Courtney Miller

Education 111
Professor Myers
10/8/20
Montessori Observation

Definitions:

Multi-age Grouping: Classrooms divided into two groups 3-6. Children stay with the same
teacher in three year cycles.

Classroom Design: The classroom is set up for the children to learn at their own pace.

Prepared Learning Environment: The environment is designed to encourage independent

learning. Activities are developed to meet developmental needs and interests of each child.

Teacher Role: Teachers roles are to design and create lessons, observe, guide and supervise
and help children when needed. As well as maintain respectful relationships with the children
and families.

Montessori Learning Materials: Sensory based tools for children to learn through their senses
and through repetition and independent practice.

Practical Life Activities: Self care activities and activities caring for the environment.

Sensorial Exercises: Help children learn discrimination and order through their senses. Helps
the child become more logical, perceptive and aware.

Caring Community: Teachers, families, and children all give each other respect and
communicate with calm voices.

The classroom I observed had a mix of three and four year olds. The classroom was
designed and set up with all the toy bins labeled with the names and pictures of the items
inside. All the toys were at an easy reach level for all children. The classroom had all the bins
open and available for independent learning. The classroom I observed also had lots of different
open ended blocks. In the prepared learning environment the children are given choices on
what they can and want to do. During the day the children have different centers they can go to
based on the month’s theme and Bible story. One center is with the teacher doing activities that
some may need a little more help with. The teachers all do their role in maintaining calm and
respectful relationships with the children. When a child is upset the teacher asks, “let's talk
about it, how did that make you feel when…” “How can we make that better or what can we say
to…” Teachers get down to the children’s level when talking and maintain eye contact. The
teachers help the children learn self care through washing hands, putting on their coats and
shoes on their own, and learning how to zip them up on their own. The teachers plan sensorial
activities such as painting and painting with different items and different paint. The teachers,
children and families all have respectful relationships and you can tell there is trust built
between each family and the teacher.
I personally like this way of teaching better because I have witnessed many children that
have too much free time struggle to control their emotions and be kind and respectful. I feel that
the children do need structured time as well as unstructured time. I feel this center has a good
balance between both. The children are able to do what they want and what interests them
during unstructured time. During structured activities the teachers make the lessons fun and
engaging and each child gets a small amount of one-on-one time with their teacher. I feel that
getting one-on-one time is very important for children to build their trust with their teachers and
some children may not get enough attention at home and come to school looking for the
attention that they need. If the children feel safe and comfortable with their teacher they will
seek loving attention from them instead of acting out for attention. I do believe that children
need “play time” to develop social skills, learn how to solve problems and learn what their
interests are.