1. PSED 3
The early years of a child’s life are the most important in terms of their
general well being, their emotional and social development, and their physical,
intellectual and emotional growth. With this, I apply the Ma. Montessori strategy
of teaching because this is the most often applied at the pre-school level due to its
focus on early child development. My role as a teacher is that of an observer whose
ultimate goal is to intervene less and less as the child develops. I create an
atmosphere of calm, order and joy in the classroom and there to help and
encourage the children in all their efforts, allowing them to develop self-
confidence and inner discipline.
Just like in Montessori approach, I give my pupils freedom to work and
move around within suitable guidelines that enable them to act as part of a social
group and I encouraged all children to develop their personalities socially and
intellectually at their own pace.
In method of teaching, I most likely in Montessori method of teaching. I
act as a guide, watching over the classroom to remove obstacles from learning but
not participating as a direct instructor. I give lessons that often involve how to use
or play with the instructional toys in the classroom. I also believe in “Teach by
teaching, not by correcting” by Montessori teaching method. There is no paper
turned back with red marks and corrections instead the child’s effort and work are
respected as it is. Through extensive observation and record keeping, plans
individual projects to enable each child to learn what he needs in order to improve.
During assessment, there is no grade or other forms of reward or punishment,
subtle or overt. Assessment is by portfolio and the teacher’s observation and record
keeping. The test of whether or not the system is working lies in the
accomplishment and behaviour of the children, their happiness, maturity,
kindness and love of learning and level of work.
In work centers inside the classroom just like in Montessori, the
environment is arranged according to subject area and children are always free to
move around the room instead of staying at desks. There is no limit on how long
as child can work with a piece of material. Instead of instructing with role lectures,
handouts, worksheets and lesson plans, I offer guidance but the child is ultimately
responsible for his/her own individual learning. The classroom will often contain
several stations, each containing which allow children to explore and learn.
Allowing children to play, instead of sit and listen to lectures, the classroom allows
children to develop the motivation to learn and explore.