My Style of Teaching - Montessori Model

My style of teaching – Montessori model
The educator is one of the backbones of the educational program. The educator, as the creator of
the program of educational work in the educational group, is also a researcher of his own
practice, he plans the overall work and the educational environment. The educator, as a
professional, is obliged to create such an atmosphere in which all participants in the educational
process feel good and can be activated in different ways. The aspiration for professional and
professional preparation of educators for working with children in the 21st century, imposes the
need for them to develop numerous competencies, to be trained for new roles.
Maria Montessori (1870-1952) appeared in Italian education when the school system was
alienated from modern social life. Unfortunately, that system has not changed much in state
school systems even today. Through her work, Montessori has succeeded in embodying the basic
premise of modern pedagogy - we should not teach the child's mind but to help it develop on its
own. The essence is that Montessori pedagogy believes that a child from birth to the age of six
has an absorbing mind and that this ingenious possibility of mental absorption enables children
to learn their mother tongue, improve body movements and adopt certain rules. The application
of the Montessori method in our schools is, it could be said, only in its infancy. It is somewhat
more represented in preschool institutions, as well as in schools for children with disabilities,
where it has its place. The reason for this is probably that the curricula for the upper grades of
primary and secondary school, ie the material prescribed by them, are less suitable for working
with this method, on the one hand, and require much greater preparation for teaching this
method, on the other sides. The appearance of Maria Montessori is very important, both for
pedagogy and for the field of children's mental health. With her work, she laid the foundations of
modern pedagogy defined by Comenius, the creator of the idea of modern education (as early as
the 17th century): In schools, we must not ask children for what they have not yet grown up to,
what they cannot do, or what the children, with whom the pedagogue works, do not want.
Taking all the views and considerations of Maria Montessori's work on the role and personality
of educators, we can single out his five crucial roles: he serves the human spirit, cooperates,
helps and provides support, leads and organizes, encourages. The very development of a child's
personality represents a step-by-step path to independence and liberation, and the role of the
educator in which he serves the development of the child's spirit means exclusively helping the
child to work independently, want and think. This is realized by gradually introducing the child
to the environment, to meet things and phenomena that correspond to his developmental needs.
The basic path of forming a Montessori educator, in fact, is the path of self-construction of
personality, acquisition of virtues and self-mastery.While the training of educators continues
through everyday experiences they gain in their work, because they follow the children, keep
notes of their observations, and in that way evaluate their work and eliminate the shortcomings in
it. From the above, we can emphasize the fact that at the center of Montessori pedagogy is a
child with his individual aspirations for independence and active building of his own personality,
and freedom and autonomy are central and inseparable segments of Montessori pedagogy
(Montessori, 2001).
The success of the Montessori method in practice primarily depends on the prepared
environment, the educated adult and the freedom of the child with the development of a sense of
responsibility. In such an environment, the child always learns through interaction with the
environment, and the teacher is only a part of the environment. For that reason, the arrangement
of the school environment must not be left to chance, but its structure must be scientifically
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planned and methodically formed. There are no duplicates of materials so that children can learn
that the materials in their environment are unique, special and worth waiting in line to use them
(Lillard, 2016).
The most important segment of organizing educational spaces with the Montessori method is the
desire to bring the living environment closer to the child so that he feels at home, which aims to
provide maximum and create a feeling of comfort and freedom. The ultimate essence of such an
organization is the fact that only a designed space allows the child to nurture a sense of control
and control over his body, behavior and world, to develop self-confidence to succeed in what he
accepts (Neskovic, 2007, p. 237).
Of course, in the organization and creation of the environment, we must not neglect the foreign
educator, and in that process we should strive to create opportunities for the educator to discover
the child's personality and patterns of his development. The essence of the educator's personality
in such kindergartens is in his effort to provide an adequate connection between the child and the
prepared environment, ie to introduce the child to every part of the environment, to provide
acceptable working conditions, arrange space, and the most important role of educators is his
attention. of the child's personality, not of the work curriculum. In the organization of work, he
should strive to enter messages into exemplary lessons, which initiate the child to work, to
express their potentials, as well as to channel his attention to what the child will see, hear, touch,
feel. The basis of the teaching work is the presentation of certain exercises by the educator to the
children, which they then try to practice independently until the identical performance. In this
continuous process of child labor, the educator monitors each segment of the exercises,
recognizes and interprets the child's needs, and at the same time strives to awaken and motivate
the child's potential, receive and provide answers to questions that help the child explore, think
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and learn.Of course, the educator first of all presents the lessons, but his role is much more
important in leading the child and thus helping him in his development. He always works with
one, mostly with two children, while he only supervises the others in parallel (Nešković, 2007).
Montessori classroom is not just a place for individual learning, it is a flexible space of life in the
community in which social interaction is established in different ways and different forms of
learning take place in it. Only the understanding of the roles of practitioners conditioned the way
of their training, more precisely their professional training.
Montesori, M (2001). Otkriće deteta. Beograd: Čigojna štampa, Lilard, P. P. (2016). Montesori
danas. Beograd: Propolis Books, Nešković, S. (2007). Sistem predškolskog vaspitanja Marije
Montesori - polazište i potvrda. Istočno Sarajevo: Filozofski fakultet, Ajzenšteder, J. (1925). Sistem
vaspitanja Marije Montesori. Beograd: Biblioteka budućnost.

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My style of teaching – Montessori model

personality, acquisition of virtues and self-mastery.While the training of educators continues

accepts (Neskovic, 2007, p. 237).

of their training, more precisely their professional training.

vaspitanja Marije Montesori. Beograd: Biblioteka budućnost.

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