Montessori Teacher Training

Education is the kindling of a flame, not the filling of a vessel. - Socrates

I never teach my pupils; I only attempt to provide the conditions in which they can learn. - Einstein

For ordinary schools, education is same as literacy, but Maria Montessori calls it as “an aid to life", making the Montessori system, a highly successful learning concept that has been acclaimed the world over.

A Montessori school is equipped with more than 100 different types of Montessori Apparatus, classified into Sensorial Material, Language Material, Arithmetic Material, and so on. Practical Life Exercises, through the use of Sensorial Material, instil care for themselves, for others and the environment. Using this material, children learn to grade and classify impressions. They do this by touching, seeing; smelling, tasting, listening and exploring the physical properties of their environment, through these specially designed materials. The teacher's role is to provide the right environment for the child and make sure that the child can work at his own development in peace and freedom. The adult should understand that it is the child who has to achieve his goals. The adult cannot do it for him. Therefore, the adult should learn not think, “I have to mold my child. I have to make him a doctor, engineer etc." The role of building the child is that of nature and the child himself.

Teaching method - "Teach by teaching, not by correcting"

There are no papers turned back with red marks and corrections. Instead the child's effort and work is respected as it is. The teacher, through extensive observation and record-keeping, plans individual projects to enable each child to learn what he needs in order to improve. The Montessori teacher spends a lot of time during teacher training practicing the many lessons with materials in all areas. She must pass a written and oral exam on these lessons in order to be certified. She is trained to recognize a child's readiness according to age, ability, and interest in a specific lesson, and is prepared to guide individual progress.

Areas of study
All subjects are interwoven, not taught in isolation, the teacher modelling a "Renaissance" person of broad interests for the children. A child can work on any material he understands at any time.

Good Montessori teachers come from varied backgrounds, from artists to scientists, mountain climbers and dancers, to grandmothers! What qualities are needed to become a Montessori Directress/Director?

Commitments to the full development of the child -- to helping the child’s personality unfold. Someone who therefore seeks tirelessly to gain the interest of each child -- ready to enthuse him but also able to stand back and take a supporting role when the child has become engaged in his own work. Also patience, a sense of humour, and a wide variety of interests which will help to bring perspective to their work and enhance the children's lives. The role of a teacher has changed from an authoritarian to a friendly guide, a manager, a facilitator, a psychologist and a judge simultaneously. The curriculum is no longer an exercise for memory but it leads the students to reflect deeply and is activity-based. It is designed , nowadays, in such a way that an overall development of individuals is brought about by catering for their physical, emotional, intellectual, social, aesthetic and spiritual development. This makes the job of a teacher more demanding. Thus the teacher needs to be well equipped with all the skills to do justice to the children.


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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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Pre-Primary Teachers Training

“You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives”

Pre-Primary Teachers’ Training Diploma Course aims to make an individual a trained professional specializing in the area of educating and dealing with pre-school children.

The subjects included in the course are normally as follows:

Child psychology
• Methods of child training
• Components of child health
• Principles of child education and management
• Teaching material preparation
• Craft and creativity
• Lesson plan and class observation
• Child observation

Early childhood education prepares the children for the primary and it focuses on the holistic development of the child. It lays the foundation for the development of reading, writing and number work. It is a program which encourages interaction with the environment, active participation in-group activities and enhances creativity and problem solving in children. Early childhood education is a program which indirectly promotes self control and thereby inner discipline in children.

OBJECTIVES

• To train the trainees in organizing and management of pre-schools.
• To impart knowledge and skills in planning and implementation of pre-primary educational programs.
• To Train the trainees in organizing parent education programs.
• To Train the trainees to set put pre-schools under self employment schemes.

SKILLS TO BE PROVIDED

• Planning the pre-school program.
• Planning long term and short term preschool programs.
• Organizing and conducting developmental activities in the pre-school.
• Preparation of teaching and educational materials.
• Maintenance of records and registers
• Conducting P.T.A. meetings
• Arranging guest lecturers in relation to developmental aspects of pre-school children.

WAGE EMPLOYMENT

• As pre-school teachers in Govt. and private pre-primary school.
• As Balwadi, Anganwadi teachers.
• Lab attendees in Home Science Colleges.

For more details- Contact- IIPS(9212441844,011-65100006)

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Nursery Teacher Training Course

“Children are like wet cement. Whatever falls on them makes an impression.”
Education cannot be imparted just through books; it can only be imparted through the loving touch of the teacher. Children require guidance and sympathy far more than instructions. A nursery teacher works with the children aged three to five in nursery schools or classes, planning and organizing a wide range of indoor and outdoor activities. The subjects that are included in the course structure of Nursery Teacher training are Child psychology, Child care & health, Sociology & Guidance, School Organization Principles of Education, Educational Psychology, Modern methods of Teaching, Method of teaching topic. Nowadays a lot of practical subjects like Lesson Plan & Teaching, Art & Craft, Art file & other fields, Speech, Story, Preparation of Teaching Aids Rhymes, Actions Songs, are also being included in the course to make the quality of teaching better and to give the teachers an experience before-hand.

As a nursery teacher one would:

Help children's social, personal, physical and emotional development
Help develop their language, literacy and numeracy skills.
Help them achieve the early learning goals.
Encourage co-operation, team work and good behaviour.

In addition to working with the children, one would also:

Set out activities before classes and tidy up afterwards.
Prepare various activities and resources.
Talk to the parents about their careers and about their children’s development.
Monitor children’s development and identify any problems.
Keep records and complete assessments for each and every child.
Attend various meetings and training courses for the same.
One would also work with, and supervise teaching assistants, nursery nurses and volunteer helpers.

The Nursery Teachers Training Programmed aims to prepare people to also understand their kids better and also the importance of an early and good education. This program would help:

The teachers develop a better understanding, principles and processes of various aspects of a child's growth. The teachers get help in planning better educational activities accordingly.

The teachers get familiarized with the methods, the equipment and the material materials of early childhood care and education with their effective use.

• The teachers understand the importance of health, nutrition and welfare services for the child and the ability to nurture healthy habits prepare nutritive and inexpensive meals and render first aid in case of minor injuries/accidents.
• The teachers also become aware about role of parents and community in education of pre-school and early primary school children.
• The teachers develop an understanding of various tools and techniques of child study.
• The teachers in Organizing, planning and implementing school programs.
• The NTT program also empowers women whether graduate or under graduate, by providing them with the knowledge and the skills, which enables them to run their homes in a better manner. It also helps them to become a good teacher for the young minds and helps them guide their children more efficiently.

For further more details- Contact- IIPS(9212441844,011-65100006)

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Early Childhood Education

Early Childhood Education is designed to prepare students to enter a number of fields related to the social, emotional, physical, and intellectual care and guidance of children or to prepare them to continue their education in elementary or special education, physical or recreational therapy, social work, and paediatric nursing. Early childhood educators nurture youngsters whose parents are at work or cannot be with them for other reasons.

A child's needs at this period are different from those of older schoolchildren, because early childhood sees the greatest growth and development, when the brain develops most rapidly, almost at it’s fullest. It is a period when walking, talking, self-esteem, vision of the world and moral foundations are established. The early years of life are critical to the development of intelligence, personality and social behaviour. If these fundamental capabilities are not well established from the start, and especially if neurological damage occurs, a child's learning potential could be adversely affected.

For programming purposes, it has been decided to extend the concept of early childhood to about 8 years of age. This age range provides the opportunity to reinforce the view of the development as a continuum. It facilitates the interaction between the pre and initial school years. The concept of basic education calls for the inclusion of early childhood and the key "survival" grades, that is, the first two or three grades of primary education. Early childhood education often focuses on children learning through play.

According to UNESCO ECCE (Early Childhood Care and Education) Unit, Early childhood is defined as the period from birth to 8 years old. The terms preschool education kindergarten emphasize education around the ages of 3–6 years. The terms "early childhood learning," "early care," and "early education" are comparable with early childhood education. The terms Day care and Childcare do not embrace the educational aspects. Many childcare centres are now using more educational approaches. They are creating curricula and incorporating it into their daily routines to foster greater educational learning. The distinction between childcare centres being for care and kindergartens being for education, for example, has all but disappeared in countries that require staff in different early childhood facilities to have a teaching qualification.

However, it is necessary to distinguish between nurturance and locomotive learning. One implies the development of vestigial implements of characterized babies; the other refers to hand-eye co-ordination.

Researchers in the field and early childhood educators both view the parents as an integral part of the early childhood education process. Often educators refer to parents as the child's first and best teacher. Early childhood education takes many forms depending on the beliefs of the educator or parent.

Much of the first two years of life are spent in the creation of a child's first "sense of self" or the building of a first identity. This is a crucial part of children's makeup—how they first see themselves, how they think they should function, how they expect others to function in relation to them. For this reason, early care must ensure that in addition to employing carefully selected and trained caretakers, program policy must emphasize links with family, home culture, and home language. Care should support families rather than be a substitute for them.

If a young child does not receive sufficient nurturing, nutrition, parental interaction, and stimulus during this crucial period, the child may be left with a developmental deficit that hampers his or her success in preschool, kindergarten, and beyond. These are the underlying facts taught in primary teacher courses.

While in developed nations today such scenarios are fortunately rare there is a danger of a false belief that more hours of formal education for the very young child yields greater benefits for the child than a balance between formal education and time spent with family. A systematic review of the international evidence suggests that the benefits of early childhood education come from the experience itself of participation and that more than 2.5 hours a day does not greatly add to child development outcome especially if this means the young child is missing out on other experiences and family contact.

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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.

For more details- Contact- IIPS(9212441844,9990053412)

http://www.nurseryteachertraining.co.in/