Seeds of Life Montessori Academy
The Role of the Montessori Teacher
Mar 01, 2023

What, exactly, is the role of the Montessori teacher? How is it so different from that of any other teacher?

Sometimes it’s easiest to begin by explaining what a Montessori teacher isn’t.


A Montessori teacher is less like the traditional idea of an instructor, and more like a gentle guide. They don’t consider it their job to give a child information. They rather lead children in the general direction and give them the tools they need to find the information themselves. 


Maria Montessori once said, “The greatest sign of success for a teacher...is to be able to say, ‘The children are now working as if I did not exist.’”


Montessori Teachers Cultivate Independence


In a Montessori classroom, rather than seeing a teacher at the front of the classroom giving the same lesson to every child, the teacher will be working quietly with individual children or small groups. While that is happening the rest of the children are free to spend their time doing the work that calls to them. A Montessori teacher works hard to create structures that allow children to be independent and to trust themselves as learners.


One large part of what a Montessori teacher does is to intentionally prepare a classroom environment that is developmentally appropriate, is inviting to children, and supports them on their journey to work independently. This environment is constantly changing in tiny ways as the teacher notices new and evolving needs of the students.


Montessori Teachers are Trained to Think Like Scientists


Parents should know that Montessori teachers are highly trained. Most have recognized Montessori credentials in addition to their college degrees. Montessori certification programs are intensive and demanding; one might compare them as being the equivalent of another college degree. These training programs don’t just teach Montessori educators how to use the specialized materials; there is extensive coursework about Montessori philosophy, child development, and integrating the arts.


When it comes to assessments, Montessori teachers don’t rely on standardized tests; they rely on the power of observation. They have notebooks brimming with evidence of what their students have mastered, need more support with, and are curious about. They are constantly recording what they notice children working on, how that work is being executed, and ideas they might have in anticipation of a child’s next steps. Montessori teachers literally sit beside a child and determine exactly what they know about a wide range of content areas.


Montessori Teachers Think Long-Term


Because of Montessori’s three-year cycles, teachers have the unique ability to consider their big picture when working with students. There is a natural tendency to allow the children to genuinely learn at their own pace. Getting to know a child and their family well over the course of a few years really supports this approach. 


Montessori Teachers are Often Called ‘Guides’



...and for good reason. While children in Montessori classrooms have an abundance of choice in their educational pursuits, Montessori is based on the idea of ‘freedom within limits’. It’s the Montessori teacher’s job to carefully craft those limits. Children rely on having a certain amount of structure in place. This gives them comfort and a safe place in which they can take risks and try new things. Montessori teachers set some boundaries and then carefully help students navigate within them.


What if your second grader loves to read but tends to avoid math? Their Montessori teacher will find ways to ensure the math still gets done. Sometimes this involves a gentle discussion with a child about time management skills, priorities, or setting goals. Sometimes the teacher will find a way to integrate the child’s interests into the less desirable work. Sometimes all it takes is a minor change in the environment. Montessori teachers gives children freedom, but they assist children in finding their way to success in this environment.


Montessori teachers value independence, self-reliance, and intrinsic motivation.


They also value cooperation, kindness, and strength in community.


Still curious? Call us to set up an appointment today to observe in a classroom. See what Montessori is really all about. 

What Does Montessori Look Like for Adolescents?

07 May, 2024
“My vision of the future is no longer of people taking exams and proceeding on that certification from the secondary school to the university, but of individuals from one stage of independence to a higher, by means of their own activity, through their own effort of will, which constitutes the inner evolution of the individual.” -Dr. Maria Montessori Montessori is perhaps best known for its educational offerings from children aged 3-6. Though other programs for infants, toddlers, and elementary-aged children are also fairly popular and easy to find in many areas, programs for adolescents remain relatively scarce. Many Montessori families approaching the final years of local elementary offerings find themselves asking, “What’s next?” While Montessori-educated children have overwhelmingly positive transitions when they graduate to other conventional schools, it’s only natural to wonder how we might extend the experience for our children. What did Dr. Montessori have envisioned for adolescents, and what options are available for them today? Dr. Montessori’s Ideas Montessori clearly laid out her plans for children from birth through age 12, but beyond that her writings are incomplete. She wrote appendices at the end of her book From Childhood to Adolescence , in which she outlined her basic ideas for an adolescent program. She referred to children of this age as Erdkinder , which in German means children of the earth . The following are some of her thoughts (please note that these are direct quotes and do not reflect today’s gender-inclusive language standards): "If puberty is on the physical side a transition from an infantile to an adult state, there is also, on the psychological side, a transition from the child who has to live in a family, to the man who has to live in society . These two needs of the adolescent: for protection during the time of the difficult physical transition, and for an understanding of the society which he is about to enter to play his part as a man.” "…derive great personal benefit from being initiated in economic independence . For this would result in a "valorization" of his personality, in making him feel himself capable of succeeding in life by his own efforts and on his own merits, and at the same time it would put him in direct contact with the supreme reality of social life . We speak therefore of letting him earn money by his own work.” "Therefore work on the land is an introduction both to nature and to civilization and gives a limitless field for scientific and historic studies. If the produce can be used commercially this brings in the fundamental mechanism of society, that of production and exchange, on which economic life is based. This means that there is an opportunity to learn both academically and through actual experience what are the elements of social life. We have called these children the "Erdkinder" because they are learning about civilization through its origin in agriculture. They are the "land-children."" For more select quotes from her writing, visit this helpful AMI page . Alternately, copies of From Childhood to Adolescence can be purchased here . Considering Adolescent Development Much information can be found about Montessori’s concept of the planes of development. Children from ages 12-18 are considered to be in the third plane. Montessori education is based largely on consideration of developmental markers for various age groups, so the ideals of the Erdkinder arose from the following characteristics Montessori observed to be standard during this stage in life. Great changes in the physical body as the child experiences puberty A need for independence from the family unit, while also requiring support Strong and varied emotional experiences A need for experiential learning Refining of moral perspective Drive to discover their future occupation Elements of a 12-18 Program There are a number of Montessori adolescent programs across the United States and internationally. Many of them cater to middle school students aged 12-15, though there are a small number that include older adolescents and the high school years as well. Dr. Montessori’s original concept involved having students live on a working farm. This would allow them the following opportunities: A level of independence from their families while receiving support from adults Opportunity to engage in physical work that would support their developmental growth while teaching worthwhile skills Gardening, animal husbandry, and handcraft skills Engagement in a microeconomy: students work to earn money via the farm and budget for common purchases Community connection by way of selling their goods to the public Authentic combining of traditional academic learning with personal interests Access to growth and experimentation in the arts Support while refining their senses of independence and purpose within society Erdkinder in Practice Today As mentioned above, it is much easier to find a Montessori middle school program than it is to find one for high school students. They do exist, however, and both types of programs have found creative ways to achieve the same goals as Montessori’s original ideas. It’s not always possible to create the original farm model (although they do exist, such as at this well-respected school in Ohio ). Schools have included modified farming programs on an existing campus or created alternate business models, such as a coffee shop. Hopefully, as interest and understanding continues to grow in the coming years, Montessori adolescent programs will expand. Curious about Montessori? Want to learn more? Contact us today to schedule a tour or discuss whether Montessori is right for your family.
Montessori children of different ages seating on a dock

The Planes of Development

02 Jan, 2023
Learning about the planes of development isn’t just for Montessori educators. Understanding your child’s development can help at home, too. The First Plane: birth-6 years During this stage children absorb everything like sponges. They are, indeed, excellent examples if what Montessori called ‘The Absorbent Mind.’ This is a time in which we are able to utilize what Montessori called sensitive periods of learning. While each child is different, there are typical patterns that emerge in regards to brain development and general readiness to learn particular skills. During the first three years of this plane, all learning is done outside of the child’s conscious mind. They learn by exploring their senses and interacting with their environment. During the second half of the plane, from about 3-6 years, children enter the conscious stage of learning. They learn by using their hands, and specialized materials in the Montessori classroom were developed with this consideration. During this time, children have a wonderful sense of order. They are methodical and can appreciate the many steps involved in practical life lessons in their classrooms. The organization of the works on their classroom shelves is intentional, which appeals again to this sense of order. The first plane is a time in which children proclaim, “I can do it myself”; it is a time of physical independence. The Second Plane: 6-12 years During the elementary years children begin to look outside themselves. They suddenly develop a strong desire to form peer groups. Previously, during the first plane, a child would be content to focus on their own work while sitting near others. In the second plane, a child is compelled to actually work with their friends. It is during this time that children are ready to learn about collaboration. During the second plane there is a sudden and marked period of physical growth. This may be a contributing factor to the observation that many children of this age seem to lack an awareness of their body, often bumping into things and knocking things over. Children begin to lose their teeth around this time as well. Their sense of order and neatness tend to fade a bit during this plane. Throughout the second plane, children’s imaginations are ignited. Since Montessori education is based in reality, we find ways to deliver real information to children through storytelling and other similar methods. For example, when teaching children about the beginnings of our universe, Montessori schools use what is called a Great Lesson. The first Great Lesson is a dramatic story, told to children with the use of props, experiments, and dramatics (think: a black balloon filled with glitter is popped to illustrate the Big Bang, with bits of paper in a dish of water used while talking about particles gathering together). This lesson is fascinating for children in the way it is presented, but gives them basic information about the solar system, states of matter, and other important concepts. Children in the second plane have a voracious appetite for information, and are often drawn strongly to what we in Montessori call the cultural subjects: science, history, and geography. While we support their rapid language and mathematical growth during this time, we are also responsible for providing them with a variety of rich cultural lessons and experiences. It is important to note that children develop a sense of moral justice at this time. They are very concerned with what is fair, and creating the rules to a new game is often as important (if not more so) than playing the actual game itself. This is the period of time in which children are striving for intellectual independence. The Third Plane: 12-18 The third plane of development encompasses the adolescent years. During the second plane, children become aware of social connections, but in the third plane they are critical. During this time children rely heavily on their relationships with their peers. They feel a strong desire to remain independent from adults, although they are not quite ready to do this entirely. It is our job to find ways that allow them to experiment with independence while also providing a safe structure in which they may do so. Children in the third plane tend to require more sleep, and they sleep later than when they were younger. They long for authentic learning experiences, and Dr. Montessori imagined just that. Her ideas of Erdkinder (children of the earth) led her to contemplate a school setting that would support children’s development during this time. She imagined a farm school, in which children would work to keep the farm operational, but also contribute to planning and decision making while doing so. During the third plane children are refining their moral compass while developing a stronger sense of responsibility. The Fourth Plane: 18-24  The final plane is a time in which young adults are striving for financial independence. They are often living away from home for the first time, and use this time to figure out where they fit into their society. Many make choices to further their education and/or explore career paths. It is during the fourth plane that people begin to develop a truer sense of who they are as individuals. Each plane of development should be mindfully nurtured. If a child is able to experience one developmental phase in a rich and carefully prepared environment, they are ready to fully take on the next phase when it is time.
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