what is appropriate assistance and to be reassured that the work does not in any way demean or give the child a sense of lack or deficiency.

I made the decision to enroll in the Primary (3-6 years) Teacher Training Course in search of discovering the child’s natural state of self-construction in the younger years.  I felt this would allow me a greater awareness of who the child is, and prepare me to better serve him in his trajectory through the elementary years. The process of completing the Primary Course fomented in me a deeper appreciation of each lesson, by allowing me an understanding of the direct and indirect preparation the younger children experience.  It permitted me to see how each lesson prepares the child for working in a very concrete way and leads the child to the abstract thinking of the reasoning mind of the elementary child. I witnessed how the teacher is able to walk, talk and be with the children as he/she is consciously aware of the child’s ability to learn and absorb on his own through the work of the absorbent mind (3 to 6 year old). This experience granted me, as an elementary teacher, the ability to more intentionally gift to the child’s self-construction nothing superfluous and everything necessary.

During the final presentations of the Primary Teacher Training, in  The Passage to Abstraction (Math) section of work, the wholeness and interconnectedness of the work of the Children’s House Teacher and the Elementary teacher was made apparent to me by Ann Velasco, Primary Teacher Trainer, when she gave a vivid depiction of the child in transition. “Think of a long hallway or passage.  The children will start to walk down that passage while in the Children’s House and each child will arrive at a different distance down that hallway. Then they will continue down this same passage in their Elementary experience.” The wealth of wisdom available when a teacher can understand and meet the child where he or she presents himself or herself in his journey in this passageway, with a view of possibilities because of all that he or she has accomplished instead of deficiencies, is a remarkable gift. I have a vision that the work of the Children’s House guide is to be inspiring and to nurture the child so he or she can go as far down that passage as possible and for the elementary guide to be welcoming in meeting the child in the passageway where the child stands and lead him or her into all that is possible in his or her new home.

The richness of understanding the work of a guide comes with years of experiencing the daily life of working with the children and it also exposes the gaps of the mystery of each individual. Not every child comes to the elementary classroom with identical preparation, interest, identity, etc.… and so the teacher will need to meet each one where they are, learn who they are and where they want to go. All this is possible for the teacher to discover with arduous intention.  The Primary training experience has brought more depth, meaning and inspiration to my work as an elementary teacher. To serve the child is to know the whole child and to have witnessed the amazing potential of self-construction. It cultivates an unyielding belief in the child and the Montessori Method.

As an experienced elementary guide having completed the Primary Teacher Training, I highly recommend all Elementary teachers consider undertaking this added preparation to better serve the children under their guidance.

About the Author:

Ada Iris Jaime, M.Ed. Is a trained Primary and Elementary Guide. An owner/director of a Montessori inspired farm school in Arizona. Ada loves more than anything creating the possibility for children to experience learning in a natural environment that inspires aliveness and curiosity.

Nurturing the Young Child’s Artistic Creativity

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Creativity is part of our human expression.  Our ability to express ourselves creatively – through words, art, music, movement, etc. – is an aspect that sets us apart.  As parents or as teachers, we have a responsibility to cultivate the creative spirit of every child in our care.

Creativity is not something that is taught, rather it is something that is nurtured.  Following are some ideas and principles that should guide us in our goal to provide an environment that will foster and support the development of creative exploration and expression among the children.

Show the Technique and then offer Open Ended Exploration

Just as with any other activity in the Children’s House, our priority in offering art supplies should be to demonstrate the technique of how a particular art medium is responsibly used, and then fade away to allow the child to engage in open ended exploration with that supply.  For example, if I want to offer painting with water colors to the child, I would demonstrate:

  • how to lay out the materials that will be used
  • how to wet the brush
  • how to apply paint to paper (I shouldn’t paint a picture, I just need to apply a bit of color to the paper to demonstrate the technique)
  • how to clean the brush before applying a new color
  • how to change the water if it gets to dirty
  • how to clean everything up when I am done

Then I will invite the child to explore the paints in any way he wants.  If this means that he chooses to paint the entire page with all the colors until it is roughly the shade of mud, that is okay.  That in and of itself is an opportunity for learning. (What happens when I mix all the colors together?)

Process over Product

It is important for us as the adult to keep in mind that the young child often engages in work with a particular medium in order to practice with and explore the process of using it.   We should not get hung up on the generation of a product.  We should not ask the child what he has made – very often he hasn’t made anything – he is simply exploring the way paint covers a page.   We need to step away from our urge to get the children to produce something appealing.  The objective of creative work is exploratory thinking and doing, even if this is not evident to us in the end product.

Be a Responsive Adult

Being responsive to a child’s work is very different from offering praise.  When praise is used, a superior-inferior relationship is inferred.  It may cause the children to limit or alter their natural work in order to please the adult.  It robs the child of his intrinsic motivation to create.  The child may hesitate to do spontaneous or exploratory work for fear that it will not garner the praise of the adult.   Likewise, we never correct or criticize the child’s artwork.  Do not “show how” or enhance their work in any way.  Children become discouraged when they are made to feel that their work is inadequate or wrong.  We must respect the knowledge that young children should not be expected to draw and paint things as they appear to the adult’s sense of order and proportion. (e.g. “you know that a dog only has four legs…”) The young Child’s work is controlled by inner direction and not by visual observation.

A responsive adult shows that the child’s efforts and feelings are recognized and respected.  Our response to a child’s work should be given wisely, if at all.  Children who are working naturally and independently receive great satisfaction from creating and do not generally need our feedback.  Of course, some children seek out a response from the adult. In those cases, an objective observation is an appropriate response.  A few examples are:

  • “I noticed you spent a lot of time working on that drawing.”
  • “I see you used a lot of blue in your picture.”
  • “I can see many shapes in this collage.”
  • “Thank you for showing your work to me.”

Such nonjudgmental comments leave the children free to add their own thoughts or explanations if they so choose.

Strive for Maximum Independence

A main objective in Montessori education is to cultivate a sense of independence in the children.  It is the same with artwork.  This means that the child is not dependent on an adult to pursue his motivation to engage in art.  He should not have to ask permission, or request supplies, or feel compelled to copy the design of an adult.  We have to make sure that all of the supplies that the child will need to do the activity and then complete the clean-up process are assembled in one place and are ready and accessible for him to use.  This includes the mat to cover the table, the smock or apron he might wear, the sponge to use in cleaning up at the end, and any replacement supplies that he will need to replenish.   The child should feel a sense of independence in making his choice of work, carrying it out in any way he likes, and then completing the cycle of work.

Engaging in art work is a developmentally appropriate activity for all children.  Children are intrinsically motivated to engage in artistic activities.  Art stimulates repetition and deep concentration – manifestations that we desire to see throughout their work in the Montessori environment.  It responds to the child’s tendency to explore and it provides an outlet for creative and imaginative expression.  Over time working with art media inspires him to strive for improvement in his own manipulation and mastery of the materials as it offers immediate feedback to the child. Just as with all activity in a Montessori classroom, it brings together the work of physical and intellectual spheres.  We need to make it a priority to offer the child the opportunity to engage in this type of work at his own choosing and at his own pace, both at home and at school.

A Day in the Life of a SIMS Student

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I begin the morning by preparing for student teaching, which is a departure from my normal routine of substituting at a Montessori school in central Phoenix. When substituting, I work with children from toddler to upper elementary. Although I love getting to see the progression of work across the planes of development, I’m enjoying the chance to focus solely on material learned in the primary training course.

I am doing my first student teaching session at Augustus H. Shaw Jr. Montessori School. Shaw is a public Montessori school, and conveniently, the site of the Southwest Institute of Montessori Studies training center. When I was choosing where to do my training, learning about this diverse and accessible Montessori community in Phoenix was a big draw. It lives up to expectations! I’m grateful for the opportunity to observe at Shaw last semester and to practice teach this semester.

Once I get to Shaw, I drop some bags off at our SIMS lecture room where I run into a few classmates who are also practice teaching this week. From there, I check in with the guide who’s been gracious enough to host me. I share a couple of successes (and learning experiences) from the last couple of days, and she provides some advice. We head to the cafeteria, which is a hive of activity in the morning. There are parents and children chatting over school breakfast while the assistant teachers oversee the class groups until the guides arrive at 8:30.

The class enters the prepared environment and I go to the observation chair, which is the spot I return to when recording observations on the efficacy of my presentations. Throughout the day, I watch for available children to whom I can present lessons. I have a list of options for each child that the guide and I decided upon my first day. This gives me the freedom to operate fairly independently – I’m able to give lessons to children without needing input from the busy guide.

In the training course, we focus on one area at a time, including practical life, sensorial, language, and mathematics. Student teaching provides a realistic example of the constant interactions with each of these areas in the Children’s House. A guide may give lessons on Flower Arranging, Cards and Counters, How to Push in a Chair, the Pink Tower, and Puzzle Words – all before lunch! It’s equally intimidating and inspiring to see in action how multifaceted the job of the Montessori guide is.

I finish up at 3:30, and return to the lecture room. People are arriving for class, and it’s generally a quiet part of the day as we migrate in from days of teaching, parenting, and more. At 4, class begins. We’ve just begun a new area – mathematics. Generally, the structure of the afternoon is a theory lecture or presentation, given by the SIMS’ trainer, Ann Velasco, or occasionally one of the trainers in training: Meg Trezise or Tiffany Liddell. Today we are seeing two math presentations. First we simply watch the presentation in the same way the 3-6 year old child is introduced to materials. Then, we open our laptops and type out what we remember. We have a chance to ask any questions and discuss any confusion before moving on to the next presentation. We’ll turn in these write-ups after we’ve gotten a chance to practice, and will receive feedback on any necessary changes or clarifications.

After finishing these presentations, we have a break for 45 minutes. This is a chance to eat dinner, chat, or head over to the practice room early. About a third of our training class is here from China. In addition to their unique perspectives and insights, they bring delicious home-cooked dinners. Usually at break there are conversations happening in three separate languages, which keeps things lively.

Around 7, we head next door to supervised practice in the model classroom. There, we practice presenting the lessons we’ve just seen in the lecture room to one another. No matter how simple the presentation seemed as an observer, once I have my hands on the materials all kinds of questions pop up. We’re beginning mathematics, as I mentioned, and are working in a new area in the practice room. This is our last section – it’s nice to be able to use the shelves as a gauge on how far we’ve come. (Although, of course, so much of what we’re learning is not visible on the shelves!) Just like in the Children’s House, every day is different in the model classroom. Some days are energetic, and others calm.

At 8:30, we put away our materials and head home for the day. Although I’m tired and ready for bed, I often catch myself standing in the parking lot talking to my classmates about the day. That’s when I know I’m in the right program with the right people – I’m looking forward to doing it all over again tomorrow!

Augusta Durham is from West Texas, and came to Arizona to attend the SIMS training course. A Montessori child herself, Augusta started working part-time at a Montessori school in her neighborhood after graduating from the University of Texas at Austin. From there, she was hooked and went on to assist in a primary classroom and to lead the after school program. She enjoys hiking, quilting and yoga-ing in her spare time.

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Research Summary of Montessori Parent Motivations

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In 2017, the Association Montessori Internationale (AMI), undertook research in the United States to gain insight into what parents’ value about an early education program for their child and specifically, why parents choose Montessori programs for their child. Their research included a national online survey, along with thirteen focus groups, from both Montessori and non-Montessori parents.

The findings showed that parents looked for three key things, when deciding on an educational program for their child:

  1. 1. The program helped children develop into capable individuals by focusing on their moral, behavioral, and emotional development.
  2. 2. Parents felt connected to their child’s experience in the classroom.
  3. 3. The program offered the highest quality teachers.

It is perceived by parents that programs focused on a child’s moral, behavioral, and emotional development will result in a child that demonstrates:

  1. 1. Real World Readiness – Interact well with adults, well-behaved and polite, able to handle failure and rejection, build common sense, and choose and make good friends.
  2. 2. Knowledge – Builds their Intelligence and prepares them to excel academically.
  3. 3. Sense of Self – Creativity, Self-expression, healthy relationships, independence, and motivation to contribute to community.
  4. 4. Accountability – Handle conflict and disagreements and take responsibility for their learning.
  5. 5. Inclusiveness – Accepting of others, respect for themselves and others, encourage happiness and hope, and well-rounded.

Montessori parents value these attributes in an early childhood program because they believe it will lead to the development of an individual who is competent, confident, focused, smart, secure, and empowered. “Montessori parents highly value their child’s holistic development as the key to becoming capable individuals who will find internal fulfillment, professional productivity, and interpersonal connection throughout their lives.” (ami-global.org)

While Montessori programs are often seen as the gold standard for meeting the needs above, the study identified several challenges the Montessori community is facing for continued growth. These barriers include: difficulty in communicating to parents how the Montessori approach connects with what they value most in raising their child, evaluating and empowering Montessori teachers, and training more teachers so we can create more programs and reach more children.

Montessori education centers around the child. While this is what draws parents to Montessori education, sometimes parents feel that they are kept at a distance from the process. The research conducted by AMI found that administrators and teachers should strive to reach out to parents as partners in their child’s education. “American parents have a strong sense of personal agency when it comes to education and see educators as partners in child development, not replacements.” (ami-global.org)

It is not uncommon for a Montessori program to lose children to other approaches to education in the elementary and adolescent years. “Montessori parents’ primary concerns about Montessori education revolve around a perception of insufficient rigor and structure in preparation for non-Montessori academic settings.” (ami-global.org) This is a particularly crucial time for Montessori teachers to reassure parents about the academics and knowledge building qualities of Montessori education.

Let’s talk about teachers. Teacher quality is the highest priority for parents when choosing programs for their child. An overwhelming 91% of parents surveyed indicated that the quality of teachers and staff was extremely important to them. (ami-global.org) Montessori needs more teachers –and it needs to empower its teachers. Montessori leaders tend to place a great deal of emphasis on the theory, practice, and prepared environment, but the research showed that positioning teachers at the forefront of Montessori will not only attract more high-quality teachers but will send parents a clear message that quality of Montessori lies in the preparation and training of teachers.

AMI has utilized the research findings to help explain the value of Montessori educators and Montessori education to parents and the community at large:

“Montessori works in every setting for the success of each child. Montessori teachers support your child’s natural development, building the capability to become a productive, fulfilled adult who contributes to the world. Your child’s education will be hands-on, self-paced, collaborative, and joyful—everything that’s needed to create a lifelong learner and doer. An AMI Montessori Teacher Certification can ensure that your teacher has been rigorously trained to nurture your child into a capable and connected individual. Our goal is to support you in developing your child’s full potential.” (ami-global.org)

Learn More about the AMI Teacher Training process 

Love of Children and Personal Development

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Most Montessori guides and professionals come to work with children initially based on their love of children. While doing so they realize the methodology completely supports the child’s natural development in every way including emotional, social and intellectual. It is easy to love children, however, the impact our love and guidance can have on the future of humanity is profound. This deep love and passion must be at the forefront of all societal influences.

“Now, what really makes a teacher is love for the human child; for it is love that transforms the social duty of the educator into the higher consciousness of a mission.”  Maria Montessori

As an administrator the most rewarding part of working with Montessori professionals is having the opportunity to assist in supporting and guiding their professional development so they can best serve the child. The guide should be honored and elevated as the most important member of the school,  next to the children of course. Guides must be recognized by the school community for their high quality of training and their commitment to continued professional development.

Completing the Montessori training is a huge accomplishment for any teacher, however, this is just the beginning of the true learning process. The transformation of the adult will come as one works with the children, although it takes many years to perfect.

It is important for the administrator to find ways that the school community can support the development of a newly trained guide.  When possible, interning with an experienced guide or working as an assistant for a year can provide invaluable hands-on experience. If this is not possible, the new guide can be matched with a seasoned mentor within the school. This mentor should meet regularly with the new guide, to provide emotional and professional guidance in navigating the first years of working with children and parents.

One of the most important aspects of on-the-job training for the newly trained adult is to gain the necessary awareness of how best to ‘follow the child’.  The children teach us so much on a daily basis if we are alert and open to learn from them.  As an administrator I respect the continued need of all members of the school community to gain a deeper and richer understanding of the child.

Maria Montessori spoke extensively regarding the importance of continued personal self-study.

“An ordinary teacher cannot be transformed into a Montessori teacher, but must be created anew, having rid herself of pedagogical prejudices. The first step is self-preparation of the imagination, for the Montessori teacher has to visualize a child who is not yet there, materially speaking, and must have faith in the child who will reveal himself through work.”  Maria Montessori

There are also opportunities beyond one’s own school which can be maximized to support the development of staff.  Working with other AMI schools in the local Montessori community to share the deep and rich talents that exist within our own network can unlock many possibilities for enhanced learning.  Here in Phoenix we are fortunate to have an AMI training center.   Training centers might offer workshops or continuing education events that any Montessori guide can take advantage of.    Becoming active in a local alumni association also provides opportunities to engage on a regular basis with like-minded people, and to draw inspiration from others engaged in this essential work with children.

As an administrator I feel it is my responsibility to make continuing development possible for the Montessori guides of our school community.  This includes finding ways to raise the financial support necessary to support our teacher’s continuing education.   Attending annual refresher courses offered by AMI as well other non-Montessori workshops and courses can provide valuable insight and motivation to our guides.

The blend of continued learning, professional development and love of the child contributes to the success of Montessori professionals. From personal experience, this also develops into deep happiness and great personal satisfaction.  Our work is  the most important work:  to support the development of humanity.

Having been a Montessori Head of School for over 20 years, I have had the privilege of working with and learning from 100’s of Montessori professionals, parents and students. During those experiences, my passion, love and understanding of the human spirit and Montessori Method continues to increase due to the willingness to learn from others and the children.

Author Bio:

Sherri Sampson has over 20 years of experience as Montessori Head of School, having founded and developed two a highly successful Montessori schools in Arizona.  Sherri holds an AMI diploma in Primary and the Orientation to Adolescent Studies.

Creating a Reading Corner for your Classroom Environment (or Your Home!)

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Every Children’s House Environment (what we call the classrooms for children ages 3 – 6) will inevitably include a reading corner.  This cozy spot should feature a comfortable chair for the young child to settle into, adequate lighting, and a limited supply of quality picture books that will be rotated often.  So long as nobody else is currently occupying the space, a child may choose to sit and peruse the books in the reading corner whenever he likes.

From his first days in the Children’s House community, the young child will find this to be a comforting and welcoming spot.  When he is feeling a little overwhelmed in his new surroundings, the child will often retreat to the reading corner. It offers something familiar to him.  He is able to ponder the pictures in relative silence and solitude, sitting only slightly apart from the buzz of the busy classroom, but still a part of the overall community.

Early on in his experience in the classroom we will show him how to carefully handle a book, how to remove it from the shelf, how to gently turn the pages, and how to replace the book to its spot on the shelf when he is done.  We reinforce this as we model careful treatment of every book that is in our hands throughout the day.

We must think carefully about how we will display the books in the reading corner.  A traditional bookshelf that is full of books with only the spines pointing outward to the child is not enticing or inviting.  Small printed titles on the narrow spines of a book mean nothing to the young child who is not yet reading.  Too often this only prompts him to pull the books off the shelf to see what is on the cover in an attempt to find one that interests him, and results in a growing pile of books on the floor.  A much better option would feature a limited number of books that face forward, so that the child has a clear view of the books available.  In our training center, plate display racks serve this purpose nicely.  Other options might include narrow ledge shelves mounted to the wall, specially designed book racks available from educational supply vendors, or even spice racks.

When selecting the books to include in the reading corner, we choose books that feature quality illustrations and story lines. We seek out books that are grounded in reality.  The child under the age of 6 is deeply attracted to reality, as it is at this age that he constructs his understanding of the world around him.  It turns out that fantasy – ideas that have no basis in reality (fairies, talking trains, Pokeman, etc.) – do not serve the child in constructing this understanding.

We must remember that through all of his interactions and experiences, the young child absorbs impressions into his mind without a filter. Children take it all in, and accept it as truth. They often do not yet have the maturity of discrimination to tell the difference between that which is real and that which is not.  For the child under 6 we want to provide them with a deep and solid foundation of knowledge upon which they will build their understanding of the world and everything that is a part of it.

Once that clear understanding has been constructed in early childhood, they will enter the next phase of development at the age of 6 ready to leap into imaginative, fantastical fiction and other forms of creative writing. The power of their imagination will take flight. They will be well prepared to explore the mythologies, the folk tales and the science fiction that so interests the elementary aged child.

“…and every child should be able to experiment at first hand, to observe, and to put himself in contact with reality. Thus the flights of the imagination will start from a higher plane…”

~ Maria Montessori

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A Day in the Life of a Montessori Guide

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One of the most profound distinctions that one will notice during their first visit to a Montessori classroom, is the role of the teacher. In fact, Montessori teachers aren’t even referred to as “teachers,” but instead prefer the term “guide.” By shifting our view of the role of the adult in company of children through this lens, we are reminded of the spiritual nature of this important work. Guides are trained to have the utmost respect for children, and to be conscious of the path they must follow to construct their highest potentials. Through keen and constant observation, the Guide becomes the remover of obstacles, the self-reflector, the relationship builder, the link between the child’s interests and the materials.

How is this possible, you may wonder? How does this role pan out? Is the teacher ultimately effective? It is quite the paradigm-shift compared to the traditional model of early-childhood education that so many of us are acquainted with; it is a child-centered approach, rather than direct instruction. Dr. Maria Montessori said during her London Lectures in 1946, “Education is the help which we give to life so that it may develop in the greatness of its powers. Before we can help, we must understand. If we understand, we can help. This help must be the plan of education.”

 

A Typical Day:

The Guide arrives before the children, leaving her troubles and worries about the day-to-day rigors of life outside of the school walls; striving to enter the doors in a neutral state. She is physically and emotionally equipped to offer her best self to the children. The morning preparation includes analyzing the physical environment. Is everything organized in such a way to facilitate the highest potential for the child’s independence?

Next, the Guide considers the preparation of the human community. Together, the Guide and Assistant review and discuss lesson plans for one-on-one and small group presentations. Soon enough, the time will come when the pitter pattering of tiny feet will echo down the hallway. The children eagerly arrive to their classroom, or what we proudly call the Children’s House; after Dr. Maria Montessori’s first school, Casa dei Bambini in Italy. The parents say their goodbyes at the door to honor that the prepared environment is their child’s domain to grow and learn.

The Guide sits in her home-base, her observation chair, ready to greet the children with a handshake and a welcome, “Good morning Charley, I so am happy to see you today.” She looks at the child with fresh eyes and new hope each morning; releasing any lingering judgments or feelings from the previous day. This genuinely warm acknowledgement shows each child respect, welcoming the return to their special space. As the children continue to trickle in, their inner needs guide intrinsic choices and an uninterrupted period of work begins.

Because prepared environments are part of nature, such as a bee returning to its hive, the children feel at home. They feel safe to develop themselves, socialize, live in dignity, tranquility and practice functional independence. Once the drop-off period ends, the Guide will observe the flow of the group. She acts as part of the environment; not a focal point for the children. As the work period unfolds she will follow her observational goals and begin inviting children to individual or small-group lessons. The uninterrupted work periods last three hours in the morning and two in the afternoon.

The invitation to a lesson is a beautiful moment. The Guide always approaches children on their level, kneeling down with a gentle expression. She will invite them by saying something to the effect of, “Timothy, I have something very special to show you today.” Having taken the time to build a trusting relationship with this child, the Guide uses the child’s interests to present him with a material that will appropriately challenge him. The presentation is designed to engage the child’s mind; the Guide acts as nexus and transfers activity. The child will first watch, then she tenderly guides the child to work using an empowering approach such as, “Your turn”, or “Now you may do it.” Afterward, the Guide will slowly slip away, allowing the child to learn the skills necessary to succeed. In her place of contemplation, she will document her observations of the child’s response.

The educational resources and strategic demonstrations are methodically designed and didactic for children, gifting built-in assessments to the Guide. Each skill-set is consecutively built upon, abetting the child to reach aptitude across all areas. The Guide identifies opportunities to enhance the child’s work with variations and following exercises, meeting scholastic and developmental needs.

The group works across a broad spectrum, vicariously learning from each other in this mixed-age, family-style environment. The children cultivate respect and tolerance for different personalities because of the inclusive nature of the community. The Guide and Assistant help the children use social grace and courtesies. Children move freely, yet purposefully, throughout the indoor and outdoor environments continuing to choose activities in which they’ve received formal presentations. Time is allotted to take breaks for snack, a glass of water and to use the restroom at their leisure.

The Guide and Assistant remain tranquil, careful to model the type of behavior that is expected of the children. This consistency allows their responses to become predictable. Together, they watch for concentration, removing obstacles through redirection. They note the initiation of activity, purposeful manipulation, joyful engagement and completion. Using excellent manners, they make connections by speaking softly, and continuously link children to the environment. Just as the heartwood offers support as the strong, internal base of a tree, observation is pivotal in assisting the growth of the child in the Montessori environment. Every day offers excitement for the Guide because each child and need are unlike the other.

Transitions are inevitable. They are traditionally expected after the morning and afternoon work cycles, and the close of the day. The children will often gather together, if they choose to end their work. Some will prepare lunch or help with closing duties, others will join the Guide in song, stories, dance, nature walks, or similar activities catered to cultural relevance and interests of the group. During mealtimes, free-play and group times, the Guide proposes authentic experiences to the children with pure, loving intent. She is astute, humble and always aware of unique opportunities to encourage the children to express themselves.

As the children take their last steps in the environment for the day, their departure is embraced with another warm-hearted moment of contact with their Guide. She courteously shakes each child’s hand and softly speaks, “Goodbye Michael, I look forward to seeing you again tomorrow.” Imagine how the children feel, knowing they are heard and their quest for independence is valued.

Slowly, the hum ceases and the environment rests, awaiting the children once again. The Guide continues her work of preparing the environment, communicating with parents, record keeping and planning. The role of the Guide is an on-going, fulfilling work of self-transformation. It calls for self-discipline, patience, collaboration and determination of how to best serve the child. The Guide harmoniously relates to the child in wonder of the greatness of their potential, enjoying a front-row seat to the future of humanity.

 

About the Author:

Lauren Franchek is an AMI Trained Children’s House Lead Guide and Level Coordinator at Creo School in Gilbert, Arizona. She completed the Primary Training course at Southwest Institute of Montessori Studies (SIMS) and the Inclusive Education course at the Montessori Institute of San Diego (MISD). Lauren has been actively involved in the Montessori Community for over ten years and is Chairperson of the Arizona AMI Alumni Association.

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