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The teacher must derive not only the capacity, but the desire, to observe natural phenomena. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.
Maria Montessori
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Maria Montessori
Age: 81 †
Born: 1870
Born: August 31
Died: 1952
Died: May 6
Inventor
Lecturer
Mathematician
Pedagogue
Philosopher
Physician
Psychiatrist
Psychologist
Teacher
Maria Tecla Artemisia Montessori
Feel
Capacity
Must
Activity
Montessori
Feels
Teacher
Derive
Position
Observer
Lying
Observers
Natural
Phenomena
Desire
Observe
Understand
Phenomenon
More quotes by Maria Montessori
The child endures all things.
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It is exactly in the repetition of the exercises that the education of the senses exists not that the child shall know colors, forms or qualities, but that he refine his senses through an exercise of attention, comparison and judgment.
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When dealing with children there is greater need for observing than of probing
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Our aim is not merely 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.
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The first essential for the child’s development is concentration. The child who concentrates is immensely happy.
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Order is not goodness but perhaps it is the indispensable road to arrive at it.
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No social problem is as universal as the oppression of the child
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The instructions of the teacher consist then merely in a hint, a touch-enough to give a start to the child. The rest develops of itself.
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Movement, or physical activity, is thus an essential factor in intellectual growth, which depends upon the impressions received from outside. Through movement we come in contact with external reality, and it is through these contacts that we eventually acquire even abstract ideas.
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It is well to cultivate a friendly feeling towards error, to treat it as a companion inseparable from our lives, as something having a purpose, which it truly has.
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To teach details is to bring confusion to establish the relationship between things is to bring knowledge.
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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.
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In the psychological realm of relationship between teacher and child, the teacher's part and its techniques are analogous to those of the valet they are to serve, and to serve well: to serve the spirit.
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The child is an enigma… He has the highest potentialities, but we do not know what he will be.
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A teacher, therefore, who would think that he could prepare himself for his mission through study alone would be mistaken. The first thing required of a teacher is that he be rightly disposed for his task.
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The teacher's task is not a small easy one! She has to prepare a huge amount of knowledge to satisfy the child's mental hunger. She is not like the ordinary teacher, limited by a syllabus. The needs of the child are clearly more difficult to answer.
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Only practical work and experience lead the young to maturity.
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The human hand allows the mind to reveal itself.
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There are many things which no teacher can convey to a child of three, but a child of five can do it with ease.
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A new education from birth onwards must be built up. Education must be reconstructed and based on the law of nature and not on the preconceived notions and prejudices of adult society.
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