Their World, Not Ours
I strolled toward the fence, made of a dark wood and smelling like it had just been cut from the forest the day before. To my right were row of planted beds: heirloom tomatoes, sweet red peppers, meticuliously cared for and ready to be picked. Inside the yard, the playground was surrounded by even more garden projects and a shaded area stood off by the side, arranged with low tables and chairs. Little children, wearing little aprons and carrying little trays, came out of the building and sat at these minature tables. They sat absorbed in their work. Some were sewing with a thick piece of colorful thread. Another was painting at an easel. And one table of children sat in a group working with geometrical solids. I went over to the table and picked up one of the shapes. "What's this box for?" The little boy looked up at me and with an air of correction, "That is not a box, it is a trinomial cube."
I am officially dumber than a four year old.
Embarrased, I set down his 'trinomial cube' and stepped back so that he could keep doing whatever it is you do with one of those things.
Dangerous Minds
Many people have a very vague notion as to just what Montessori education is. Some think it's a cult, probably because it is a private institution where the cirriculum centers around the philosophies of just one person. Some have asked if it's religious. While the theorist herself was Italian and therefore, Catholic, there is no trace of religion within the schools.
But what it is, in fact, is one of the most radical forms of education out there. It produces exactly the kinds of kids that the public school system is trying to avoid- children who voice their own opinion, are extremely independant, and do not fall in line, but rather choose what is right and make their own line. These are not kids that will just sit quietly at a desk and take orders from a teacher, trying to asses their self-worth by some arbitrary grading system which seperates the 'haves' from the 'have-nots'. These children are exactly the kind that a world dictator would find very dangerous. In fact, Montessori schools in different parts of the world have been shut down in the past by regimes, because of the 'dangerous, independent minds' that the method produces. Mousselini did it. So did Franco and Hilter.
Self-Guided
The children at my school range from 3 to 6 years old, but are grouped together in one grade. In this way, the older ones are role-models for the younger, often 'playing teacher', and showing the newcomers how things work in the classroom. Everything is in minature: the sinks, the shelves containing all sorts of 'works'. There are no toys in the environment, but these children don't seem to mind. One child, carefully carrying a tray of dried beans across the room, tips the corner of the tray and the small beans dance across the floor. Several children stop what they are doing and rush to help pick up all of the fallen beans. A girl with strands of ribbons coming out of her tightly curled hair, walks over to remind another child that they forgot to tuck in their chair. The teacher stands calmly in the corner of the classroom, a camelion, blending with the wall behind her, observing the children quietly, noting each individual's progress.
A Rebel in Corset and Stockings
Maria Montessori, as you might have guessed from the name, is the one who came up with this educational method. She was a rebel of her times: Italy's first female doctor, a feminist, anti-war advocate, evolutionist, and scientist who had illicit love affairs and refused to marry.
Montessori continued in the foosteps of Itard by educating children in insane asylums. She shocked the world with her success, and helped progress the now modern take on mental illness. She thought if her method could help mentally ill children become as intelligent as normal children, than this method, when applied to normal children, certainly would create unlimited potentials. She believed that we are all born with this unlimited potential, but the environment around which we grow will determine whether or not we will reach that potential. And so, the whole methodology which I am now studying has to do with the purpose of advancing human evolution to a higher plane. It is a form of education that is concerned with fostering a love of learning within the child. There are no grades, no homework, no 'teachers desk and chalkboard' and no forced competition. I teach good values and I help children become confident, independant, not grade-obsessed and obedient. I do not teach at the students like I did so often in Japan, rather I guide them toward work that may be of interest to them and I give them the key to unlock their own doors. Our educational system teaches children that something is only worthwhile if there is a reward tied to it, and fosters citizens who have no sense of personal accountability. I am trying to build children that do, and help repair this damaged country one child at a time.
The children's response to this is amazing. The method really does work. The children I have in my class are, intellectually, 3 years or so ahead. Right now, my class consists of 3-6 year olds, all grouped together. The older ones are role-models to the younger ones. These kids prepare their own snacks, set the table for lunch, and clean up after themsleves. They have a more advanced vocabulary than I do. And, unlike in public school, I can give the kids as many hugs as I want!
Just another Utopian Ideal?
Currently, I am working at a tri-lingual Montessori school in the bay area. I am the English teacher and I work side by side with the Japanese and Mandarin teachers, so the children learn three languages at once. In this way, I get to keep up with my Japanese and I'm starting to pick up more Mandarin, which is fun. Speaking Japanese is really soothing, and Mandarin, well, it reminds me of throwing darts- an entire idea is expressed in just a few sharply toned sounds.
And I love my students. One of my favorites, a little rosey-cheeked boy around the age of 3, approached me yesterday in a very serious matter. He had big news to tell me: "Lisa Sensei?", 'Yes', i replied. "I have a shadow." He then walked back to his table. Amazing discovery!
While the kids are a joy, the downside of my job is my head directress, lets call her Madame Frown, a knowledgable person whom means well, but everything that comes out of her mouth is a criticism. Now, as ideal as the idea of a tri-lingual environment sounds, in practice, it doesn't really work. Because it is difficult enough to find certified Montessori teachers, let alone ones that can speak Japanese or Mandarin fluently, the other teachers are either underqualified or can not speak English. This has lead to quite a few problems at staff meetings, where Madame Frown will spend an hour telling us how she wants the school run, only to realize that half the staff does not understand what she is saying. And thus, confusion ensues. Madame Frown is also very strict, and can often be found either scolding the children, or scolding me for not scolding the children.
I can remember having many teachers just like M. Frown when I was growing up. How come so many teachers seem to clearly not enjoy children? Why don't they just stop teaching if they are so clearly unhappy? This, I can not figure out. Yes, children can be an exhausting headache, but I guess the reason I feel so drawn to them is the same reason I sometimes prefer the company of an animal to that of an adult human. Dogs and children- they are so pleased by the simplist of things. They do not use there mind to worry- they live by the moment. And their loyalty and trust in you is unmoving. What happens to the adult person that so removes us from these characteristics? And can we return to that state if we want to?