Module 3 • Teaching Methods
A sensitive period refers to a special sensibility, which a person acquires in his/her childhood state.
Although all children experience the same sensitive periods, the sequence and timing vary for each child. One role of the teacher is to use observation to detect times of sensitivity and provide the setting for optimum fulfilment. The different sensitive periods will be discussed in full later in this module.
1.4 The prepared environment
Montessori believed that children learn best in a prepared environment, a place in which children can do things for themselves. The prepared environment makes learning materials and experiences available to children in an orderly format.
Classrooms Montessori described are really what educators advocate when they talk about child- centred education and active learning. Freedom is the essential characteristic of the prepared environment.
Since children within the environment are free to explore materials of their own choosing, they absorb what they find there. Maria Montessori was a master at creating environments for young children that enabled them to be independent, active, and learn.
1.5 Auto-education
Montessori named the concept that children are capable of educating themselves “auto-education” (also known as self-education). Children who are actively involved in a prepared environment and who exercise freedom of choice literally educate themselves. Montessori teachers prepare classrooms so that children educate themselves.
Montessori education offers our children opportunities to develop their potential as they step out into the world as engaged, competent, responsible, and respectful citizens with an understanding and appreciation that learning is for life.
• Each child is valued as a unique individual. Montessori education recognises that children learn in different ways, and accommodates all learning styles. Students are also free to learn at their own pace, each advancing through the curriculum as he is ready, guided by the teacher and an individualised learning plan.
• Beginning at an early age, Montessori students develop order, co-ordination, concentration, and independence. Classroom design, materials, and daily routines support the individual’s emerging “self-regulation”.
• Students are part of a close, caring community. The multi-age classroom – typically spanning 3 years – re-creates a family structure. Older students are mentors and role models; younger children feel supported and gain confidence about the challenges ahead. Teachers model respect, loving kindness, and a belief in peaceful conflict resolution.
• Montessori students enjoy freedom within limits.Working within guidelines set by their teachers, students are active participants in deciding what their focus of learning will be. The child decides what he wants to do.
• Students are supported in becoming active seekers of knowledge. Teachers provide environments where students have the freedom and the tools to find answers to their own questions.
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