Explain how the role of the teacher changes in the process of the child’s growing normalization. In this essay I will describe the role of the teacher changes in the process of the child’s growing normalization. The term normalization has a specialized meaning. “Normal” does not refer to what it is considered as “ typical” or “average” or even “ usual”. (http://www. montessorinamta. org/Namta/geninfo/concepts3. html) Lecturer given by Dr. Rita (2006) ,indicate that Normalization is a technical word borrowed from the field of anthropology. It means becoming a contributing member of the society.
It was the discovery of Montessori observation of the children that was allowed freedom in an environment suited to their needs, they blossom and after a period of intense concentration, working with materials that fully engage their interest, children appear to be refreshed and contented. Besides that, through continued concentrated work of their choice, children will grow in their inner discipline and peace. She called this process “normalization” cited it as “the most important single result of our whole work” (Montessori,2007)Through my teaching experience teaching children coming from different background and nationality.
I was able to witnessed myself how satisfied normalized children and to the teacher to see children are engage in meaningful activities and posses the characteristic of a normalize child . Montessori found that it did not matter what sort of child it was but the characteristics of the ‘ normalized’ child is evident for the love of order, love for work, spontaneous concentration, attachment to reality, love for silence and of working alone, sublimation of the possessive instinct, spontaneous self-discipline, and joy. Standing, 1957) The transformations of the child was phenomenon to me when the child started school by crabbing toys from classmates, showing tantrum when the toys was not given to him and lack of discipline and order. The calmness and normalization appear when the environment is provided to the child. I tried to engage the child with the materials interest him. The behavior was not an immediate disappearance but with consistent effort to explained to the child to work on the activities in the class he or she could work on and bepatience to wait for another’s turn.
Gradually I see tremendous change and what a loving and bright child I discovered in this child who was causing misbehavior traits. Montessori referred to these misbehavior as “deviation” , or detours from normalization. The deviation is created when development is not allowed to proceed in a normal way. If the child misbehavior is not correct, it will only become worse as time progresses in the child’s life. Deviation could be classified in two categories. The first is deliberate which adult –fostered and thesecond is non-deliberate that those are not fostered by adults.
Deliberate deviations are caused by the lack of purposeful activities at home or in school environment. Thechildren feel the need to be constantly entertained. There are continually bouncing between toys, TV and computer time to alleviate boredom, but nothing holds their interest for very long. These children may also have the tendency to cling to parents. This could be the result of the child’s independence has been denied and they are unable to recognize themselves as a separate person. There are several deviation that are not fostered by adults and are often seen as “ normal” stages of development.
Montessori referred to there as deviations as fugues and barriers. ( Montessori , 1972) And deviations that are demonstrated by the strong and the weak. ( Montessori, 2007) In the Montessori classroom, it is described as the third factor of the environment changes the nature of the children’s learning and the teacher’s role. (MCI, undated) The teacher’s role to prepare the suitable and favorable environment with the aims and objectives are clear to the children’s learning with her knowledge of the characteristic of the process of “Normalization “to appear in the child’s development and exposure of the environment.
The child learns mainly from the environment we provide to children. ( MCI , undated,p. 26) The environment is meant to establish itself as the child’s spiritual home and he is free to the things that is important and gives a sense of purpose to him or her. ( MCI , p. 26) If the child sees the purpose in the activity such as the practical life, the physical environment of the class needs to be provided such as the child-sized furniture’s. Tables and chairs should be small,light –colored and easy to move for the children.
Mats are available for children’s to work on with the place the child wishes to work on an activity. ( MCI,undated) An ideal environment for children is also when the rooms are contained witharmchairs and sofas for games and books of pictures for readings. Cd player for music and singing time. The dining room that equipped for complete independence from serving to washing-up. Napkins, glass and knives were used for children to practice table manners and they learn to be independent. Atmosphereand the spiritual environment also may support the normalization of the child’s growing social development.
The atmosphere of the environment should be calm and quiet of children working on the activity the environment provided. Where things are in order and arein the exact place. Children will not chaos or asking the teacher if they can place the items or use the equipment. The teacher and children will feel the calmness and trust of the will of the children working on the activity. A spiritual environment will occur when the child is able to use the freedom imposed upon them to choose the activity they wish and have the no rush for an item the child work on.
Montessori stated that, “Freedomin intellectual work is found to be the basis of internal discipline. ” (Montessori, 1917/1065, p. 108) –Spontaneous activity in education: The advanced Montessori method ( F. Simmonds,Trans. ) . New York : Schocken. Then the freedom for the creative energy which is the urge of life towards the development of the individual will be a guiding principle, a very fine but unconscious directive, the aim of which is to develop a normal person. (1989. p12) Montessori believed that children who have choices will spontaneous engage with that which they need to further their development.
Having to observed children working on their own pace and freedom. I was delighted when children choose an activity such as the sandpaper tracing. The child put much focus and concentration to tracing the alphabet taught in the class. After several days ,the same child when on taking a crayon and started writing on the paper of the alphabet. The child call to my attention that he or she was able to write the letter correctly and independently. The child was feeling with happiness and confidents of the praise I imposed upon him that the letter written by him is correct.
It was such a phenomenon to observe the achievement the child attain. The choice of the activity of interest the child engage proves to make the child happy, active and gives a positive impact on his or her creativity. The role of the teacher is also set on an environment through work. Montessori stated that, A child’s desire to work represents a vital instinct since he cannot organize his personality without working and therefore, there is no substitute for work in neither affection nor physical well-being can replace it. Montessori, Secret of childhood) The teacher’s role is to prepare the environment that allows the child to actively engage in physical activity which is reality-base. ( MCI, undated) And that the child is able to repeat the activity. I discovered a child will continuously start the same activity when he or she arrives to school in the morning. I would gradually observe when the child will tries to take other activities to work on instead of the regular activity he worked. The same child will still do same activity again and slowly expanding his activity after a period of time.
As Montessori stated that it is important in our part to know the nature of the child’s work and when a child work, he does not do it to attain some further goal but his or her objective is the work itself. The repeated an exercise and brought his own activities to an end this end is the independent of external factors. The teacher’s initial approach with new children is to show friendliness and flexibility to children when they are new to the school environment. I experience the first day of welcoming the children in the kindergarten.
Children would normally cry wanting to go to their parents. Some may be happy and excited and spontaneously attracted to the toys and materials in the class to focus their attention to. The teacher should give a warm welcome and smile to the children. This will give the children feel at home. The teacher’s approached is rather active at the beginning by guiding and providing the necessary needs for the children at their first day of school. The child needs to get comfortable with the environment. The child needs to know orders in the class room materials.
The teacher first approached is to give the freedom and impressed on the child’s mind that they could do what they wish to do, as long as they do not bother other people or damage the materials in the class. ( MCI, undated) The teacher’s duty is to help those who need her help and attention to settle and get use the environment. As Montessori stated, from that moment the teacher shouldn’t be worry about the child “except to prepare the environment which may bar his way to perfection. ” (Montessori, 2007, p. 48) The teacher could prepare different element of things to do for the settling period such as music, storytelling, art and games. So that the attention of the children are towards the activities that stimulate the children’s interest. I have observed children tend to forget and settle very quietly when the children busy focusing on they were working on in the classroom. The teacher is flexible and approachable in giving the freedom and for the children to engage the material they work on. It is important for the teacher to be prepared oneself not only physically but mentally that the success of a eacher is the one who at times will sees all the tiny charges concentrating on their work independently of the teacher . And the teacher knows well that, when they are working in this way, the children are advancing more swiftly and more surely along the path of development that at any other time. ( Standing, 1957) She must be prepared of every detailand of the materials and work the child could engage in. Beatifying the environment. As Montessori also state that, “beauty and nature brought forth the most positive instinct in the child and encouraged the deviated child to respond to reality” ( MCI, undated, p. 27)
