Teacher on Wheels

Maria Montessori, born on August 31, 1870, was the first Italian physician and renowned leader in the field of education. She developed a system of teaching in which children were given a wide range of sensorial materials which enabled independent learning in the areas of Mathematics, Geometry, Language, Science, Geography, Music, and Practical Life. Because Dr. Montessori was a scientist, she viewed the classroom as a laboratory to observe, design, test, and develop materials and techniques according to the children's needs at their stage of development. The first Children's House opened in 1907 in the urban slums of Rome as a social work project and revealed the true nature of children, regardless of their background, when given freedom of choice and concrete, experiential learning. It indicated that a child's potential can surpass one's expectations when given a structured and nurturing environment which makes him or her feel safe and accepted as individuals. Her ideas and curriculum challenged the mainstream, traditional approach and continue to thrive in today's world.

To "follow the child" means to understand a child's stage of development and to create a learning environment which caters to his or her intellectual, emotional, and social needs. For example, an elementary child will be engaged if his or her interest is captured, so it is important to present information in a way that will spark the imagination. A high school student requires emotional stability in order to stay focused, so forming a social connection with the teacher is essential. Such a holistic approach is based on a deep respect for children and belief in their immense potential.

One of the underlying principles of the Montessori philosophy is freedom of choice. Within the work cycle, children have the option of choosing which materials they would like the practice or which topics they would like to research. This empowers them to make decisions which are in congruence with their personality and values, which creates happy and engaged learners. However, due to the importance of meeting prescribed learning outcomes and societal expectations, there are limits to this freedom. The degree of freedom given to a child depends on his or her level of self-discipline and ability to make responsible choices independently. With great freedom comes great responsibility.

Montessori students play an active role in their learning and are expected to take ownership of their studies. Therefore most of the planning occurs through one-on-one meetings with the teacher, who holds the student accountable. This is also an opportunity for him or her to express any concerns or ask for additional support. Scheduling meetings and work sessions with fellow classmates is also the responsibility of the student. As a result, the students develop crucial executive functioning skills, such as organization, time management, and prioritizing tasks. These soft skills will be invaluable in the long-run as the students continue their journey as life-long learners.

Every student has a mode of learning that works most effectively. Auditory learners can absorb information readily during lectures and by listening to oral speech. Visual learners grasp concepts easily by looking at images and diagrams. Kinesthetic learners learn best by doing and making mistakes. Of course, a student can be one or any combination of the three, which is why it is important to incorporate a variety of methods into a lesson.

The Montessori method uses sensorial materials to enable experiential learning. The teacher gives a presentation, which involves showing the child how to use the material and giving verbal instructions and then inviting the child to try. The idea is that with repeated experience through variety (i.e. several concrete materials that teach the same concept), the child will come to internalize the process on a deeper level. In high school, since the students are much more capable of abstract thinking, they are sketching graphs, solving complex problems, and engaging in in-depth intellectual conversations. A teaching methodology based on the idea of "passage to abstraction" ensures that the student has a solid foundation for more advanced studies.

A Montessori environment typically consists of a mixed-age group, which allows for the older children to act as mentors for the younger children. In order to experience both roles, a child will remain in the same class with the same teacher for 3 consecutive years. Over the years, the teacher develops a strong rapport with the student, which often continues even after he or she has left the class. Although tutoring sessions are one-on-one, the emphasis is still on building and maintaining relationships for years to come.

VANCOUVER'S K-12 MONTESSORI TUTORING SERVICE

WHY MONTESSORI?

A progressive and child-centered approach.

FREEDOM AND RESPONSIBILITY.

From Concrete to abstract.

A Three-Year Cycle.

Hanh Nguyen | TEACHER ON WHEELS

Professional Tutor and Academic Coach (K-12)
B.C. Certified Montessori Teacher with O.G. Training
(604) 441-6012
hanh@teacheronwheels.ca