Seeing is Believing – The Art of Observation – Part 2

by Karen Pearce
‘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)

‘ 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

 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”

The Child, Society and the World p18-19