Profession Montessori school teacher

Montessori school teachers educate students using approaches that reflect the Montessori philosophy and principles. They focus on constructivist and "learning through discovery" teaching models, through which they encourage students to learn from first-hand experience rather than through direct instruction and thus provide the students with a relatively high level of freedom. They adhere to a specific curriculum that respects the students' natural, physical, social and psychological development. Montessori school teachers also teach classes with students differing up to three years in age in rather large groups, manage, and evaluate all the students separately according to the Montessori school philosophy.

Personality Type

• Social / Artistic

Knowledge

• Learning difficulties

  The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.

• Children's physical development

  Recognise and describe the development, observing the following criteria: weight, length, and head size, nutritional requirements, renal function, hormonal influences on development, response to stress, and infection.

• Montessori philosophy

  The principles and values of the Montessori ideology focussing on foundations of independence, freedom, natural spirituality, and the different planes of human development processes.

• Montessori teaching principles

  The teaching and developmental methods and philosophy of Maria Montessori, an Italian physician and educator. These principles involve learning concepts by working with materials and encouraging students to learn from their own discoveries, and is also known as the constructionist teaching model.

• Teamwork principles

  The cooperation between people characterised by a unified commitment to achieving a given goal, participating equally, maintaining open communication, facilitating effective usage of ideas etc.

• Curriculum objectives

  The goals identified in curricula and defined learning outcomes.

• Montessori learning equipment

  The special materials used by Montessori teachers in their classes for training students, more specifically equipment for developing several abilities consisting of sensorial equipment, mathematical equipment, language materials, and cosmic equipment.

• Assessment processes

  Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.

Skills

• Adapt teaching to student's capabilities

  Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.

• Assess students

  Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.

• Assist students in their learning

  Support and coach students in their work, give learners practical support and encouragement.

• Teach kindergarten class content

  Instruct pre-primary students in basic learning principles, in preparation for future formal learning. Teach them the principles of certain basic subjects such as number, letter, and colour recognition, days of the week, and the categorisation of animals and vehicles.

• Prepare youths for adulthood

  Work with children and young people to identify the skills and abilities they will need to become effective citizens and adults and to prepare them for independence.

• Guarantee students' safety

  Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.

• Apply Montessori teaching strategies

  Instruct students using Montessori teaching approaches, such as non-structural learning through the use of specially developed learning materials, and encouraging students to explore and learn concepts through discovery.

• Assist students with equipment

  Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.

• Give constructive feedback

  Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.

• Maintain students' discipline

  Make sure students follow the rules and code of behaviour established in the school and take the appropriate measures in case of violation or misbehaviour.

• Observe student's progress

  Follow up on students’ learning progress and assess their achievements and needs.

• Provide lesson materials

  Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.

• Prepare lesson content

  Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.

• Support the positiveness of youths

  Help children and young people to assess their social, emotional and identity needs and to develop a positive self image, enhance their self esteem and improve their self reliance.

• Demonstrate when teaching

  Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.

• Support children's wellbeing

  Provide an environment that supports and values children and helps them to manage their own feelings and relationships with others.

• Apply teaching strategies

  Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.

• Encourage students to acknowledge their achievements

  Stimulate students to appreciate their own achievements and actions to nurture confidence and educational growth.

• Assess the development of youth

  Evaluate the different aspects of development needs of children and young people.

• Apply intercultural teaching strategies

  Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.

• Implement care programmes for children

  Perform activities with children according to their physical, emotional, intellectual and social needs by using appropriate tools and equipment that facilitate interaction and learning activities.

• Assist in children's development of basic personal skills

  Encourage and facilitate the development of children's natural curiosity and social and language abilities through creative and social activities such as storytelling, imaginative play, songs, drawing, and games.

• Manage student relationships

  Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.

• Perform classroom management

  Maintain discipline and engage students during instruction.

• Manage children's problems

  Promote the prevention, early detection, and management of children`s problems, focusing on developmental delays and disorders, behavioural problems, functional disabilities, social stresses, mental disorders including depression, and anxiety disorders.

Optional knowledge and skills

Source: Sisyphus ODB