Montessori Educational Practice Helps Children Develop Creativity,

Montessori educational practice helps children develop creativity, problem solving, critical thinking and time-management skills. The practice is designed to help them contribute to society and the environment, and to become fulfilled persons in their particular time on Earth in mixed age-group classes with individual choices in research and work, and time for uninterrupted concentration ("Montessori," 2012). The adult serves as the helper, or facilitator, but methods, discovery and learning are under the child's control to the extent possible. The idea is to teach children how to think and reason. The practice is designed to help children become independent and follow their passions. It equips them for real life. For example, it prepares them to be able to find information rather than merely be receptacles of information given to them by the teacher. Dr. Montessori believed that children learned best by their own interactions with the things to be learned: "[The child] learns everything without knowing he is learning it" ("Montessori," 2012). There are eight roles of the Montessori teacher. In discussing these, examples are provided that illustrate how the teacher can fulfill his/her role. A study by Malm (2004) revealed a strong commitment to the Montessori philosophy by Montessori educators. The concepts, like the Montessori education itself, are practical and make intuitive sense.

The teacher is a caretaker of an environment specially designed for children. The physical space should be designed with the comfort and safety of children in mind. It needs to be filled with materials that appeal to children and encourage them to explore. The teacher creates a warm and supportive environment conducive to learning. In the Montessori classroom, children know I am there to help them, or sometimes just give a hug, but I am not there with my own agenda. I am a facilitator assisting children in their attempts to independence through their activities. For example, when a child asks "How do you do this?" I can demonstrate. I can also explain this is how I do it, and encourage the child the explore other possible ways. I am thus not imposing my will on the child, telling her there is only one way.

As a Montessori teacher, I am a patient observer of their efforts and performance. It is sometimes tempting to rush in and help a child who is struggling, frustrated, or even doing something in a way that seems wrong to an adult. The Montessori method advocates that the child explore. Failure is part of the learning process, and intervention when I think a child is doing something "the wrong way" hinders that process. Thus, I am learning to be a teacher who sits back from the task and uses minimum talk or modeling to guide the children. I do not want the children to merely copy what I do. I want them to figure things out for themselves. Dr. Montessori said, "Never help a child with a task at which he feels he can succeed" ("Maria Montessori quotes," 2012). I need to stay back and allow the child to learn.