The Unique Qualities of Montessori Teachers

Montessori education is gaining immense popularity. One of the reasons is the qualities that these teachers have, which sets them apart from the rest. So, here’s the list of qualities Montessori teachers proudly boast of.

The love for teaching and the passion to create good future individuals of today’s children are traits not found commonly. Well, there are a selected few who truly have the desire and zeal to teach. However, having a desire to teach and handling students across varied age groups in a classroom setting are as different as they can be. Here’s where the role of Montessori training center comes in.

The need for Montessori training

The right Montessori training center like MKU training boasts of a team of experienced faculty who are experts in their field and ensure providing the best training in a bid to provide the right skills to all those who love teaching. They ensure building the skills required by Montessori teachers.

To understand the characteristics of good Montessori teachers, it is important to first understand the environment of an ideal Montessori classroom.

It is not like a typical classroom, where the teacher presents the lesson while the students listen. In a Montessori classroom, all the children are occupied with their own work. They are completely engrossed in their work, which they mostly do in a group along with a guide.

Montessori education relies on a completely prepared environment. The children come and get involved in this environment, while learning and exploring new things every day. The material used in this environment is specific to Montessori education. It is created in a way that children can figure out errors and rectify them too. However, a guide in the form of a well trained teacher assists them efficiently. As the Montessori education is ways apart from regular education, it is important for teachers to understand this method and guide the children in accordance.

Qualities of a Montessori Teacher

So, here are the characteristics Montessori teachers develop through the course so as to carry out this unique form of education in its true spirit.

• She is calm and patient with the children.
• She does not put the focus on herself or her preaching. Instead, the focus is on the child who is busy learning and exploring.
• She is well versed with the unique material and teaching methodology of Montessori education.
• She is responsible for building the connection between the children and materials.
• She is respectful as she treats the child as a unique individual.

Besides the qualities imbibed through the teacher training program, Montessori teachers have other innate qualities that make them the perfect fit for their job.

• Warm and pleasant
• Communicates lovingly with other staff too.
• Models expected classroom behavior
• Is sensitive and knowledgeable
• Observant
• Thorough professional

Montessori education is different from the regular education system; therefore, the popularity. So, Montessori teachers are undoubtedly a notch above the others. Categorically, MKU training gives that much needed edge to its students through the Montessori teacher certification program.

For other details, contact them at https://mkutraining.com

Encouraging babies to use maximum effort daily

Maria Montessori created this teaching system after spending a lot of time observing small children. She recognised some characteristics in youngsters under the age of six, one of which she named Maximum Effort.

As is often the case, this term appears a little cryptic at first, but once understood, it becomes crystal plain. The online Montessori training teaches about the various stages of exerting maximum effort.

Maximum Effort is particularly noticeable during the toddler years.

Find out about Maximum Effort in every age

Newborn babies may spend a few moments each day fussing with their fists in the air and twisting their heads from side to side, using their maximum vocal strength. This is very normal. Children of all ages will go through a wide range of emotions, from resting calmly to exercising every muscle in their body.

Allow your newborn baby to practise lifting his or her head up while you hold him or her against your chest. Move this activity to “tummy time” on a soft but firm blanket or mat on the floor as the weeks pass. In the Montessori training online, the aspirants learn about the need for maximum effort and the various benefits.

Remember that your kid will moan and kick, which is perfectly natural and does not indicate that they are uncomfortable. It's a strenuous workout! It will be simpler to let your infant work if you recall the sounds we adults make when we are working hard. Tell your baby that you hear them when they start to fuss or cry, then gently roll them from belly to back while continuing to play.

Maximum effort in three to six month old babies

If you want to give your baby a rattle or a grasping toy, put it on the movement mat just out of reach and let them stretch and wiggle to get it. If they are having trouble moving forward, quietly place your leg or hands on the floor against the bottoms of their feet to provide them with a push. You can clearly understand the satisfaction on your baby's face when they reach the toy, pick it up, and start playing with it.

6 to 12-month-old babies in their maximum effort stage

Getting into and out of the sitting posture is a huge project in the early stages of this developmental phase. They will then crawl or scoot around the room in an army crawling or scooting motion. They'll eventually come to a standstill and seek to creep around any surface that can support them.

How you can help: Giving your infant a large, safe environment to move in and allowing them to move independently can help them develop their motor skills to their maximum potential as is taught in Montessori training online. Your baby will love getting away from you for a short while, but will frequently return to the location where they last saw you to "check in." This is natural, and your baby's comfort level with moving away from you will grow over time.

It can be difficult to sit back and allow your infant move about freely. We've been keeping them close and safe for months. Allowing them to embark on learning and exploration expeditions takes practise. As they struggle to move, some newborns may grunt or vocalise. When moving, many newborns will topple, tip, and fall. Calming your reactions to these tiny occurrences will show your kid that you trust them to get over these minor setbacks on the road to independence. We want to convey his self-assurance in his abilities so that they might feel free to broaden their horizons even more.

The fact is, toddlers love putting in maximum effort.

Nothing makes a novice walker happier than ramping up the intensity of her walk: carrying heavy objects while walking is a common occurrence among this age group. They want to push themselves to their boundaries and see what they can achieve!

What you can do to help:

Walking on two feet provides your toddler with a plethora of new activities. The most obvious option is to simply walk. Allow your toddler to walk instead of riding in a stroller or baby carrier when time and safety allow. Offer activities that require both hands and legs to be used at the same time at home.

Understanding your child's need for physical activity will help you have more fun together. It will also assist you in maintaining perspective when confronted with a tantrum or a difficult situation. Look for a solution to turn their need into a joyful experience. “I see you're in the mood to jump,” says the narrator. Let's go find a secure location for that.” And, sometimes, we just have to take a step back and watch things unfold.

A four year old mopping the classroom! Is it a Montessori classroom?

For many, the first experience of a Montessori is when they go for a job interview. If you are looking for an online Montessori training institute chances are you might not have the physical experience of visiting a classroom specially during the age of this pandemic. However, when you will be visiting a classroom you will be surprised to see that most of the time there will be a young child who is diligently sweeping the floor and the child would be no more than 4 to 5 years old. It might look like a punishment but the fact is Montessori education gives utmost importance to physical activities.

 

Just like a teacher who helps the child on one end of the classroom with the classwork and another teacher will be sitting on the opposite side observing the child, in both these activities one will be about educational and the other will be more on the practical approach of life. You might also see a child scrubbing a table or a boy polishing the leather shoes. It is not a fuss but a kind of a task which they will do quite happily. As you go through the Montessori training program, you will understand that the pedagogy highlights as important as it is to learn the serious subjects like math and literature, it is equally important to understand the practical life activities and how it can help you grow into a better human being. Practical life gives the child all the opportunities that he needs to grow the skills in order to flourish not only at school but also in life this will include the right coordination of intelligence, movement as well as will power.

•    Movement

As adults, we are typically free to move our bodies as we go about our everyday lives. We can stroll to the supermarket without bumping into anyone and cut an onion without hurting our fingers. Even if we weren't aware of it, we developed our physical abilities by practicing our motions throughout time. That is why Montessori classrooms provide lots of physical tasks in the form of Practical Life for the child to learn movement control. Physical chores in the classroom, such as watering plants or washing windows, help a kid grow more spatially aware and elegant in his motions.

•    Intelligence

Intelligence is defined as the capacity to absorb information and apply it to the real world. Both are possible in everyday life. When a youngster is learning how to wash his hands in the school, he learns by seeing the instructor and trying it himself that he must wet his hands first before adding soap, otherwise he will not obtain a soapy lather to wash with. Every time he washes his hands, he absorbs this knowledge and implements it. Not only that, but when he first tries to wash a table, he immediately understands that the surface must be moist before adding the soap, for the same reason as previously: to generate a soapy lather.

He's just three years old, yet he's already applying what he's learned in one area to another! And, just as when we adults attempt anything new for the first time, it gets easier with practice, the kid finds it easier and easier to focus on the job at hand – which is critical for thinking.

•    Will power

This has a lot to do with the fact that Montessori classrooms provide students a lot of options. A kid can utilize a piece of Practical Life whenever he wishes after the instructor has presented it to him. A kid will have been exposed to at least 10 distinct activities during the first few weeks of school. As a result, he uses his willpower while deciding what activity to engage in. What about the benefits of exercise? Strength! His willpower grows to the point that the youngster becomes accustomed to starting an activity, such as sweeping, and seeing it through to completion, even if he loses interest.

 

A common meal preparation exercise involves slicing a banana, placing the slices in a dish, and then eating them as a snack. Consider how much willpower it takes a four-year-old to finish the final step before tucking in — putting away his apron. The youngster develops character strength by purposefully postponing his delight. No one is born with the talent, but with enough effort, any youngster can accomplish it.

We have great expectations for our children as Montessori parents and educators: they will develop into knowledgeable, self-sufficient people who will lead successful lives. How can we assist them in acquiring the essential skills? We may plan activities based on their preferences.

Maria Montessori saw in young toddlers a strong desire to utilize and comprehend items they had encountered at home during their first two years of life.

All of the items that their parents and grandparents used on a regular basis were mysterious to the kid while also being quite familiar. That inherent curiosity may still be seen in youngsters today. For twenty minutes, a child will sit and play with a puzzle, but for forty minutes, he will wash tables. He may get tired of a soft toy after a few weeks or months, but he will want to make a meaningful difference in his environment for the rest of his life.

Understanding the need of Normalization in Montessori Training

Those who are unfamiliar with the Montessori philosophy may be concerned by the word "normalisation." ‘Normalization' is a term used in Montessori education to describe a unique process in child development in which each child is valued as a contributing member of their community.

In the Montessori setting, normalisation refers to a child's capacity to work and concentrate independently. You will learn how to utilise Montessori materials to keep children interested in their interests while also teaching them self-discipline in the Montessori training programme.

 

"The role of education is to interest the child profoundly in an external activity to which he will give all his potential."

They following four characteristics are commonly associated with normalization:

• Self-discipline: To focus energies and mental capabilities in the pursuit of self proficiency
• Love of work: The faculty to select work freely and find joy in everyday activities
• Concentration: The capacity to work continuously along with an increasing sense of interest
• Sociability: To be able to have sense of respect and sympathy for others

According to Dr. Maria Montessori, normalization is defined as “The most important single result of our whole work.” (The Absorbent Mind, 1949.)

Progressing through the three stages of normalization, children effectively complete the work cycle. Each stage is built on the one before it, and gradually, they master the skills of concentration, self-discipline, joy of work, and sociability.

The three-period work cycle that helps building the foundations of character and personality consists of-

• Preparation for work: Collecting the Montessori materials, and constructing the mind
• Work: Complete concentration on the activity or material
• Rest: Attaining satisfaction after successful completion of work

Understanding Stage One

All who are under the age of three are in the first step of normalization. In Montessori teacher training, you will learn how children can be introduced to the various curriculum areas. The activities are designed such that they give results of work quickly, and encourage children have a sense of accomplishment after successfully completing the task.

In the early stage of normalization, the kids learn about simple choices, and slowly absorb the skills of concentration and self-motivation. Understandably, they are not yet ready for the responsibility of full freedom even within the Montessori environment from such an early age.

Understanding Stage Two

In this, kids gradually experience more freedom. They learn how to move quickly from one activity to another, and can select from various activities during the work cycle. In this stage, they seldom repeat an activity, and are also not deeply engaged in the materials. This is a key feature that proves the child has not yet developed deep concretion or self-discipline. They are benefitted by frequent Montessori lessons, instructions and presentations.

Understanding Stage Three

Children who typically attend a Montessori preschool three or more days per week can attain this stage of normalization. They are now between the ages of five and six years old and can concentrate on one task for a long time before moving on to the next. They also need less supervision now that they are increasingly self-directed and self-sufficient. The teacher's job is to monitor and lead the children's interests and activities.

Through the Montessori materials, appropriate interactions with their environment, and continuous guidance from the teachers, children will gradually acquire the skills that can help them reach normalization in their own time.

To find out more, visit https://mkutraining.com who offers affordable and a wholesome Montessori training.

Find out the steps in Montessori Infant Program

If you are getting trained from any of the reputed online Montessori teacher training programs, you will learn about how to nurture a Montessori environment specifically designed to meet the developmental needs and interests of children. It is designed for those between the age of six weeks to 24 months for the infant program.

The Montessori teacher training programs is separated into three key stages - 0-9 months, 9-15 months, and 15-24 months. For any layman these stages and ages doesn't really much of difference, but only a trained teacher in Montessori education will understand how each of these stages reflect the phenomenal physical, intellectual as well as emotional development of the child. This is the age when they absorb all aspects of language, environment, and culture.

As with any Montessori environment, the infant room activities are carefully set out where the child can discover and explore his/her surroundings. The teacher takes out the materials at the appropriate time based on their observations of the kids' individual development.

The Montessori infant materials are made such that the children can use them with minimal assistance. The idea is to help them learn about how to complete and repeat tasks without interruption and interference. Eventually, they can grow their confidence, analytical skills, independence, as well as concentration span. The holistic approach is unique for every child and with proper learning opportunities, they can form their intelligence and personality.

 

0-9 Months

The first stage of the Infant Program is all about developing a broad range of skills that foster concentration and other sensory awareness. The primary focus is to provide them with opportunities that can help build positive relationships with their teachers and peers. The main materials used in this portion of the program includes grasping and reaching rattles, sound bottles, mobiles, sensory boards, treasure baskets, and the shapes board.

9-15 Months

From 9-15 months, you can clearly see the development in the various features of the infant and this is when they start growing control over how they think, communicate, and move. The materials are carefully introduced to this age group that assist children in developing the psychomotor skills, muscular strength, hand-eye coordination, social and language skills, and visual and sensory capabilities. Typical Montessori materials would include objects such as permanence boxes, shape sorting, color sorting, discs on a dowel, imbucare boxes, counting activities, nesting cups, language cards, matching activities, stacking blocks, and puzzles.

 

15-24 Months

The third and final stage of the Infant Program Montessori teacher education is a transitory phase that creates a prepared environment for the children to participate in the structured Montessori Toddler and Preschool Programs. They learn through various activities about the practical life activities, such as pouring or spooning and provide students with various scopes to explore in the earlier programs.

The idea for these kinds of programs is to help them develop a concept of order, develop their vocabulary, and aid them in rising their ability to communicate, concentrate, work independently, and understand straightforward sequences.

To find out more about the program and how to enroll, visit https://mkutraining.com

Understanding how uninterrupted work period can develop better concentration in kids

"When the children had completed an absorbing bit of work, they appeared rested and deeply pleased."

—Maria Montessori (author), Paul Oswald (editor), Basic Ideas of Montessori's Educational Theory

After several months in a Montessori classroom, children as young as three years old are able to pick their own work, focus on, and complete their activities. Montessori found the value of a two-and-a-half to three-hour continuous work period through observation and experimentation. Children are most inclined to pick demanding work in the last hour of a long work time.

A three-year-old was once seen by Montessori repeating the knobbed cylinders activity 44 times. When Montessori tested the girl's concentration by taking her up from her chair and placing her on top of her desk, then requesting her classmates to sing, the girl's concentration did not waver. "...she gazed about with a satisfied air, almost as if waking from a delightful nap," she said when she stopped working on her own. Montessori called this a "never-to-be-forgotten" discovery. (Spontaneous Activity in Education)

These kinds of activities and processes are taught in Montessori teacher education center where the teacher understands the kind of approach that makes Montessori different than traditional schooling.

Phases of the Work Period

During extensive task periods, Montessori and her directresses attentively watched the phases of children's activity. They discovered that youngsters frequently choose an easy first assignment, followed by a moderately hard activity, in the first hour and twenty minutes. Following that, students appeared restless and classroom noise rose for five minutes, causing "false weariness." Many teachers become nervous at this point and decide to halt the work period. When youngsters choose tough tasks and concentrate carefully, deceptive weariness is actually "preparation for the concluding work." When the project is completed, the youngsters look to be sincerely satisfied and at ease, and there is a period of "contemplation." (ibid)

Because they have the option to choose things that interest them, children in Montessori classes get absorbed in their work. Children rarely encounter the profound attention necessary for jumps in cognitive growth in schools with work periods of less than two hours.

When you will enroll in Montessori training near me, you will understand the kind of tasks that should be assigned to make the children partake in what interests them.

False Fatigue

False weariness is analogous to adults stopping for a cup of coffee after a long day at work. If youngsters are bothering others, they can be politely redirected, but too much meddling prolongs the false fatigue phase. We must trust children to return to work rather than frantically over-controlling or terminating the work session.

Is Circle Time Always Necessary?

Children enjoy individual or small group instruction, work at their own speed with materials they pick, and serve themselves a snack during the morning work session. Near the start or end of the work hour, many schools have a mandatory circle (typically lasting 30-40 minutes). More whole group exercises are frequently required in the start of the school year, before the class has settled in. Any disturbance to the work period (including circle) interferes with the child's exploration, focus, skill mastery, critical thinking, and problem solving. Longer circles reduce the amount of time it takes to complete a task. Children rarely concentrate completely on truly tough work if they don't have enough time.

Instead of having an obligatory circle time, encourage small groups of children to sing, listen to a tale, or watch an art lesson. During the transition to lunch, while the children are tidying up from the work period, a short circle (to do the calendar or sing songs) is an excellent moment. Instead of having an obligatory circle time, encourage small groups of children to sing, listen to a tale, or watch an art lesson. During the transition to lunch, while the children are tidying up from the work period, a short circle (to do the calendar or sing songs) is an excellent moment.

Teachers sometimes worry if today's students can achieve the kind of intense attention that Montessori referred to as a "miracle." Are contemporary children, who are surrounded by screens, incapable of focusing their attention in the same way that children in Montessori's time did? A lot depends on what happens in the Montessori classroom and the adolescent stage is the best period to influence these young minds about the right and wrong.

What makes Montessori education different from traditional classes?

Dr. Maria Montessori, the founder of Montessori child development and education, felt that children thrive in a quiet, orderly, and natural environment. Her ideas, which are almost a century old, are still relevant in child development. It is critical for young people to be able to freely explore and participate in learning and understanding about the world around them.

To start with, let the classroom be such designed where they do not always have to sit on the chairs but can roam around freely.

For those looking for homeschool Montessori training, here are the top five foundational principles of the system that will give you a better recognition of the idea -

•    Mixed-age classrooms

Montessori classrooms typically include a mixed range of kids. There are students of mixed ages and mixed skill-levels. They are usually categorized into three year groups (such as 3-6 year olds, 6-9 year olds and so on). Peer learning is one of the most encouraging procedures where the little ones observe their older friends and try to learn. This is also one of the valuable leadership skills which the children start learning from a tender age.

Although the most common Montessori schools are for younger children, there are Montessori middle and high schools as well.

•    Experiential learning

Children in Montessori schools are given the notion that they are learning on their own. Specially created materials are available to assist them in grasping the fundamentals of the disciplines. For example, rather than memorising math concepts, the children are given real things to assist them in counting (adding or subtracting). Also, there are sets of wooden letters called the movable alphabet to learn to read and write. It is Maria Montessori's observation that children pick up better when they move and learn instead of sitting and listening to a teacher.

•    Uninterrupted work period

There are extensive, uninterrupted work periods at a Montessori classroom (which typically go on for 2-3 hours depending on age). Rather than having a set amount of time for each subject (such as 30 minutes for language or 40 minutes for math), students have a long morning work hour in one classroom that covers all disciplines. This long time not just helps keeping the children engaged with the materials but also in develops their concentration.

•    Academics

Apart from the regular subjects such as math, science, language, Montessori schools also has two academic areas - practical life and sensorial. The practical life consists of exercises to help children understand and learn the everyday skills. For young children, there are some simple activities such as pouring water carefully, tying their shoes, or cleaning up the table where they played. For older children, there is simple budgeting or gardening exercises.#

Experienced Montessori tutors are also aware of sensorial education that is about educating kids of the senses. Montessori believed that children can learn better through their senses. So, there are specifically designed materials that help them refine their sense of hearing, smell, observing and likewise.

•    Role of the teacher

A Montessori teacher is also called a guide, rather than a teacher. This makes him or her closer to the students and reflects her non-traditional role.

A Montessori teacher's main responsibility is to watch the children and introduce them to various academic materials as they progress. She usually works with a child one-on-one, rather than in a regular classroom setting. The teacher's duty is viewed as giving pupils with learning tools rather than instilling facts and knowledge in them.