|Explain how the role of teacher changes in the process of the child growing normalisation (socialisation) |

(Begin typing your introduction here…)
Montessori acknowledgment that emphasis she placed on preparation for the learning environment was probably the main characteristic by which people identified her method. She believed that “environment” includes not only the space the children use and the furnishings and materials within that space but also the adults and the children who share their days with each other, as well as the outdoor environment and other places where children learn. A Montessori teacher has to be quite different from a teacher from ordinary school (The Absorbent Mind). A Montessori teacher must be a guardian for child’s learning and care, custodian to the favourable environment and an observer of each child’s nuances. “The teacher of children up to six years of age knows that she has helped mankind in essential part of its formation. …She will be able to say: “I have served the spirits of those children, and they have fulfilled their development, and I have kept them company in their experiences”(Montessori, 2007a). What normalisation is? M Montessori said: “The transition from one stage to another always follows a piece of work done by the hands with real things, work accompanied by mental concentration”(Montessori, 2007a)

Dr. Montessori said, “the thing we should cultivate in our teachers is more the spirit than mechanical skill of the scientists – that is, the direction of the preparation should be toward the spirit rather than toward the mechanism”(The Essential Montessori,1997). She presented the teacher as an observer, always ready to guide and and direct, whose purpose was to keep alive the child’s enthusiasm for learning, without interfering with the child’s efforts to teach himself. “In this way we shall notice that the child has a personality which he is seeking to expand; he has initiative, he chooses his own work, persists in it, changes it according to his inner needs; he does not shirk effort, he rather goes in search of it, and with great joy he faces obstacles within his capacity to overcome”(Montessori, 1996, 2007a, 2007b). The Montessori teacher was taught a respect for the child and his privacy. A Montessori teacher should have a positive attitude to all children; regardless of the behaviour they display when join the group (MCI, 2013). A caregiver must have faith in the idea that they will develop and mature and begin to concentrate on work and not label them on the basis of initial impressions. This will require the teacher to look carefully into their prejudices and allow every child to find themselves without negative handing on their part (MCI, 2013). Nursery teachers tend to be enthusiastic, energetic and friendly people, however it is important to remember do not press on young child by an adult’s strong personality. Therefore, the Montessori teacher should not be the most noticeable presence in the classroom, but should have a quite, calm demeanour which will be allow the children to come forward and show their personalities (MCI, 2013). Today’s teachers must always developing their knowledge and tried to get a deeper understanding of the children, their learning and the methods, they must also continue to learn themselves to achieve more goals as a professional.
“ The skill, care and devotion with which the directress gets ready the environment is the very condition of the child’s freedom” (Standing, 1984). Freedom of movement and choice of activity is the route by which the children progress, but this is done within an environment, which carefully prepared, controlled and maintained (MCI, 2013). Montessori believed that children learn language and other significant life skills without conscious effort from the environments where they spend their time. For that reason, she thought that environments for children need to be beautiful and orderly so that children can learn order from them. She believed children learn best through sensory experiences. She though that the teacher has a responsibility to provide wonderful sights, textures, sounds and smells for children. She also believed that part od sensory experience for children is having tools and utensils that fit their small hands and tables and chairs that match their small bodies. Beautiful, orderly, child-sized environment and sensory play are part of Montessori’s legacy. Attention to the environment is a key feature of the teacher’s job because the suitability and availability of activities reflect the teacher’s planning and the effectiveness of the learning environment (MCI, 2013).

“The pedagogical method of observation has for its base the liberty of the child; and liberty is activity.”(Montessori,1964). Since Montessori trained as a doctor, she brought the skills of a scientist to the classroom. When she turned her energies toward the education of young children, it seemed only natural to use her scientific skills. She believed that if you are going to teach, you need to know all you can about those you hope to educate. She believed that the way to get to know children is to watch them. Careful observation, to Montessori, is the key to determining what the children are interested in or need to learn. She believed every child could learn and was convicted that if the child are not learning, adults are not listening carefully enough or watching closely enough. Careful observation is part of her legacy. A teacher has to take time for careful observation and reflection, and use these observations to guide their environment and curriculum planning. In the free environment of Montessori classroom it will be necessary to observe each child, as the children will be engaged in different activities at the same time, including children an different age range. So if the teacher is to avoid regimentment, non-individualised teaching, they must me open to the cues that the children are giving them through their choice of activity and interests. Any presentation of over-instruct is an infringement of the child liberty and it is the greatest danger for the teacher in Montessori classroom. (MCI, 2013) Also, if the child appears to be misbehaving or over reacting, try do not always use curriculum manual to provide appropriate activities and experiences, allow children to provide their ideas for curriculum and, probably its made Montessori classroom more peaceful and exiting place to be. Observing can teach us a great deal about what the children need. “What is the greatest sign of success for a teacher thus transformed? It is to be able to say, ”The children are now working as if I did not exist”(Montessori, 2007a).

Perhaps one of the most important things to be gained by revising Montessori’s pedagogy is her willingness and ability to observe children working with the materials, and from observation to invent, on the spot, modifications of the situation that will foster a child’s psychological development. She referred to this variously as “scientific pedagogy”, as pedagogical anthropology”, and even as “experimental psychology”(Montessori, 1964). Careful observation is needed in pedagogy, but it is not easy to teach this to teachers. But if a teacher can discern what a child is trying to do in his informational interaction with the environment, and if that teacher can have on hand materials relevant to that intention, if he can impose a relevant challenge with which the child can cope, supply a relevant model for imitation, or pose a relevant question that the child can answer, that teacher can call forth the kind of accommodative change that constitutes psychological development of growth. This sort of thing was apparently the genius of Marian Montessori.

BIBLIOGRAPHY:

- Montessori Centre International (MCI)(2013) Module 1 Philosophy London: MCI
- Montessori, M (1996) The Secret of Childhood New York: Ballantine
- Montessori, M (2007a) The Absorbent Mind Amsterdam: Montessori Pierson Publishing Company
- Montessori, M (2007b) The Discovery of the Child Amsterdam: Montessori Pierson Publishing Company. Montessori Centre International (MCI) (2013) London: MCI
- Montessori, M (2008) The Montessori Method BN Publishing
- Montessori, M (2012) The 1946 London Lectures Amsterdam: Montessori Pierson Publishing Company
- Standing, E. M. (1998) Maria Montessori, her Life and Work New York: Plume