fOLLow the child to reach the child

​Education is a like a living entity: it continues to grow, change, and develop over time. The needs of the society and the current abilities of the students decide how the current education models need to evolve. However, there are many who believe that educational practices should not fluctuate. There is wisdom in staying with the "tried and true", but not when it does not work anymore.
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The typical education system in North America expects children to sit still at their desks while a teacher lectures them on a topic they may or may not have any interest in. The student is expected to pay attention, take notes, and study these notes in preparation for a test or exam. Once the student has been evaluated with his understanding, (or lack thereof), on the topic, the student is given a grade and is moved on to the next lesson. This method has been proven not to be effective in having students reach their potential. In order to learn, one must be aware of what one does not know, and then build from there. The main problem with our current system is once the student realizes what he does not know, the unit is over and a new one has begun. This system is about memorization, not about understanding and internalizing new information into one’s knowledge base.

The Montessori method, in my opinion, is a common sense and productive model which all students can benefit from. Movement is key to learning, and in the Montessori classroom many concepts are taught through movement and exploration. Each child’s brain develops different areas at different times, and these sensitive periods are when a child is most receptive to learn these specific skills. For example, when the baby’s brain is developing language pathways the child will naturally become interested in watching how people’s mouths move, how different sounds are made, and will try to vocalize and mimic the words they hear. Knowing this, observing what the child’s natural and immediate interests are will tell the Montessori guide what the child developmental needs are at that moment.

When Dr. Montessori started to work with children in an educational setting, she worked with the “unteachable children” who were locked away in asylums. These children were unable to sit at tables and think abstractly while listening closely to lectures.  She took a different approach and observed each child to discover and follow their specific needs. What she discovered was that children need sensorial stimulation and movement to learn. She worked with these children and gave them the opportunities and experiences they needed; eventually, they were able to successfully write the same exams as their peers.

With this inspirational new direction, many people flocked to the Montessori method of teaching. It is a world-wide system and has proven to be extremely effective for teaching children. However, as the popularity with the Montessori method grew, the inclusivity of it did not. Many parents are told, “Montessori is not for every child”. This is an infuriating statement, for, the truth is, Montessori is for every child, but the guide must be trained with how to reach the child who needs additional supports.

Many Montessorians will defend their belief that modifications are not needed, but then become frustrated and perplexed when a student does not thrive in the environment. This is where the problem lies: if the method is perfect, but the child isn't learning, then the child may be blamed to be at fault. I agree that a Montessori education is superior to all others I have encountered, but if it does not allow for an inclusivity, then the method is naturally faulty.

What happened? How did an educational system, born out of the desire to support the “unteachable” children of her day, morph into a system of education suited only for neuro-typical children?

I have been teaching in Montessori classrooms for over 20 years. I am raising two autistic children with my husband. Life is hectic but fun and full of love. School, however, is tormenting. Every year, my husband and I fight with the public school system to get them to understand the needs of our children. Every September I am told, “he will be fine”, and, “she is starting well, you are over-exaggerating”. Then, come March, I get the phone call that work has not been completed and they are in danger of failing. The teacher now believes something is going on and requests extra help for my children. Of course, by the time the extra-help comes it is the end of the school year. The following September we repeat this cycle. While in Montessori schools my children excelled, however, this was not a financial reality for my children past the third grade.

This information is necessary to explain why I understand the heartache a parent feels when a teacher blames the child for not learning. I have always believed that a teacher’s job is to teach, and if my child is not learning then the teacher hasn’t taught my child, which means the teacher has not done her job. If the teacher is not going to follow the child, the child will get lost.

If my student is not memorizing the phonetic alphabet at the same rate as his peers, then I need to observe and reflect on what else I can do to reach him. Does the child need more repetition? Is there a hearing issue? Could dyslexia be presenting itself? As an educator, I need to find a way to reach the child, anything less would be a disservice to the child and their family.

The worst days are when I have to admit to a parent that I am not educated enough to truly and effectively help their child. It is never because that child is not a good fit for Montessori, but because I was not educated nor equipped enough. I have concluded, if my goal is to “follow every child”, then I need to broaden my knowledge base and continue to learn and adapt my Montessori training to the needs of the children of today.

I know I am not alone. There are many parents and Montessori guides who have struggled with the same challenges. Year, after year, we are learning that neuro-divergency, and many other challenges, are not going away. As educators, it is our job to reach each child as best we can, and we can only do this by accepting them, observing them, and following them where they need to go. 

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