The Scientist Behind Every Montessori Teacher
by Teacher Grace
There are three types of normal children that we see around: the naughty, the good and the bright. No two children are alike. They’re either a dominant of one of those characters, a combination of two or the epitome of the three in different portions. Children will be children, which means they will be sorts of wonder, depending on who is looking. As for the teacher, it will be a promising and a challenging wonder.
It is a wonder every time they are misbehaving and throwing tantrums. “What happened today that could have triggered him? What is wrong? What should be done? Note to self: Keep the cylinders because they’re fighting over it (until everything is kept away). It wasn’t after all the materials. It’s within themselves that they need to work out on taking turns.”
When they’re strangely sitting down calmly and “concentrating” on what they “appear” to do, the teacher yet wonders. “It’s a miracle. Thank God. Oh, maybe he really likes the puzzle. Maybe he can do that again tomorrow. Tomorrow came, he was throwing the puzzle away.”
When they’re just staring outside. Blank-faced. No reactions. “What could he be thinking? Should I interrupt now? Should I allow that to happen? Should I ask about it? Maybe he’s just bored.”
When they ask a lot of questions and answer questions like little men or even when they tell you about their imaginations or fantasies, it strikes the teacher speechless. “Where’d you get your inspiration? How are you so smart? Oh maybe it’s because of the genes. Okay, I think that’s the reason why. Then on the opposite, how come this child doesn’t have any questions at all?”
One of the students might feel hyped up with the presence of another. So when they’re together, they just burst like wildfire. The solution is to separate them. At first, they will be okay, thinking that later they will be together and both go to work. A week later, they just want to be together, first hour upon coming to school. It pains them to be separated. Instead of enduring their time apart, they cry to manipulate the teacher into submission. So the teacher lets them be together. Then when they’re together, it’s double wildfire with a match of earthquake and lightning.
A Montessori teacher always has post-it notes in her brain that writes down anything and everything that the children do. When they see a certain behavior, they start there, try to process those thoughts and come up with the solution.
Still, truly, it’s crazy there. The teacher might have found out the solution already and applied it once or twice, and then another behavior will appear. Pattern is broken, shredded, torn, pierced in pieces and just lies there lifeless. So, there goes the post-it notes to the recycle bin. The ink tank goes full and another post-it journey is set to sail. Handling children is worse than dealing with a woman with hyped up hormones. It’s unthinkably wonderful.
The only ultimate key to being a Montessori teacher is to be tough enough to respect the children’s decisions but be discerning, kind but to be in authority and be accepting and loving of the child’s wholebeing but be chaste in discipline.
Because motivation that roots a teacher to work is to build good men and women of the future by starting in the early years.