Authentic Montessori Running head: Authentic Montessori: An Intangible Gift

Authentic Montessori: An Intangible Gift Kara-Lisa Mitchell Analysis of Contemporary Issues in Education and Montessori Submitted to: Sandra Wyner Andrew Center for Contemporary Montessori Programs St. Catherine University June 16, 2013

Authentic Montessori Authentic Montessori: An Intangible gift

What was it about that first day of graduate school studies in contemporary Montessori that made me breathe a sigh of relief? Most certainly, the new technology added a layer of confusion, the syllabus contained a healthy dose of time-consuming activities, and the message from the faculty was clear regarding the academic rigor required to be successful. It seemed counterintuitive to complete my first day with a calm sense of determination and a deep feeling of being respected. It did not take long to figure out that I had just experienced my first day of Montessori school as a student, just like the children I have guided in the past. I received the gift of an authentic Montessori teaching moment. The choice to attend the program, with faculty and professors who believe in Montessori and teach in a way that models peace in an atmosphere of respect, defined the authentic Montessori moment. Alexa Huxel asks, What are the elements that make up authentic Montessori? Is Montessori concrete or abstract? Are there intangibles that make Montessori what it is? (Huxel, Summer 2013). I thought about the day, and concluded that the real gift was not something tangible that can be packed in a box and set on a desk for inspiration. Rather, it was an intangible gifta moment that deepened the understanding of authentic Montessori. All Montessori educators can bring the authentic experience to any age level. In an early-childhood classroom, it should not matter if there is a room with every work that matches the training albums. Upper elementary should not be defined by work contracts. What matters, at the core of authentic Montessori, is a philosophy that can be applied in any setting. The freedom to make choices is part of the authentic Montessori equation. Choice is an empowering tool. In the article Dear Maria Montessori, Paula K. Greene states, Liberty cannot exist without authentic choice (Greene, Summer 2005). It is the freedom to choose that

Authentic Montessori empowers children in the classroom. Their creativity is not stifled by teacher choices when children have the freedom to choose their work. The power to choose, and be supported in their choices, is one of the gifts of being taught with authentic Montessori. This not only applies to children, but can be applied to all levels of authentic Montessori, as it was to my adult cohort. The discussions open format did not stifle the process, instead, I was encouraged to formulate my ideas, which lead to a deeper understanding of authentic Montessori, and, in turn, inspired learning. Part of the Montessori experience is the belief in Montessori. When educators believe in the Montessori philosophy, it brings the full benefits of the method to fruition. The belief in the authentic Montessori method might seem complicated because there are so many different teacher training methods and organizations that disseminate information about Montessori and there are variations in the classrooms. Tim Seldin touches on this point, I know that the concept of the Montessori approach implies something like a brand-name but the truth is that Montessori schools and Montessori teachers may share common values, but can also be significant variation. (Seldin, 2006) . There are traditions that all of the different organizations apply. These are traditions that speak to the core of the Montessori method, they speak to the heart. During my first course in St. Catherines graduate program, 54 of the components that constitute an authentic Montessori classroom were listed for the cohort to consider. We voted and were invited to self-report about what we thought were the most important components on the list. The top five choices were: Children are allowed to make choices, teachers should be certified, there should be three-year age groupings, children are allowed to make mistakes and self-correct, and that teachers should teach and model peace. These are all traditions that

Authentic Montessori transcend the teacher training organizations and they unite the spirit of Montessori. These are some of the components that, when believed in, can create authentic Montessori. Another key element is teaching and modeling peace in an atmosphere of respect. This elment stood out as the most valuable on my first day in graduate studies. Above all, I felt respected. I came to school to complete a life work. I came with ideas that were met with enthusiasm and encouragement. And I ask, How would that experience ha ve felt had it been different? In the article How Much Water Can You Add and Still call It Lemonade?, Jerry Abraham writes, I was exposed to so many teachers who often berated students, and sometimes even bullied them. (Abraham, Spring 2012). He also shares the results of this experience, So I learned from these teachers not to ask questions, and to not admit my lack of understanding. It was much more comfortable for me to get lost and be overlooked than to admit I needed help.

(Abraham, Spring 2012). Fostering an environment that instills the fear of asking questions is the complete opposite of what educators are responsible for creating. Without questions, education stops. Even worse is the fear of asking for help. If a child does not know how to ask for help, this could not only affect their education, it could affect their safety. The atmosphere of respect and peace is in direct opposition to berating and bullying students. Authentic Montessori educates the whole child, including the spirit. When a childs spirit is broken, a child cannot learn. Teaching peace and respect is a key component of authentic Montessori and should always be present. Authentic Montessori instills empowermentthe key to confidence. Confidence is how we face each day and take on its challenges. When educators believe in authentic Montessori, they give children the chance to learn in a peaceful and respectful environment that supports choices.

Authentic Montessori

This not only applies to children, as I found out on that first day, it applies to any learner. It is an intangible gift that can be shared with anybody.

Authentic Montessori References Abraham, J. (Spring 2012). How Much Water Can You Add and Still Call It Lemonade? Montessori Life, 22-25. Greene, P. K. (Summer 2005). Dear Maria Montessori. Kappa Delta Pi Record, 164-166. Huxel, A. (Summer 2013). Authentic Montessori: The teacher makes the difference. Montessori Life, 32-34.

Seldin, T. (2006, September Tuesday). Finding An Authentic Montessori School. Retrieved from The Montessori Foundation: http://www.montessori.org/index.php?option=com_content&view=article&id=265:findin g-an-authen