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Where to begin?

(050114-RREI-8195) Washington DC Jan. 14, 2005 LAYC LAMB Public Charter Montessori School which is pre K and K, but will add a grade a year through 6th grade. They are currently operating at Our Redeemer Church on Michigan Ave. NE. Instruction is bilingual - spanish in the morning and english in the afternoon. (c) Rick Reinhard / Impact Digitals 2005

A child in a Montessori preschool, USA by Rick Reinhard / Bread for the World CC BY-NC-ND 2.0

I have just learned about Montessori and I absolutely love it. Where do I start?

Prioritize your education

I advise getting the best Montessori training, according to your needs and means, vs getting the best Montessori apparatus, or “toys”. Options include full diploma courses, one-time seminars, and individual consultations. If your child attends a school operating on Montessori principles, you will not need to take teacher training, but parent education is very helpful. If you intend to teach, a diploma from a reputable training centre for the level you are teaching is a must. In any instance, reading is strongly encouraged.

With a little bit of education and a lot of apparatus you won’t be able to help a child as much as with a solid Montessori background and acquiring little bits of apparatus over time. An enlightened adult is a crucial point of a prepared environment.

Trust the child

The same way you trust their genetic code to give the child’s iris a certain color or to form new cells to heal a scraped knee, have faith in the psychic development plan present in every human. Education in the Montessori sense is a natural process which develops spontaneously in the human being. It can only happen when children do things themselves in freedom.

If you say: “our children are not ready to take so much responsibility”, it will inevitably lead you to create workarounds to prevent actual Montessori experience from happening.

Trust yourself

When learning about Montessori, people are often dazzled by Dr. Maria Montessori‘s genius, but we must not forget she was a scientist, observing the genius of nature. Observation coupled with patience and accurate interpretation is the cornerstone of Montessori practice.

Please come and see how children interact with a prepared environment. This will allow you to observe what they are capable of when obstacles to their spontaneous activity have been removed. You are welcome to come when a local Montessori school hosts an open house. You can also enquire about the possibility of hospitation – most schools are happy to let you observe for an hour or two.

The observation outcomes will guide your own practice in removing the obstacles posed for children in their environment and inspire you to ask the right questions. Seeing what is possible, even being amazed by it, will allow you to trust that the best approach is to treat children with respect and kindness at all times.

Start from real tasks

It is important for a real task to be accomplished each day. Make a point of allowing children to be productive each day. Baking bread together or raking leaves in the garden brings a true sense of accomplishment.

You can have the complete Montessori apparatus on the shelves but if children do not experience it for themselves in freedom, it will not fulfill the purpose it was designed for. The only activity that is educational is the one freely chosen by the child.

Time and time again, a child starts from practical life. Preparing a snack, watering plants, washing a window or scrubbing a table – anything that they are able to bring from a beginning to an end. Make all the supplies ready and invite the child to use them whenever they wish.

Even the smallest of practical life activities achieves great things in the mind, brings calm amidst all life’s crises and builds self-confidence without which there will be no progress, academic or otherwise. Practical life is of no less importance for the older children than for the youngest ones.

Let them own what is theirs

Do not replace children in tasks they are capable of doing and choices they are capable of taking. If not yet capable, help them to do it themselves.

Exercising the power to act and to choose brings a sense of ownership. Let them own and care for their personal belongings, their classroom, their educational process. Lack of ownership will cause psychic hunger that will disrupt other areas of life.

Laying the table is a toddler’s job (and all levels above). Planning a school trip is an elementary student’s job (and all levels above). It starts with making an attempt to take part.

Model behaviour

This is actually the counter-intuitive part. It is easy to expect a certain behaviour from a child and when they fail, be disappointed and correct them. Montessori teaches us to anticipate what might happen, model the right behaviour beforehand and instead of expecting certain results, simply observe. The advantages of this approach for the adult are two-fold.

Firstly, modeling behaviour is faster than correcting in making the child internalize the behaviour. It happens because human beings are so constructed that they can receive positive stimulus for development from the outside world only through the channel of love. It is the only true way of communication capable of penetration. In other words, it is much harder for a child to remember the content of your negative correction than your positive presentation.

Secondly, observation provides us with invaluable knowledge on the child’s development and what needs to be presented in the future.

Of course, when safety is jeopardized, we need to intervene briefly and efficiently. It is definitely not the time to lecture the child at length, though.

The advantages of this approach for the child are growing in the atmosphere of respect and acceptation, and being provided with strategies to deal with situations they will face.

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