Amy Johnson – Kōwhai Head Teacher
When I meet people for the first time and we inevitably get to the questions of “What do you do for a living?” I always have to pause and consider if I want to keep the conversation brief and answer “I’m a teacher”, or if I have time for a discussion I say “I am a Montessori guide” occasionally specifying that I work with 3-6 year old children. But why do we use the word “guide” instead of teacher in a Montessori context? There are actually many different fascinating and philosophical reasons. First of all, our ‘job’ or purpose in the akomanga (classroom) is to support, encourage and facilitate discovery and self-directed learning, rather than dictate, prescribe or pass on specific information. This goal stems from a deep trust in the child and their abilities that underpins our philosophy of human development. We function on a belief that given the right materials, environment, and provocation, children actually educate themselves through their own efforts, thoughts and actions.
The word “guide” better reflects the Montessori philosophy that children are naturally inclined to learn and thrive when given the freedom to explore and discover their world within carefully considered guidelines and specially prepared environments. Our job is to connect tamariki to their environment and to experiences that put them on a path of discovery. Through their own exploration, trial and error, persistence and effort they are discovering new concepts, new understanding and new information. They are discovering their own strengths, challenges and their specific, personal interests, characteristics and traits. They are discovering their ability, their power and their place in the community, culture and world. The child’s own curiosity, inquisitiveness, investment and interest becomes the fuel that motivates the most meaningful learning.
The word “guide” also better expresses our responsibility as an observer and a mentor. We are always striving to recognise individual strengths, interests, and developmental needs to ensure that we are providing individualized support and connecting tamariki to the right learning opportunities. You might be surprised to learn that we spend very little time in front of the whole class but rather move through the akomanga, working with and supporting individuals or small groups of tamariki who are busy with self-chosen, focused tasks and activities. A guide’s aim is to observe each child’s individual pace and interests, connecting them with appropriate materials, and then stepping back to allow for self-directed growth. Dr. Montessori said “In our schools the environment itself teaches the children. The teacher only puts the child in direct contact with the environment, showing him how to use various things.” (The Child in the Family, p. 64)
We are continuously trying to lay just the right ‘bait’, provocation or to provide the right amount of ‘help’ to allow the child to master the exact skills required. This preparation ideally leads each tamaiti to their own “Aha!”-moment or accomplishment. This type of learning is exponentially more meaningful and memorable, than getting a grade, a star or some other external adult-gifted-reward for remembering and demonstrating knowledge that a teacher chose and provided as ‘important’. Dr. Montessori understood that children construct their own knowledge and sense of self, and the guide’s role is to assist, almost as a servant, this self-construction by providing a prepared environment and resources for children to explore and discover knowledge independently. A “guide” helps tamaiti navigate the learning environment and find their way to success, rather than controlling or directing their actions, interests and accomplishments.
So I must admit that when there is a form that asks for my “Occupation:” I will write “teacher” … but sometimes in social settings, I will answer “a guide of three to six year olds” and know that I’m in for a good conversation.
