Authentic Montessori is all about the teacher

Introduction:

What is authentic Montessori? What role does the teacher play in authenticity of the Montessori classroom? In my opinion, the teacher is the key to preserving the authenticity of the Montessori philosophy and method. Authentic Montessori is a broad term. Its definition may differ from person to person according to their understanding and practicing of the Montessori method. Perhaps the best definition for an authentic Montessori classroom is simply the practice of Montessori method with Dr.

Montessori's original ideas and views at the core of its foundation.

Teacher 'spiritual' preparedness According to Huxel (2013) "an essential element of authentic Montessori is respect for the child's environment through the provision of a prepared environment that allows children to make choices while encouraging and supporting independence, curiosity, intrinsic motivation, and movement" (p. 32). Huxel added that through observation, the teacher can discover the needs of each child and the classroom community. However, Huxel argued that, "the pivotal piece of authenticity is the preparation of the teacher beyond the credentials….and the guide's ability to observe and respond to each student's individual needs" (p. 32). Huxel continued that, "the teacher is authoritative, is an observer, is an education resource and serves as a role model…. that the authentic Montessori elements of multi-age groupings, observation, full complement of materials, and environment built on respect, for the child are essential, but the glue, the decisive piece is the teacher. (p.32) According to this author, the teacher's spiritual preparedness is the foundation of authenticity in the Montessori classroom. Smith (2013) borrows Aline Wolf's definition of spiritual preparedness, "as the deep looking into the unknown in the universe; it is the journey toward self-discovery, and a sense of interconnectedness." (p. 46). Smith affirms that, spiritual preparedness was something Dr. Montessori declared of utmost importance. The author quotes Dr. Montessori advising that, the first step an intending Montessori teacher must take is to prepare herself (p. 46). For the teachers to achieve the spiritual transformation, they must go through a rigorous Montessori teacher training where spirituality is integral and central to the training. It will be Running head: AUTHENTIC MONTESSORI IS ALL ABOUT THE TEACHER.

4 almost impossible for a non-Montessori trained teacher to achieve the spiritual preparation necessarily to create a truly authentic Montessori environment in the classroom. Therefore, training in attaining spirituality must be an integral part of the Montessori training.

Before entering the classroom, the teacher must disconnect with everything going on outside the classroom and be in that moment. The teacher must be spiritually and physically present in the classroom with full attention on the children, and the environment because the children's house can go from a calm to a wild environment in just a minute. The teacher must be aware of the classroom at all times and be ready to redirect whenever the need arises. It is through spiritual preparedness and keen observations, that the teacher gets to connect and know the children and how best to help and guide them to their full potential. Hence a teacher's spiritual preparedness is very crucial in achieving authenticity in Montessori classroom.

The teacher is a model and the children are always watching the teacher's actions and movements. For example, whenever the teacher is distracted or is in a bad mood, the children can easily read the situation and act on it., when the teacher talks across the room, the children will talk across the room. It is important for the teachers to be spiritually present and aware of their actions always. They must model what they wish to teach the children, if they are to preserve authenticity in the classroom.

While the teacher is key in providing an environment that makes Montessori practice authentic or unauthentic. It is important to remember that to preserve the authenticity, a teacher needs support from parents, administrators and other stake holders. For example, administrators in private Montessori schools' ought to vet families and invite only those for whom Montessori method and philosophy is a good fit. Ideally, such parents will trust the teachers with the education of their children and reduce the pressure on teachers who are forced to deviate from the authentic Montessori ideals.

Teacher' understanding of philosophy Running head: AUTHENTIC MONTESSORI IS ALL ABOUT THE TEACHER.

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The teachers' understanding of the Montessori philosophy, and the ability to stand up for it, to defend it is very important in preserving authenticity in the Montessori classroom. Abraham (2012) observed that, "In Montessori classrooms, an essential element of success lies in the guide's ability to observe and respond to each student individual needs" (p. 25). Abraham added that "Forcing a work on these very young children when they are not ready for it only creates resistance and takes away the natural Joy of discovery that is so vital at this important age of development." (p. 25). It takes the teachers' thorough understanding of the philosophy to allow the natural learning process of the children to take place. It takes a teacher' understanding of the philosophy and keen observation to time a child's readiness for a lesson. Powell (2009) contends that "Montessori teachers must hold loosely to their ideas of sequences of curriculum children should be learning at a particular age and be prepared to allow children to explore personal interests horizontally when the joy of discovery sweeps over them" (p.25). Bachhuber advises teachers to move away from the mentality that it is their job to cover the curriculum. He says that it is a false premise that leads to underlying frustration for the teachers. Instead, he advises teachers to work towards building a strong foundation for each child in each curricular area. (p. 6) All these authors affirm that, the teacher's understanding of the philosophy is at the center of implementing an authentic Montessori method. Perhaps the biggest challenge facing the Montessori teachers is the untrusting parents. From my experience, it is difficult to ignore the demanding parents, who have certain expectations for their children. Likewise, it is difficult to ignore the nagging questions of why my child is not reading and stay true to the authentic Montessori method. It takes experience, understanding and faith in the philosophy, to know that it will happen, when the time comes.

Furthermore, Haskins (2012) argued that "the work of the teacher is to create and maintain an ongoing sense of order and harmony. The orchestration of organization begins with an overarching understanding of how the curriculum flows and extends to the smallest detail: the placement of the sponge, spoon or a magnifying glass on a tray" (p. 34). This understanding of small details, and the dos and don'ts, of why it is done this way or that way is achieved through thorough study and understanding of the philosophy. It is Running head: AUTHENTIC MONTESSORI IS ALL ABOUT THE TEACHER.

6 a well-trained teacher who understands why we put the work on the shelf from left to right, why we cannot have two similar works on the shelf. Those small but important details are very important in enforcing authenticity in the Montessori classroom. In addition, when the teacher understands the philosophy, it's easy to stand up to "helicopter-parents', to business-oriented administrators, to defend the authentic Montessori practice, to explain to the parents why the handwashing activity is preparing the child for that advanced math they want to see their child doing., why completing the curriculum is not the main objective. Bachhuber (2010) is skeptical of the idea that every child ought to receive the same presentation. To do so is to undermine the authenticity of Montessori which focuses on individual children (p.1). Powell (2012), agrees that, "At elementary levels, in particular, the shadow of NCLB has made it harder for independent school Montessorians to remember, under pressure from helicopter parents and admissions-conscious administrators, that our first priority is the development of autonomous, joyful, lifelong learners" (p. 26-27). Bachhuber and Powell have very good arguments and some very good questions, but these questions lead us to other questions. For example; Can teachers ignore that pressure to complete curriculums from parents and other stake holders? Can administrators ignore the competition from other schools? Why have the parents lost trust in teachers? Do authentic Montessori schools exist anymore?

Conclusion

In conclusion, it is true that the teachers are under a lot of pressure from parents, administrators, and the State to cover all the curriculum, to make children read by age four, regardless of the circumstances. The question is, is it possible for the teachers to ignore that pressure and stay true to authentic Montessori method? Teachers especially in private schools with low job security, need their paychecks so they must do what the administrators and parents demand. Teachers in public Montessori schools want to help their students excel on the standardized tests, so practicing the authentic Montessori method is almost impossible. The administrators in private schools need to raise numbers and keep schools running, for the authentic Montessori philosophy cannot happen in empty buildings. The parents want to see their children Running head: AUTHENTIC MONTESSORI IS ALL ABOUT THE TEACHER. 7 succeed hence the pressure they mount on teachers and administrators. With all that pressure from parents and other stake holders, it's getting harder for the teachers to stay true to the authentic Montessori practice. Having said that, the teacher's spiritual preparedness and understanding of the philosophy is the most important element in preserving authenticity of the Montessori method. It is critical that, before teachers are put into the classroom as teachers, they receive good Montessori training with spiritual preparedness at the core. Otherwise Montessori authenticity will not be attained in the classroom.