The role of the teacher in a Montessori classroom
Montessori education is based both on key principles—such as observing children, understanding developmental stages, respecting human tendencies, the absorbent mind, and sensitive periods—and on the use of materials specifically designed and adapted for children. But this educational approach could not exist without the central figure of the teacher. In her books, Maria Montessori devotes many pages to describing the ideal "maestra," who is "like a flame whose warmth activates, invigorates, and invites." This new teacher is truly at the heart of the Montessori educational revolution, which aims to provide children with help for life. She is the person who enables each child to reveal their full potential and develop a strong, calm, and altruistic character. Far from being a mere guardian, she is a kind of midwife, aware of the importance and greatness of her mission for humanity as a whole.
Becoming a Montessori educator is no easy task. It is not enough to love children, want to teach them, or be patient. While these qualities are necessary, in order to support children in their development and guide them toward their full potential, educators must go much further and undergo proper training. As Maria Montessori said, "the training of teachers must go hand in hand with the transformation of the school."
The first preparation is physical. Because she is in constant contact with children, the Montessori teacher must be a role model. "The teacher's appearance is the first step in understanding and respecting the child." The teacher is the first adult with whom the child spends most of their time outside the home. Their appearance, attitude, and behavior are therefore of great importance. While some of Maria Montessori's comments may seem a little dated today ("teachers should be as elegant as possible"), the essence of her message remains powerful and consistent. For children to be able to model themselves on their teacher, the latter must project a positive and attractive image of herself. In terms of clothing, the teacher must dress in a way that reflects the respect she has for the children: neither too revealing nor exuberant, without flashy jewelry or strong body odor. The teacher must be clean and professional, dressed comfortably enough to be able to bend down or sit on the floor on a mat. Similarly, in terms of movement, the educator must be exemplary in showing the children what she expects of them. Her gestures should be slow, graceful, and precise, any handling of materials should be done with great care, and her movements around the classroom should be discreet. Her voice should also be soft to contribute to a calm and serene atmosphere. The educator must refrain from shouting, just as she must not whisper: she must address the children in a normal conversational tone so that they, through mimicry, imitate her and address each other in an appropriate tone of voice. All these considerations regarding the educator's attitude are based on a single premise: children observe everything, and everything the educator does in the classroom has an impact on their personality and behavior.
In parallel with this physical preparation, the Montessori educator must also prepare intellectually. She must study and understand child development as a whole—developmental stages, human tendencies, the absorbent mind, and sensitive periods . They must know its purpose, role, and characteristics. They must also understand the objectives of Montessori materials—which can only be achieved through a deep understanding and intensive practice with the materials. Teachers must be comfortable with all types of materials—practical life, sensory materials, language, mathematics. It is therefore essential for her to practice, again and again, especially the materials she "likes" the least, because children can sense if a person has an apprehension about an object or activity. This deep understanding of the materials, their purposes, their progression, and the interaction between each object is essential to the smooth running of the classroom and the healthy development of the children.
Because children are curious about their environment and ask a lot of questions, it is also important for educators to have a good general knowledge (in botany, zoology, music, science, etc.) in order to support children's curiosity. This knowledge will also help them find the right resources to stimulate children's curiosity and enrich their understanding of the world.
Finally, the third level of preparation for Montessori educators is spiritual preparation. Maria Montessori was certainly a devout Catholic who did not hide her religious faith. However, the spiritual preparation of educators is not the same as religious preparation. When Maria Montessori talks about "spirituality," she is referring more to personal preparation, introspection, and inner preparation on the part of the adult who is destined to accompany the child's development. This type of preparation is the most important because it has a profound impact on the educator's relationship with the child. We all have our faults, we all make mistakes, we all have our regrets. The Italian educator is not looking for educators who are perfect beings. What she wants are adults who have faith in children: "the teachers who come to our schools must have a kind of faith that the child will reveal themselves through work."
Maria Montessori also invites all educators to engage in introspection, studying their own attitudes and removing any obstacles that may stand between them and the child."The teacher's duty is to show the way to perfection, providing the means and removing obstacles, starting with those she herself represents, because she can be a major obstacle."This means that the educator should not focus on the child's immediate activity or behavior, but should always keep in mind what she is striving for. Therefore, they must avoid labeling or having preconceived ideas about a particular child. The trap of these preconceived ideas is the self-fulfilling prophecy: what we expect from a child is often what we get. Anger, pride, and envy can also become obstacles between the educator and the child. Educators must not let their own emotions overwhelm them and disrupt their relationship with the child. Maria Montessori calls for a true inner conversion, even a revolution:
“The preparation that our method requires of the teacher is self-examination and renunciation of tyranny. He must cast out from his heart the old crust of anger and pride, humble himself, and clothe himself in charity.”
Therefore, educators must never make negative comments or speak ill of a child in their care. They must see each child as the unique individual they are and respect them as they are. Obviously, there is a difference between accepting a person and accepting harmful behavior (violence, aggression, etc.). The child's internal and external discipline must remain the educator's priority, but she must not reduce a child to his or her behavior, however unbearable it may be. The educator must also show a sense of humor: she can laugh with the children, but never at them. It goes without saying that corporal punishment is out of the question, even if the educator must be firm when necessary.
Thus, educators must progress "on the path of humility, self-denial, and patience, destroying the pride that arises from the emptiness of vanity."This preparatory work is ambitious and demanding. There is no magic formula for achieving it. "Some people meditate. Some focus on preparing the environment. Some will need solitude to reflect. We must seek out things that nourish us and help us to look at the child without prejudice. This inner preparation is fundamental and underpins everything else."In any case, this work requires a willingness to serve the child and, above all, a genuine faith and trust in the child.
Once this physical, intellectual, and spiritual preparation has been completed, the educator must assume a specific role in the classroom. First, she must prepare and maintain the environment, of which she is the creator and guardian. The prepared environment is created in response to the child's developmental needs. It must be maintained and cared for on an ongoing basis so that the child can develop harmoniously. The educator must create the environment with knowledge and understanding of child development. This environment must be complete, clean, and organized. "At school, the teacher's first concern must be the same: order and care of the materials, so that they are always beautiful, clear, and in perfect condition; so that nothing is missing; for the child, everything must appear new, complete, and ready to use." Activities must be organized in a logical manner: this helps children to be more independent. The educator must also bring the environment to life by renewing it regularly. She can rotate certain activities (rotating certain objects, etc.) to maintain the child's interest. In all cases, she must ensure that the activities on the shelves serve the child's development: there is no room for useless activities. Educators can make certain objects (e.g., boxes for language materials, rags for cleaning activities, towels for folding, etc.). They must also repair broken or chipped objects. Finally, they are responsible for caring for plants, feeding animals, etc. In short, their role is to keep the environment lively and attractive.
Beyond this work of maintaining the environment, the educator is also the link, the dynamic connection between the child and the environment. There is thus a kind of trinity: the child, the adult, and the environment. It is the educator who must show the children how to use the materials, through individual presentations. When offering a child a piece of equipment, she must guide them towards gradually discovering it in order to spark their interest. The equipment offered must be neither too easy nor too difficult for the child. The educator must also choose the right moment to make the presentation. Whether the presentation is individual or collective, she must always think of each child individually.
“The precise and personal lesson given to each child individually is a gift that the teacher brings to the depths of the child's mind.”
This raises the key question of the educator's attitude towards the child: when should they take a step back? When should they withdraw so that the child can have their own experience? When should they intervene or interrupt a child who is making a mistake? Maria Montessori is very clear on all these questions: the only indicator that matters is the child's concentration.
“Never intervene when a child is working alone. Don't worry about their mistakes; this is not the time to correct them. The important thing is not that the child handles the material correctly; the important thing is that the material has captured their attention.”
Thus, for the Italian educator, nothing is more important than protecting a child who is focused and immersed in their activity from any interruption. Care must be taken to ensure that they are not disturbed by other children or adults. Sometimes, a simple glance, a simple smile, or a simple compliment can break the magic of concentration. "The teacher must be sensitive and ready to recognize this phenomenon of concentration as soon as it occurs. She must be prepared to refrain from intervening and correcting." Of course, there are situations where adults must intervene. Making this choice is not easy on a daily basis. The educator has the right to make mistakes, but should, as far as possible, only intervene if the child is using the material incorrectly. Children sometimes use the material incorrectly when they have lost interest or when they do not know how to use it. The educator has a duty to stop a child when their behavior is not constructive for their development or when their actions disrupt the concentration and development of others. However, there are also circumstances in which children make very interesting discoveries by handling the materials in a slightly different way (e.g., building a vertical tower with the brown stairs or making a maze with the red bars). If this is leading in the right direction, it is possible to let them continue, while always keeping the goal in mind.
Thus, unlike traditional education, where the omnipresence of the teacher and immediate correction of mistakes are cardinal values, Montessori pedagogy places discernment and observation at the heart of the educational process. Observation must be the educator's primary mission. As an Indian proverb says, "To gain knowledge, one must study, but to gain wisdom, one must observe." Observation allows educators to detect the different stages of development, as well as the sensitive periods and moments of intense concentration that each child goes through. Observation also allows educators to know when to intervene and when not to. Observation differs from monitoring a child's progress in terms of presentations. The child should not be aware that they are being observed. Adults should observe as objectively as possible and without judgment. It is not always easy to sit in the classroom and observe the children: it requires stepping back from an active role to take a broader view and see what is really happening for each child in the classroom. This work requires a lot of patience and practice. In fact, the more you observe, the more you realize how much observation helps practice. Educators can thus base their actions on facts, not assumptions. It is only through observation that they can respond to the needs of each child.
Observation is essential to achieving the ultimate goal of any educator: instilling in children true inner discipline and complete autonomy. Thus, unlike traditional education, where teachers spend their time leading the class and directing children in their various activities, Montessori educators can consider their mission accomplished when they see that children are able to occupy themselves in the classroom, concentrate on an activity, and work independently and harmoniously with one another.
What is the main indicator of success for a teacher who has undergone such a transformation? Being able to say, "Now the children work as if I didn't exist."
All of the educator's work must therefore be organized around three key concepts: observation, free choice, and discipline. Observation allows educators to intervene only when truly necessary and encourages children to make free choices in their activities and learning. Thanks to this freedom of choice, children acquire a genuine inner discipline that allows them to flourish fully. Maria Montessori summarizes her theory in a few lines:
“A child who has fixed his attention on the chosen object and is concentrating entirely on repeating an exercise is a saved soul, in the sense of spiritual salvation that we are talking about. From that moment on, there is no need to concern oneself with the child other than to prepare an environment that meets its needs and to remove any obstacles that might create a barrier on the path to perfection."
Finally, even though Maria Montessori does not explicitly mention it in her writings, Montessori educators also have a role to play outside the classroom. Their responsibilities include communicating and interacting with parents. The educator must strive to maintain good relationships with parents or guardians (grandparents, nannies, etc.)—relationships based on trust and respect. They must be attentive in order to be able to manage difficult situations (bereavements, separations, departures, etc.). They are also the representative and spokesperson for Montessori pedagogy and, as such, must strive to disseminate the main Montessori principles to parents as much as possible in order to ensure pedagogical continuity between the classroom and the home. In this context, it is recommended that evenings or open houses be organized to present how the classroom works and the activities offered to the children. The teacher must ensure that the school is an open place for dialogue and exchange for the well-being of the children.
The other mission of the Montessori educator is teamwork. Because you cannot manage a class on your own, it is essential to know how to collaborate and work in harmony with other school staff (assistants, extracurricular activity leaders, cleaning staff, etc.). Always faithful to their role as a role model, educators must embody the figure of the cooperative adult who respects others, addresses them in a calm and composed manner, and builds a relationship of trust and mutual support with them.
Thus, through Maria Montessori's writings, we see the portrait of the ideal Montessori educator: an expert in child development and Montessori materials, a keen observer of the children in her care, with a calm, patient, and positive personality, who has worked introspectively to rid herself of all feelings of anger, pride, and envy. This educator is also, above all, someone who sees herself as a servant, dedicated to children and responding to Maria Montessori's own exhortation: "Help us, O God, to penetrate the secret of the child, so that we may learn to know, love, and serve him, according to your laws of justice and your divine will.""