Montessori Teacher Training

The term Montessori is in credit of Dr. Maria Montessori who was the first woman in Italy to become a physician and she developed a substitute route of training children that were based on her discovery that children teach their own self throughout as they discover.

This kind of education lays stress on learning of any activity through all the five senses and not just methods such as listening, reading or watching. Children in Montessori classes learn on their own entity pace and they do everything the way they want to do it and the way they like. Montessori classes place children in multi-age groups, forming localized communities in which the older children spontaneously share their knowledge with the younger ones.

Concept-based schools and child-centric education are the new buzzwords. Most parents, having lived through the travails of a rote-learning system of education themselves, are now jumping on the bandwagon and embracing alternative education for their kids by enrolling them in Montessori schools. A unique feature of learning through the Montessori Method is the development of sensorial abilities through touch, feeling and discussion. Here are some of the top Montessori training schools in Delhi. Established in 1950, Sal wan Montessori School offers harmonious development of the child. The school believes in molding children into well-developed human beings. Its faculty is well trained and committed. Children start learning with a lot of free play. They are gradually grouped by co-ordination, flexibility, speed, and understanding. Children are offered an understanding of Indian culture and the spirit of national integration.

Golden Bells is another Montessori school that is considered one of the best playschools in the area. Golden Bells has a comfortable, professional environment. Nestled in a busy residential area, Golden Bells is home to most of the neighborhood toddlers and kindergarten students. The school is a compact, comfortable environment where children can play, learn and grow. The faculty and staff are a young group of dedicated professionals and the school follows the standard curriculum for kindergarten. The city's best known playschool, Mothers Pride is where children receive a wholesome, progressive education. Led by a well-known educationist, this organization provides a healthy and creative environment for children. The faculty has been handpicked from some of the best minds in the city. The classrooms are state-of-the-art, equipped with the latest books, activities and toys. The school has regular events and stage shows which gives the kids an opportunity to express themselves.

Developed by professional doctors, Shamrock World, is a modern and innovative Montessori school. The school encourages a child to be independent, honest and courteous. The faculty at Shemrock World is individuals committed to children's holistic growth. The school offers an exceptional play area that hosts regular group activities. EuroKids Egmont International Play School is an internationally structured playschool offering quality education for your preschooler.

At EuroKids pre-schools children are provided with age appropriate activities to encourage overall development. The school is designed and equipped to meet the unique needs of every child. Euro Kids has licenses from some of the world's best brands like Disney, Mattel, Enid Blyton, Noddy and Tin Tin. The school aspires to bring international quality content to their students.


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Montessori Training

Montessori education is an educational approach developed by Italian physician and educator Maria Montessori. Montessori education is practiced in an estimated 20,000 schools worldwide, serving children from birth to eighteen years old.

Montessori education is characterized by an emphasis on independence, freedom within limits, and respect for a child’s natural psychological development. Although a range of practices exists under the name "Montessori", the Association Montessori Internationale (AMI) and the American Montessori Society (AMS) cite these elements as essential:

• Mixed age classrooms, with classrooms for children aged 2½ or 3 to 6 years old by far the most common
• Student choice of activity from within a prescribed range of options
• Uninterrupted blocks of work time
• A Constructivism (learning theory) or "discovery" model, where students learn
• concepts from working with materials, rather than by direct instruction
• Specialized educational materials developed by Montessori and her collaborators

In addition, many Montessori schools design their programs with reference to Montessori’s model of human development from her published works, and use pedagogy, lessons, and materials introduced in teacher training derived from courses presented by Montessori during her lifetime.

Montessori began to develop her philosophy and methods in 1897, attending courses in pedagogy at the University of Rome and reading the educational theory of the previous two hundred years. In 1907, she opened her first classroom, the Casa dei Bambini, or Children’s House, in a tenement building in Rome. From the beginning, Montessori based her work on her observations of children and experimentation with the environment, materials, and lessons available to them. She frequently referred to her work as "scientific pedagogy". Montessori education spread to the United States in 1911 and became widely known in education and popular publications. However, conflict between Montessori and the American educational establishment, and especially the publication in 1914 of a critical booklet.

The Montessori System Examined by influential education teacher William Heard Kilpatrick, limited the spread of her ideas, and they languished after 1914. Montessori education returned to the United States in 1960 and has since spread to thousands of schools there. Montessori continued to extend her work during her lifetime, developing a comprehensive model of psychological development from birth to age 24, as well as educational approaches for children ages 0–3, 3–6, and 6–12. She wrote and lectured about ages 12 to 18 and beyond, but these programs were not developed during her lifetime. The term "Montessori" is in the public domain, so anyone can use the term with or without reference to her work.

Montessori education is fundamentally a model of human development, and an educational approach based on that model. The model has two basic elements. First, children and developing adults engage in psychological self-construction by means of interaction with their environments. Second, children, especially under the age of six, have an innate path of psychological development. Based on her observations, Montessori believed that children at liberty to choose and act freely within an environment prepared according to her model would act spontaneously for optimal development.

Montessori saw universal, innate characteristics in human psychology which her son and collaborator Mario Montessori identified as "human tendencies" in 1957. In the Montessori approach, these human tendencies are seen as driving behaviour in every stage of development, and education should respond to and facilitate their expression. 

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Teacher Training Course

The question of what knowledge, attitudes, behaviours and skills teachers should possess is the subject of much debate in many cultures, like India. Generally, Diploma in Teacher Training curricula can be broken down into these blocks:

• Foundational knowledge and skills—usually this area is about education-related aspects of philosophy of education, history of education, educational psychology, and sociology of education.

• Content-area and methods knowledge—often also includes ways of teaching and assessing a specific subject, in which case this area may overlap with the first ("foundational") area. There is increasing debate about this aspect; because it is no longer possible to know in advance what kind of knowledge and skill pupils will need when they enter adult life, it becomes harder to know what kinds of knowledge and skill teachers should have. Increasingly, emphasis is placed upon 'transversal' or 'horizontal' skills (such as 'learning to learn' or 'social competences', which cut across traditional subject boundaries, and therefore call into question traditional ways of designing the Teacher Education curriculum (and traditional school curricula and ways of working in the classroom).

• Practice at classroom teaching or at some other form of educational practice. Practice can take the form of field observations, student teaching, or an internship

Supervised Field Experiences

Field observations—include observation and limited participation within a classroom under the supervision of the classroom teacher

Student teaching—includes a number of weeks teaching in an assigned classroom under the supervision of the classroom teacher and a supervisor (e.g. from the university)

Internship-teaching candidate is supervised within his or her own classroom

This conventional organization has sometimes also been criticized, however, as artificial and unrepresentative of how teachers actually experience their work. Problems of practice frequently (perhaps usually) concern foundational issues, curriculum, and practical knowledge simultaneously, and separating them during teacher education may therefore not be helpful.

Teaching involves the use of a wide body of knowledge about the subject being taught, and another set of knowledge about the most effective ways to teach that subject to different kinds of learner; it therefore requires teachers to undertake a complex set of tasks every minute. Many teachers experience their first years in the profession as stressful. The proportion of teachers who either do not enter the profession after completing initial training, or who leave the profession after their first teaching post, is high.

A distinction is sometimes made between inducting a teacher into a new school (explaining the school's vision, procedures etc.), and inducting a new teacher into the teaching profession (providing the support necessary to help the beginning teacher develop a professional identity, and to further develop the basic competences that were acquired in college.)

A number of countries and states have put in place comprehensive systems of support to help beginning teachers during their first years in the profession.

Elements of such a program can include:

Mentoring: the allocation to each beginning teacher of an experienced teacher, specifically trained as a mentor.

A peer network: for mutual support but also for peer learning.

Input from educational experts (e.g. to help the beginning teacher relate what she learned in college with classroom reality). Support for the process of self-reflection that all teachers engage in (e.g. through the keeping of a journal).

No initial course of teacher education can be sufficient to prepare a teacher for a career of 30 or 40 years. Continuous Professional Development (CPD) is the process by which teachers (like other professionals) reflect upon their competences, maintain them up to date, and develop them further.

The extent to which education authorities support this process varies, as does the effectiveness of the different approaches. A growing research base suggests that to be most effective, CPD activities should:

• Be spread over time
• Be collaborative
• Use active learning
• Be delivered to groups of teachers
• Include periods of practice, coaching, and follow-up
• Promote reflective practice
• Encourage experimentation, and
• Respond to teachers’ needs.

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