PERMISSION TO INTERVENE?

The Montessori Method relies on observation that forms the basis of evidence that allows the teacher to establish whether she can intervene. Extrapolation, interpolation, questions, anecdote and interest are considered to determine intervention and is used so that the child can develop further, fill in gaps or readjust thinking (Roemer, 1999). If we apply constructivism to this model of education, then we can immediately identify that it is not the teacher that seeks permission to intervene, but instead, is awarded permission by the child to aid in their learning (Montessori, 1995). 

  

The teacher uses the observation to determine if intervention is required, when it will be done and ensure that it occurs at the appropriate time. Often a presentation is chosen to match the needs of the child. Over and above mastery in these strategies, a Montessori teacher must connect and have a deep understanding with the child. She must also have the knowledge of human development, constructivism as well as the principles behind the materials and the environment to make good educational predictions about students' needs (Montessori, 1991).

OBSERVATION & ASSESSMENT

The teacher must combine pedagogical and developmental knowledge so that observation becomes skilful scientific practice. Observations must also become habitual and extensively practiced so that the teacher is able to make good decisions that enhance the learning experience of the child (Montessori, 1991). They are used daily through a variety of methods ranging from brief jotting of children's comments, achievements or interests to data entries in a checklist, or Individual Learning Plan (ILP). They track children's achievements against a list of activities available according to areas of learning. It is a quick way to note progress in a range of activities and offer personal guidance, planning of activities and the teacher can use it to identify the next step of learning (Gibbs, 2006).

Longer narrative observations or STREAM (suggested, time, record, evidence, assess, monitor) assessments are also done and provide a deeper insight to the child's manipulative skills and levels of engagement with materials. It also provides information about their problem-solving, thinking and language abilities, as well as social responses towards peers and adults (Gibbs, 2006). This record is also beneficial in determining the learning development and mental age of the child in relation to the concentration and enjoyment in activities (Marsh, 2008). Observations can be supported with photographs and samples of children's work to provide evidence of the child's formative assessment while underpinning summative records of the child's development.

This differs from mainstream schools where children are required to sit tests or have their work marked, to identify the next steps for learning or gaps in their learning. This is often stressful for the child, alters his state of mind and is, therefore, not always an authentic measure (Gibbs, 2006). Furthermore unlike mainstream schools, Montessori children are not taught from work that is finished as it interferes and presents obstacles in development, instead their work is intrinsically appreciated. 

Five instances that a Montessori teacher can gain permission to intervene