Specially for Montessori Teachers???
Why shouldn’t you MARRY a Teacher? Because, she does not have the time to mind her own kids and Loves the other kids who are in her class. So she is no-class for being a family member. What do you think? Why is this not accountability to the human Rights of child welfare?
ඇයි ඔබ ගුරුතිමියක් කසාද නො-බැන්ද ගතයුත්තේ? මක්නිසාද යත් ඇයට තමාගේ දරුවන්ගේ වගතුග බලා ගන්නට කාලෙව්ලාවක් නැති නමුත් අනුන්ගේ දරුදැරියන් ඉතා ආදරෙයන් රැක බලා ගැනීමට තියෙන නිසා විය හැක. ඇය පවුල් ජීවිතයකට සුදුස්සෙක්ද? ඔබ මොනවාද කියෙන්නේ? මෙවැනි අය ලමයි අපචාවලට සුදුස්සෙක් නොවේද?
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“Dr. Maria Montessori”
The child's choice, practical work, care of others and the environment, and above all the high levels of concentration reached when work is respected and not interrupted, reveal a human being that is superior not only academically, but emotionally and spiritually, a child who cares deeply about other people and the world, and who works to discover a unique and individual way to contribute. This is the essence of real "Montessori" work today. Our aim is not only to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his innermost core. Whoever touches the life of the child touches the most sensitive point of a whole which has roots in the most distant past and climbs toward the infinite future. The adult works to improve his environment while the child works to improve himself.
Montessori schools originated in eastern Italy in 1870, when Maria Montessori was born. She grew up as an only child and proved to be a willful and intelligent young girl who defied society's subjugation of women at the time. At age 12, she insisted on attending a boy's technical math and science school. Not surprisingly, her powerful character empowered her to go against all odds and she graduated from the University of Rome to become the first woman medical doctor. The Montessori methods and practices used today emerged from her scientific observations of mentally slow and poverty-stricken children at a care center in the San Lorenzo slums of Rome. She learned much from studying these children and engineered a nurturing environment enhanced with developmentally appropriate, specialized materials.
Here are four guiding principles which are distinctive to the Montessori way and which make Montessori education so child-friendly and unique:
Principle No. 1:
Emphasize on the Process of learning, not the Product- "Education should no longer be mostly imparting knowledge, but must take a new path, seeking the release of human potentialities." Children possess an intrinsic love to learn, to become lifelong learners. Focusing on the product of learning like a high-stakes proficiency test or semester exam will stifle a child's spontaneous and natural urge to learn. Dr Montessori would eschew today's practice of "teaching to the test," where the curriculum becomes a mile wide and inch deep experience. Instead, Montessori education spotlights the process of learning, rewarding a child's day-to-day efforts and improvements, no matter how small. Learning occurs in a supportive atmosphere of problem-solving, critical thinking, experiential learning, and ultimately, self-discovery.
Principle No. 2:
Self-directed learning and self-discovery can happen in a "Prepared Environment" where the classroom, materials, and social climate are supportive. Maria Montessori once stated, "These words reveal the child's inner self: 'Help me do it alone'." Children are respected and permitted to work alone or in small groups at their own pace with materials they select from a menu of options. This freedom of choice is far from permitting children to "do their own thing," since it operates within a set of age-appropriate ground rules based on Dr Montessori beliefs, such as respect for each other and for the learning environment.
Principle No. 3:
The teacher is a facilitator who inspires development of the "whole child"- physically, socially, emotionally, spiritually, and intellectually. Dr Montessori remarked decades ago, "We must observe the needs of a child...and respond to them with meaningful learning experiences." That's why Montessori teachers are fully trained to anticipate, recognize and respond to "sensitive periods" where children make great intuitive leaps and certain types of learning undergo a sudden surge in eagerness and intensity. The teacher "strikes while the iron is hot," directing the children toward materials that fulfill their developmental needs. Learning is based on individual developmental characteristics and needs, not on chronological age. The Montessori way respects the child as a unique person with an individual pattern and timing of growth and concedes that each child carries his own internal, developmental alarm clock. Different levels of ability, development and learning styles are expected, accepted, and used to design the curriculum. Children in multi-age and multi-grade Montessori classrooms move at their own pace. It would be foolish to establish a set age or grade cut-off date for a child to ride a bike. Likewise, Montessori classrooms do not dictate that all children automatically learn how to read simply because they've made 6 orbits around the sun. Some read by age 7, others may need more exposure to Montessori literacy experiences to learn to read by age 8 or 9. The teachers receive extensive training, personalized for each of four distinct age spans: infant and toddler, 3-6, 6-9, and 9-12. Children journey through these four developmental age periods in an orderly, sequential and predictable manner - but at varying rates. Montessori teachers are sensitized to the fact that kids learn best when the time is ripe- not school time, but their own. They always listen for a child's inner clock to chime.
Principle No. 4:
Dr Montessori sensed that ingenious developmental materials play a critical role in guiding children through each "sensitive period" and in sustaining a gratifying learning environment. I'll never forget witnessing a multi-handicapped child mainstreamed into a regular public school kindergarten enhance her visual-motor and self-care skills, thanks to the Montessori Dressing Frames. The child's fleeting attention span transformed into intense, sustained concentration as she experimented with snapping buckles, fastening large buttons, tying shoe laces, closing up zippers, and bow-tying. Dr Montessori, as physician and educator, learned the kind of things that aroused children's natural curiosity and which they faithfully went back to. The resources in a Montessori classroom are unique in that they are multi-sensory, sequentially increase in complexity, and are self-correcting. These characteristics smooth the process of learning from the concrete world of touch to understanding abstract ideas. For example, a young child eagerly playing with Montessori Golden Beads, the Hundred Board, Stamp Game, Spindle Box, and solid wooden rods divided into units by color and length, intuitively builds a solid foundation critical to comprehending higher level math concepts. The play is fun, but not random. The carefully sequenced activities build upon one another and learning advances naturally from the known to the unknown as the child grasps the concepts of number relationships, money, time, weights and measurements, and ultimately algebraic equations. These four guiding principles, discovered by Maria Montessori over a century ago, realize that the ability for a child to learn is enhanced by the development of activities and stimuli (materials) which fully utilize the present state of his receptive mechanism. Today, the Montessori way continues to capitalize on the physiological and psychological readiness of each child. The ultimate goal is to never lose a child's freshness, curiosity and willingness to explore and experiment.
Dr. Maria Montessori, one of the most important educators of our time, emphasized the need for early education. She wrote, "The most important period of life is not the age of university studies, but the first one, the period from birth to the age of six. For that is the time when man's intelligence itself, his greatest implement, is being formed. But not only his intelligence; the full totality of his psychic powers...at no other age has the child greater need of an intelligent help, and any obstacle that impedes his creative work will lessen the chance he has of achieving perfection."
THE REAL NEEDS OF THE CHILD
Montessori attitudes and philosophy are most consistent with the needs of a child in the process of developing and learning. Montessori's educational theories are based on the way a child develops naturally and then correlated for use as an educational system consistent with these laws.
Dr. Maria Montessori beleived that children from birth to age six posess an "absorbant mind." She discovered that children pass through "sensitive periods". these periods are times when children are especially ready to acquire and master certain learning skills. During these periods, they reveal surprising ability and show intese interest and determination in their learning activity. Children need only to be given the appropreate "keys" to open the doors to the real world and their vast potential.
MONTESSORI THEORY AND PHILOSOPHY
FREE THE CHILD'S POTENTIAL
Montessori Children's Center is an early childhood program integrating a comprehensive, developmental Montessori curriculum with a focus on the whole child and an interdisciplinary approach.
FIVE GOALS OF MONTESSORI TEACHERS