N6 Educational Psychology


• Self-correction and self-assessment are an integral part of the Montessori classroom approach. As they mature, students learn to look critically at their work, correcting, and learning from their errors.


Montessori students become confident, enthusiastic, self-directed learners. They are able to think critically, work collaboratively, and act boldly – a skill set for the 21st century.


2. The Montessori “teacher”


A Montessori teacher is called a directress because she does not teach children, she directs them. Being a teacher is a formal approach.


2.1 A few characteristics of a good Montessori directress


• She has respect for the child and his privacy. Leave him room to grow in independence. •


She is a good observer.


• She knows that interaction with the children is important. •


She is ready to guide and direct children.


• She does not point out to the child what other children are doing. • She never show a child a model of how things should be done. • She encourages the children to be independent. • She does not punish the children; when a child is being destructive or bother others, she stops the negative behaviour and diverts his attention.


• She keeps in mind that discipline originates from within the child.


• She is cheerful and enthusiastic. • She lets each child work at his own pace. • She does away with the competitive spirit. Mutual help should be encouraged.


2.2 The role of the teacher


Montessori believed that “it is necessary for the teacher to guide the child without letting him feel her presence too much, so that she may be always ready to supply the desired help, but may never be the obstacle between the child and his experience” (Montessori, 1967).


Children have a deep love and need for purposeful work. They work, however, not as an adult for the completion of a job, but the sake of an activity itself. It is this activity which enables them to accomplish their most important goal: the development of their individual selves – their mental, physical and psychological powers.


The Montessori teacher demonstrates key behaviours to implement this child-centred approach: •


Make children the centre of learning. • • •


• •


Encourage children to learn by providing freedom for them in the prepared environment.


Observe children so as to prepare the best possible environment, recognising sensitive periods and diverting inappropriate behaviour to meaningful tasks.


Prepare the learning environment by ensuring that learning materials are provided in an orderly format and the materials provide for appropriate experiences for all the children.


Respect each child and model ongoing respect for all children and their work.


Introduce learning materials, demonstrate learning materials, and support children’s learning. The teacher introduces learning materials after observing each child.


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