THE HANDOUT – PART TWO

Quotes

„If a teacher sees that material is being used in a way that will not attain its goal, that is, in a
way that does not benefit the development of the child’s intelligence, she should prevent him
from continuing.“
Maria Montessori, Discovery of the Child, Clio, Chapter 11, pg 154

„Think of any instrument of precision, such as a microscope, used in order to study the
amoeba or cells fixed in the slime. If it is your purpose to study these specimens, you must
put your little glass slide precisely under the centre of the lens. You must fix the reflector
which is underneath so that it will concentrate the ray of light upon that which you wish to
observe and you must move the focusing screws until the lens is perfectly focused upon that
which you wish to study. If you wish to study these cells, you need to do all these things
precisely in this way. If you do not wish to see with the microscope, if you wish to use it for
some other purpose, such as putting the tube in your mouth, you may do so; but you will not
see that which you wish to see, and you will not train the eye to observe that which you wish
to observe.“
Dr. Montessori, The Advanced Montessori Method I, Chapter 3

“My experience is what I agree to attend to.”

Dr. William James, The Principles of Psychology (1890)

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“THE FIRST ACHIEVEMENT OF PSYCHIC ORDER – that special moment when the child
discovers some particular activity which spontaneously excites (great) interest and will
probably be the first step towards concentrated work.”
Dr. Montessori, The Advanced Montessori Method I, Chapter 3, pg9

„If you interfere, a child’s interest finishes, the enchantment of correcting himself is broken. It
is as though he says “I was with myself inside. You called me and so it is finished. Now this
material has no more importance for me.”
Maria Montessori, The Child Society and the World, Clio, pg 16

„A child does not need praise; praise breaks the enchantment. The child is not interested in
one material. It is a great inner energy, normality, which comes and you break this if you
interfere.“
Maria Montessori, The Child Society and the World, Clio, pg 16

„Attention is woven into the warp and woof of your freedom, individuality and your ability to
create your own unique experiences.“

„Everyone knows what attention is. It is the taking possession of the mind, in clear and vivid
form, of one out of what seem several simultaneously possible objects of trains of thought.
Focalisation, concentration, of consciousness are of its essence. It implies a withdrawal from
something in order to deal effectively with others.“
Dr. William James, The Principles of Psychology (1890)

„The essential thing is for the task to arouse such an interest that it engages the child’s whole
personality.“
Maria Montessori, Absorbent Mind, Clio, Chapter 19, pg 188

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 Dr. Montessori’s 12 Point Plan

1. Look after the environment in the most careful way, so that it looks clean, light and well
ordered. Repair things that are worn through use: mending and repainting, or obtaining
some attractive ornament. “Like a faithful servant who prepares the house for his
master’s return”.

2. Teach the use of the objects and show by example how one undertakes practical tasks. It
must be done with gentleness and accuracy so that everything in the environment can
be used by anyone who chooses to do so.

3. Be active when putting the child in rapport with the environment, and passive when this
rapport is achieved.

4. Watch the children so as not to miss anyone who is struggling to find hidden objects, or
anyone who needs help.

5. Go wherever he is called.

6. Listen and reciprocate when he is asked to do so.

7. Respect those who are working without ever interrupting.

8. Respect those who make mistakes without ever correcting them.

9. Respect anyone who is resting and anyone who is watching the others work without
disturbing him, without calling him or making him return to his own task.

10. Be tireless in trying to offer objects to those who have rejected them; and in teaching
those who still haven’t learnt and who make mistakes – making the environment as alive
as possible and yet keeping a concentrated silence, using soft words and a loving
presence.

11. Make his presence felt to those who are still looking, and hide it from those who have
succeeded.

12. Appear to those who have finished their work and have made every possible effort,
offering them his soul in silence, like a spiritual object.

Maria Montessori, The Child Society and the World, Clio, p18-19

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 Personal Reflection and Questions
• Do I truly remember and reflect upon the developmental principles and aims
behind the Exercises of Practical Life?

• Are we presenting sufficiently?

• Do we make the time to give the whole presentation in the first presentation?

• Do we truly enable the child to awaken their interest and develop

perseverance by presenting a multitude of Points of Consciousness (P of C’s)?

• Do we really understand the benefits on the child of P of C’s and as a

result think through What, How and When?

• To bear in mind that it is us, the adult, that initially provides the child with the
opportunity to extend experiences - to further the challenge, to encourage repetition
that leads to the development and lengthening of the concentration.

• Presentations are the key!

• When the children first come in at the start of the year it’s about presenting,
presenting, presenting!

• The chatty 4 year old, the runner, the twirler, the disturber - Practical Life is the
answer for all challenging children or moments.

• Our role is:

• To GUIDE and FACILITATE the child to be in contact with the materials;

• Once the child is experienced - to encourage the child based on their interest
and developmental need to return to the materials;

• To encourage unresolved faith in what your observation of the child reveal –

trust your observations;

• To believe in the power and value of P of C’s;

• To ensure that we represent and offer P of C’s to take the child’s drive and
interest on to a new and deeper level.

• It is the P of C’s that have the greatest role to play in supporting the shift from a
purely superficial interest into that of a conscious choice.

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 The principles and the implications of P of C’s

• It is about the extending of the challenge - with an achievable outcome - yet it

requires an effort on the part of the individual that calls them to persevere.

• Psychological implication - it makes a demand of the child - the demand of the body
and the mind to work together in an intelligent and purposeful act.

• It is ONLY through repetition that the child will reveal where their interest is - and
also enables him to move from the place of superficial interest to a place of giving
attention and concentration.

• P of C’s reawaken, call the interest to question and challenge the mind and body.

• P of C’s take the experience further from the child - to go deeper - that leads to
concentration.

• The role of the guide is to step in after the first presentation and based on the
observation to offer significant P of C’s.
There is a delicate balance of knowing when to step in and when to trust in the child.

• Remember - the more the child is able to do -

- the greater the choice

- the greater the freedom

- the greater the self confidence

• Outcome is independence – a self-motivated individual who has a strength and a

determination of a character.

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