‘The art of teaching is the art of assisting discovery.’ (Mark Van Doren)
This looks and feels so very different to my own school days. It has been fascinating to explore the spirit and approach to working with students at a Montessori school in Germany over the past few weeks. Laura, an English language teacher from Romania, sets out a creative range of different activities in a classroom. The children look around and choose whichever activity appeals most to them. Every activity involves doing something physical, not just thinking. I’m struck by how the teacher chooses to offer only minimal explanation. Each student works at their own level and pace and problem-solves for themselves, or with others, if they get stuck. The teacher is available – if needed.
Kathrin, a maths teacher, invites the students to sit in a circle and introduces me, briefly. She invites the students to practise English by asking me questions directly, questions to which the answer must be a number. They ask, ‘How tall are you?’, ‘How much do you weigh?’, ‘What’s your shoe size?’, ‘What did your trainers cost?’ etc. We notice that the measures I use in the UK are different to those they use in Germany. This sparks curiosity and the students work out how to convert the numbers I give them into those that are meaningful for them. The teacher writes each number on a large sheet of paper, then uses those numbers as the basis for introducing a maths method for that day.
Melina, also an English language teacher, from Mexico, works with those students who find learning difficult. She uses a creative range of short, energetic, and fast-paced techniques that capture and hold their attention. Again, I’m struck by the use of physicality in the activities she facilitates. She adopts an evocative elicitation-based stance, stimulating the students to lead the activities, to play an active role and to work out the answers for themselves. (I noticed my own temptation to step in if they got stuck and, paradoxically, how often they didn’t need my help – if I simply allowed them time and space to resolve their own challenges). I'm a student among students and I feel inspired.
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