Role of the Adult
The role of the adult in Montessori is drastically different than that of a traditional teacher. The Montessori teacher is better understood as a guide who establishes, maintains and utilizes a prepared environment run on child rather than adult time. Her mandate is to use her expertise to create, inspire and direct a learning community that meets the needs of the children. Highly trained, she follows a clearly articulated approach including nurturing a culture of work that takes into account the psychological characteristics of the children of the age group involved. Other adults in the environment share this deeply respectful approach to the children and aim to work as a team supporting the program. Families and caregivers round out the necessary circle of support for the child.
VIDEOS IN THIS CATEGORY:
A TO I & PRIMARY:
HAZEL SETS THE TABLE (5:50)
The Montessori teacher undergoes a transformation during her teacher training to develop the ability to see the child through fresh eyes.
JOURNEY TO INDEPENDENCE (21:47)
An exploration of how Montessori practice supports the natural unfolding of human development in the earliest years. This video includes topics such as the need for sharp observation skills, the importance of dynamic language, what "toddler" concentration looks like in the infant community and a brief overview of when a child is ready to transition from the infant community into a primary setting.
THE ALPHABET OF LIFE (7:13)
Dr. Silvia Dubovoy, Ph.D., on the personality of the child.
PRIMARY & ELEMENTARY (6-12):
CREATING A LEARNING COMMUNITY (23:40)
Capturing ordinary days in Montessori environments…Montessori focuses on meeting children’s needs.
GOING OUT (12:40)
Preparing the elementary child for the future includes going beyond the classroom.
OBSERVATION OF THE TEACHER (16:16)
An exploration of the role observation plays in our daily practice in both the primary and elementary setting.
TRANSITIONS (19:43)
Capturing ordinary days in Montessori environments... Transitions bridge daily activities in the primary setting. Montessori settings can be especially supportive of a natural daily flow for young children.
ALL AGE LEVELS:
SUPPORT FOR MONTESSORI PRACTICE: NEW TEACHERS (16:30)
The first years of Montessori practice present unique challenges for newly trained teachers. Teacher trainers from all age levels of practice explore some of the dynamics involved. They describe the type of support a budding guide needs to successfully navigate his/her critical beginning years.
ASSISTANTS TO INFANCY (0-3):
HUMAN BONDS (19:00)
An examination of the human relationships and settings that best support our youngest children on a daily basis.
PRIMARY (3-6):
CONNECTION (7:57)
The Montessori primary teacher is asked to become the “dynamic link” to the prepared environment for the child.
MY MORNING (20:45)
Experience the Montessori approach for toddlers by following three individual children through a morning in the infant community.
MY PINK TOWER (7:26)
A story of matching the primary child to appropriate work.
NEW CLASSROOM (12:09)
Starting with threes: the fundamentals of starting a Montessori program.
PEER TO PEER LEARNING (9:39)
Nested primary communities of multi-aged children automatically create and expose children to a variety of social roles.
THE BEAD CHAIN (7:25)
A story of persistence.
THE BUCKET (9:10)
A story of problem solving in a primary classroom.
ELEMENTARY (6-12):
COLLABORATIVE LEARNING (15:34)
The elementary age child is naturally drawn to working in a group and challenging herself.
PSYCHOGEOMETRY (5:57)
Kay Baker, Ph.D. discusses Dr. Montessori’s work titled Psychogeometry.
THE HOOK (6:29)
The art of directing an elementary Montessori environment.