English Montessori School
+48 603 425 204
10 J. Gallusa Street
40-594 Katowice POLAND
07:30 - 17:00
Monday to Friday
123 456 789
New York, NY 90210
07:30 - 19:00
Monday to Friday
The primary objective of upbringing is assistance in aiming for widely understood independence, while obeying the rules. The role of the teacher is neither being the scale-tipper or the ultimate appeal, or someone who children are supposed to learn everything from directly. The Montessori teacher is a quiet and very careful observer helping the child to find out what is good about her – in discovering her own abilities. She is a person who gives support and encouragement and often simply waits for the child to be ready to get a new skill. The teacher remains silent and observant rather than indulge in words and demand.
The Teacher Introduces Children to the Resources and the Way to Use Them
An important task of teachers is the so called “environment preparation”, which means collection and appropriate placement of teaching materials, ensuring that the child’s environment is as inspiring as possible and that the resources are within easy reach for every child. The furniture in Montessori facilities is low, the resources are placed on the shelves, no materials are locked away in drawers or cupboards – they are all for the children to use.
The teacher is always “on the children’s level” – she does not have a special desk, which would naturally separate her from what is “down below”.
Montessori Teacher’s Decalogue
1. Never touch a child if you have not been invited to do so.
2. Do not speak badly about the child in her presence, and also in her absence.
3. Focus on strengthening and developing what is good in the child, so that there was gradually less and less space for what does not do her good.
4. Be active in preparing the environment. Look after it constantly and with care. Help the child to establish appropriate, constructive relationship with everything that surrounds her. Indicate the places where materials are and show her how to work with them.
5. Be ready to help when the child needs it, always listen and answer her.
6. Respect the child who makes mistakes and can correct them by herself sooner or later. React immediately and decisively when a child’s behaviour may be dangerous for herself, her development or others in her environment.
7. Respect a child who is having a rest or is observing others. Do not disturb her by calling her and do not force her to perform any other activity.
8. Help the ones who have a problem with finding something to occupy themselves with.
9. Be persistent in repeating a presentation for a child who had earlier refused to listen. In silence or using gentle words, help the child in acquiring the skills which she does not possess yet and in overcoming her shortcomings.
10. Always treat the child with respect and love. Give her all the best in you and all the best you have.
“The teacher’s task is not an easy one! She has to prepare enormous amount of knowledge to provide for the child’s mental hunger. She is not like an ordinary teacher, limited by the curriculum. Catering for the child’s needs is clearly harder.”