Compare Montesssori And Powell

The Montessori system of education was developed during the first half of the 1900’s by Dr. Maria Montessori as a result of her extensive research observations and experimental testing (Lillard, 2005, pp. 16-18). Dr. Montessori was of the belief that children contain an innate desire to learn and her research showed that, when given the

Children, for instance, are not always pleasant to be around. They are growing and developing into being an individual, which can look very messy as they learn how to communicate, to work with others, empathize, self-regulate, as well as not lick everything. In fact, as a developing educator I must first understand that this profession is not for the faint at heart. It takes dedication, commitment, time, attention, and continued professional development while utilizing evidence-based research to ensure I have the necessary tools to meet my students’ demanding needs. Loving children is certainly part of the job, however, there are elements in love that are necessary to produce effective care. For instance, guidance is an essential element of love as boundaries are another(Gonzalez-Mena, 2017,p.175). Without guidance or boundaries, a child will have a difficult time self-regulating and understanding the limits within their environments. Children need assistance to grow and develop through the various factors that are often at conflict with one another(Gonzalez-Mena, 2017,p.174). Therefore, to be an effective teacher, one must provide a responsive learning environment that will guide and encourage the child to develop to their fullest in every domain.

Colin Powell’s and Maria Montessori’s ways of structure in child's educational paths, are opposites of each other. Powell shows how a teacher should be like a drill sergeant to make sure that their students have structure. Powell uses phrases like “...they come to admire they drill sergeant and they never forget the drill sergeant.”This meaning, one might hate a teacher at first, but maybe in the future, they will be able to connect with the teacher and come to love them. Someone who seems mean and pushes one to do one’s best, will leave a lasting impression on someone. Powell also uses the phrase, “...they can obey instructions and know the consequences of not obeying instructions...they are mature.” Meaning, once they learn skills like obeying

Maria Montessori founded an education system which is called Montessori and still bares her name, her system is based on belief in the child’s creative potential, (Douglas, n.d.). Her first Casa Dei Bambini (Children’s house), where Maria was using her approach of teaching was opened in 1907 in Rome. She was great educator who believed that children are learning through their personal experience at their right time and their own pace. (Ridgway, 2007). Children rather than learning largely from what the teachers and the textbooks say, learn from “doing”,(Douglas, n.d.). To provide for children an effective, independent learning process, and that they become a competent and confident learner, Teacher had to provide for children a healthy, clean, well-prepared and well organised environment in which children could develop. Maria Montessori came up with idea that if children have to work and play independently, they have to be comfortable and need appropriately sized tools and items that fit their small hands (Mooney, 2000). Montessori believed that children learn through sensory experiences. Teacher has a responsibility to provide wonderful sights, textures, sounds, and smells for children. Sensory

In the text, ‘Dr. Montessori’s Own Handbook’, Maria Montessori uses allusions and word choice in her handbook to impact the reader in multiple ways. Montessori uses her word choice in her handbook to try and make an impact on the reader. Some of these include “desire”, “submissive”, and “expect”. Initially, she uses the word “desire”. She conveys the meaning of “desire” by comparing and contrasting children’s desires to the adult’s desires, which in retrospect, are very similar.

I am attending Concord College to further my education. After graduating with an Elementary Education Degree, I would like to teach in an elementary school in Southern West Virginia. Preferably, I would like to teach in a kindergarten environment. While teaching I plan to further my career with a Master’s degree. I would like to be able to reach those children that aren’t as fortunate as others. As a teacher I will not only teach the children, but they in turn, will teach me. Education is one of the most important aspects to the success of the country. It is important for everyone to feel a part of that success; therefore, I feel strongly about teaching students to succeed.

Montessori believed 2 conditions were necessary for a child's psychic growth to occur. Firstly the child is dependent upon a close relationship with their environment, both the things and the people within it. Secondly, the child needs freedom. Without these conditions being met, the psychic life of a child will not reach its potential and the child's personality will be stunted. In the words of Montessori, for the children who have "met with severe obstacles during this period, deviations of personality may ensue" (Montessori, 1988, p.178).

In reality, the children move about the classroom independently, choosing the order of their learning activities. There may be 15 or more activities, or ?jobs? as they are called in some Montessori classrooms, occurring at the same time with small groups or individual work, yet the classroom remains quiet, yet busy and productive, sometimes with the soft hush of classical music playing in the background. Many Montessori school classrooms place a card around the child?s neck with the day?s objectives written in the form of a checklist for the students to monitor themselves. This checklist encourages the students to take responsibility for their own learning, as well as discourages prompt-dependence, since the student need not wait for instruction. Some of the activities in a Montessori classroom include reading, pre-reading using phonics, math, discovery science and writing. Children learn skills in a way that he or she is not aware that learning is taking place. For example, a child playing in the sand box with a small rake is not aware that he or she is learning fine motor skills and how to hold and control a pencil. Another observation in a Montessori classroom is that most classrooms tend to span three grade levels. This practice allows to children to become mentors to younger students. Also, the large gap in developmental levels allows children to ?learn at their own pace? (Keller, 2001), which is another important Montessori

In contrast to Montessori’s patience idea Colin Powell says, ¨When does the learning process begin?...it begins when a child in a mother's arms looks up at the mother and says ¨¨oh this must be my mother … it is her language I will learn¨. Colin powell stresses how we must start the learning process early and continue it at a steady and reasonable pace. This shows that powell thinks we need to push education on children even before they can speak. The push of early education is something that powell believes should be incorporated in raising children.

n a section on Freedom in “Dr. Montessori’s own handbook,” She uses word choice and allusions to show the reader her thoughts on children. Let’s start out with her choice of words like “cools”,”Initiative”,”Imitate”, and “equality”. These choices of words try to make the reader think more in depth about what Montessori is about to say. The word “cools” compares a child's enthusiasm to a fire. A fire is wild and crazy just like a child’s enthusiasm to things. She wants it to be the same as for them when they are faced with education. The word “Initiative” shows how the child’s learning and education should be their choice and proves one of the main parts of Montessori schools. They believe in individualized learning and that is on of the things

The Secret of Childhood by Maria Montessori Maria Montessori passionately reveals to us the inner workings of children as they develop into their full potential in an effort to assist adults in understanding and supporting this process. The ideas and methods shared have become the foundation for the Montessori model of education. In the introduction, Maria Montessori asserts “there is no real place for children” in today’s modern society where parents are working, cities are crowded and deemed dangerous, and the home is often filled with furnishings off limits to children. We are asked to consider where children feel they belong and are understood. Though Maria believed that great progress was underway when writing this book, with an

DR Maria Montessori’s main discovery was the reality of a child’s true nature WHICH IS the NORMALIZED CHILD. She described the

Dr. Maria Montessori is the creator for the Montessori Education Method for a new world who devoted her life to improve children’s education excellence. Her educational method is widely used in schools or at home for children 3 t0 6 years old. Maria Montessori lived through one of the traumatic time eras of the world history, which changed everybody’s lives including children. It was the time of anxiety, cruelty, death, family separation and children facing starvation. Maria Montessori felt the best solution to overcome endless, war, violence and poverty is education. Therefore, Maria Montessori believed educating the next generation will improve children’s live and future of the

Dr. Maria Montessori was a keen observer of children. She used her observational and experimental proclivities from her medical background to develop, what we might today call, a Constructivist understanding of the process of learning. She studied them scientifically. If she saw some unusual behavior in a child, she would say,”I won’t believe it now, I shall if it happens again”. She studied the conditions in which the children would perform those actions.

Maria Montessori was the originator and founder of the Montessori Method. She was the first female to graduate as a doctor from her university in Italy. After graduation, Montessori's work with so called “idiot children” led to an interest in child development. (M. Beaver et al, 2001, p.379) After researching Montessori was convinced there was a need for special schools catering to children who presented learning disabilities.