Role and Responsibilities of a Teacher in Montessori

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The Montessori teacher plays an important role in the Montessori environment. The teacher needs to acquire a deeper sense of the dignity of the child as a human being, a new appreciation of the significance of his spontaneous activities, a wider and thorough understanding of his needs. The most essential part of the teacher is that the teacher should go through spiritual preparation. The moral preparation is necessary before one is fit to be entrusted with the care of the children in a principle hitherto chiefly confined to members of religious orders. According to Montessori such preparation should be first step in the training of every teacher whatever nationality or creed. She must purify her heart and render it burning with charity towards the child. She must learn to appreciate and should gather all those tiny and delicate manifestation of the opening life in the Childs soul. The teacher must be initiated, he must begin by studying his own defects, his own evil tendencies rather than by being excessively pre occupied with a “child’s tendencies, “with the manner of “correcting a Childs mistakes,” or even with the effects of original sin.” “First remove the beam from your own eye and then you will see clearly how to remove the speck from the eye of the child”. The secret of The first step an intending Montessori teacher must take is to prepare herself. She must always keep her imagination alive and when she begins her work she must have a kind of faith and she must free herself from all preconceived ideas concerning the levels at which the children may be. (Meaning they are more or less deviated) must not worry her. The teacher, when she begins work in our schools, must have a kind faith that the child will reveal himself through work, she must free herself from all preconceived ideas concerning the levels at which the children may be.” The Absorbent Mind pg.276. In The Absorbent Mind (pp. 277-81), Maria Montessori offered some general principles of behavior for teachers in the Montessori classroom. * "The teacher becomes the keeper and custodian of the environment. She attends to this instead of being distracted by the children's restlessness. . . . All the apparatus is to be kept meticulously in order, beautiful and shining, in perfect condition. . . . This means that the teacher also must be attractive pleasing in appearance tidy and clean, calm and dignified. . . . The teacher’s appearance is the first step to gaining the Childs confidence because the child of this age idealizes his mother. The teacher's first duty is therefore to watch over the environment, and this takes precedence over all the rest. Its influence is indirect, but unless it is well done there will be no effective and permanent results of any kind, physical, intellectual or spiritual." * "The teacher must . . . entice the children. . . . The teacher, in this first period, before concentration has shown itself, must be like the flame, which heartens all by its warmth, enlivens and invites. There is no need to fear that she will interrupt some important psychic process, since these have not yet begun. Before concentration occurs, the Montessori teacher may do more or less what she thinks well; she can interfere with the children's activities as she deems necessary. . . . She can tell stories, have some games and singing, use nursery rhymes and poetry. The teacher who has a gift for charming the children can have them do various exercises, which, even if they have no great value educationally, are useful in calming them. Everyone knows that a lively teacher attracts more than a dull one, and we can all be lively if we try. . . . If at this stage there is some child who persistently annoys the others, the most practical thing to do is interrupt him . . . to break the flow of disturbing activity. The interruption may take the form of any kind of exclamation, or in showing a special and affectionate interest in the...
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