When it comes to children, it is important that their teachers and caregivers are well equipped with the best teaching approach required to handle them in a classroom setting. Ensuring that children have received quality education from the time they join pre-school all the way to college is every parent’s dream. However, in order for this to be achieved all the parties involved-teachers, parents and students- must work together to facilitate quality learning. Different philosophies on the most recommendable teaching approaches have been put in place to deal with different situations concerning children. In their own different ways, they have been able to impart positive values on children and at the same time they have facilitated quality learning for the children. This paper seeks to use the Shane’s case study to shed some light on the Montessori teaching approach and its applicability.
According to Maria Montessori, one of the greatest principles underlying learning of children is the ability to facilitate an environment where the child’s needs are respected and both the care giver and the teachers show courtesy in how they deal with children. According to this theory there has to be a balance between the child’s freedom and discipline while at all times observing respect for the child(Montessori, 1912). The Montessori approach stresses on freedom and independence of the child. The classroom is viewed as a laboratory where learning takes place. The children are free to discover and explore while selecting their own work. This form of independence enables the child to acquire self -discipline and it empowers them on a social as well as an emotional basis(Lillard, Lillard, Else-Quest, & Else-Quest, 2006). In Shane’s case getting him involved in such a program, which caters for his interests, would help him discover the things that he enjoys and enable him to become more independent and less clingy after figuring out his interests. Once Shane is involved in a learning experience that doesn’t make him feel cornered and restricted, his attention will naturally shift from home where he is likely getting the freedom and attachment that makes him clingy. Shane’s acquired independence would facilitate and enhance learning because he would inevitably become curious, creative, and his intelligence nurtured. Since this model of learning doesn’t involve teachers giving lessons to a whole class, the teachers work is made easier in helping maintain intellectual, social, physical and emotional environment whereby children are able to work and learn adequately(Damore, 2004). The independence when mixed with the curiosity sparked from brief lessons given in small groups will allow Shane’s interest to grow in such a way that he is intrigued enough to go back to his learning material on his own and experiment working on them. This will allow the teacher to closely monitor Shane’s progress as well acquire necessary information in his weaknesses, strengths, interests and a glimpse at his personality.
Parents are a great resource towards ensuring discipline is upheld in their children. When using this approach different activities can be a tool to ensure that partnership is created with the aim of teachers and parents working together to help the child. The first thing that can foster good teamwork is through ensuring that there is free and clear communication between the parties involved. This is done through the organization of conferences as well as meetings. Parent are able to clearly share with the teachers on issues that concern the child’s behavior at home and they are able to hear about their discipline in school from the teachers. Together they can further discuss on the way forward and the different techniques they can both apply in order to ensure that there is a significant behavior change(Murray, 2011).
Another way to create an effective partnership is through respecting the diversity that different parents have in how they run their families and in how they raise their children. In order to foster understanding between the teacher and the parent about issues to do with the children, showing them that you respect and understand their point of view will help them accept any correction you might offer them in the way they discipline their child or on what they need to change positively. Giving parents a forum to meet and interact with each other will also create an effective partnership because through sharing experiences parents can be able to offer help to each other. For example if Shane’s mother is introduced to another mother whose child has been able to overcome being clingy, she might get some advice on how to deal with Shane so that he can improve his behavior. Lastly, both teachers and parents should make an effort to listen and respect each other expert skills in catering for the child’s wellbeing. This will ensure that both parties work as a team in the process of modifying the child’s behavior.
Even though having Shane in such a program can be very effective, there are some challenges which might make it a little difficult for this plan to fully succeed. One of the challenges can be on the financial aspect, if it becomes a problem to the mother to afford this form of program. The Montessori approach is quite costly and sometimes it becomes a hustle for parents to fully cater for the expenses throughout the program. Another challenge is being able to pinpoint the exact activity the child finds interesting especially because children’s interests keep on shifting. To solve this problems facilitating and ensuring that there is clear communication with the mother would make it easier to know which activities Shane finds very interesting. On the financial issue, giving Shane’s mother a clear breakdown of how much it will cost is necessary and if she is not able to afford it then it’s important to help her to look for another alternative that is cost effective and that would help Shane as well. It’s important to note that being able to recognize and use the best teaching approach ensures that the child’s education and life is well taken care of .
REFERENCE
Damore, S. (2004). A Road Map: Montessori Curriculum and Learner Outcomes. Montessori Life, 16(4), 30–35. Retrieved from http://libezproxy.open.ac.uk/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=16137833&site=ehost-live&scope=site
Lillard, A., Lillard, A., Else-Quest, N., & Else-Quest, N. (2006). Evaluating Montessori Education. Science, 313, 1893–1894. http://doi.org/10.1126/science.1132362
Montessori, M. (1912). The Montessori Method. English. http://doi.org/10.1080/00131726509339429
Murray, A. (2011). Montessori Elementary Philosophy. Montessori Life, (2000), 22–34.
