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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Teacher Training Distance Learning Diploma

“A good teacher is a good student first. By repeating his lessons, he acquires excellence.”

The world needs better teachers and more teachers.

There is also the need to raise the skills of the existing 60 million teachers. One of the ways of strengthening the teaching profession is to use distance education or open and distance learning.

Two questions arise here: about effectiveness and about relevance. If open and distance learning for teachers is effective, and working on a big enough scale to be actually or potentially significant, then it is worth going on to ask how it is managed. Therefore there is a need to establish the curriculum of open and distance learning initiatives, and the extent to which this matches that of other forms of teacher education and professional development. One has looked at the technologies, ranging from print to computers, and the relationship between work done through the technologies and work done face-to-face, including all-important issues about classroom practice.

Many countries still do not have enough teachers. In some, the expansion needed in the teaching force is far beyond the capacity of traditional colleges. The supply of teachers is also adversely affected in countries where retention rates are low for newly trained teachers or where in rural areas which have difficulties in recruiting and retaining teachers.

Teacher quality is an issue in most countries. Many teachers are untrained or under qualified or teaching subjects in which they are not qualified or trained. In addition, teachers face a widening range of demands and roles. In some countries teachers can expect one week’s in-service professional development once every five to ten years.

All of this creates new challenges for teacher education and continuing professional development: the need to find ways of using existing resources differently, of expanding access to learning opportunities at affordable cost, of providing alternative pathways to initial teacher training can open and distance learning respond to these challenges? The considerations outlined below offer some answers, in describing a range of uses of open and distance learning for both initial and continuing teacher education.

The cases have been categorized in four ways. Firstly, some countries have used distance education to provide a route to initial qualifications for significant numbers of teachers, both new entrants to teaching and experienced unqualified teachers. Secondly, initial teacher education is no longer seen as enough. Distance education is therefore also being used to raise the skills, deepen the understanding and extend the knowledge of teachers. Some programs are broadly focused while others are targeted at specialist groups.

Thirdly, distance education can have a role in programs of curriculum reform which aim to change either the content or the process of education. In South Africa, the Open Learning Systems Educational Trust is using radio to improve the teaching of English, and to support teachers in this work. Fourthly, distance education has been used for teachers’ career development. As they seek promotion, or aim for the next qualification level, or aspire to become a head teacher, or work in a teachers’ college, or become an inspector, teachers need to acquire new skills.

In general, distance education programs are developed with varied intentions: of widening access to teaching qualifications; of disseminating good practice; of strengthening the education system as a whole by reaching not only teachers but the wider community; in enabling school-based training and professional development and as a means of strengthening the links between theory and practice.

Distance education therefore has been defined as an educational process in which a significant proportion of the teaching is conducted by someone removed in space and/or time from the learner. Open learning, in turn, is an organized educational activity, based on the use of teaching materials, in which constraints on study are minimized in terms either of access, or of time and place, pace, method of study, or any combination of these. The term ‘open and distance learning’ is used as an umbrella term to cover educational approaches of this kind that reach teachers in their schools, provide learning resources for them, or enable them to qualify without attending college in person, or open up new opportunities for keeping up to date no matter where or when they want to study.


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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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Nursery Teacher Training

 A teacher is that respectable person who provides good education to the student which allows them to grow up into being responsible adults; this in turn builds up a civilized society.

The formative years of a child are the most critical period in his life. Little children experience life more holistically; various socio-emotional, cognitive, linguistic, motor and physical concepts are not learnt separately but as a whole through integrated set of life experiences. It is wrongly assumed that “any one” can teach a child. The fact is that the way a child learns is very different from the way an adult learns. It is universally recognized that training early childhood education is the best and sure way to ensure qualitative education to children.

The intelligence and personality of a child is already formed by the time he reaches age eight. Later his experiences keep building on this foundation which is already laid in early childhood. Thus, the teachers who aspire to teach young children should be comprehensively trained in all aspects to guide the child right. Along with various approach suggested like those by Montessori and Piaget, child psychology is given equal stress in this course component. At the pre-school level, it is extremely necessary to teach kids behavioural habits along with academics. Teaching at this level without a professional training is not advisable because you can either make or break their lives. The Pre and Primary Teachers Training Course covers all aspects of teachers training and it also gives emphasis to 'Teaching English' as communication skills are of prime importance in today's world.

The underlying aim of nursery teacher training course is to develop a general problem-solving strategy simple and flexible enough to be used in any problem situations; i.e., in the four social fields of teacher-child interactions, teacher-teacher interactions, teacher-parent interactions, and the interactions between nursery school and community. The problem-solving strategy is a behavioural sequence which consists of the following stages: problem analysis, selection of goals, selection of modification procedures, application of modification procedures, and evaluation. This course guides the teachers in such a manner that they can handle any of these delicate situations easily.

All India Early Childhood Care and Education, an Educational Organization, started Nursery Teacher’s Training Course all over India, with the help and Co-operation of educational experts with a view to train unemployed educated girls, particularly the girls of Scheduled Caste, Scheduled Tribes and Backward class, so that they may impart education, based on modern lines to Pre-school, with a stress on moral, intellectual, Physical and social personality, as it was found, that there was no training for teachers in India for Pre-school going children education. The organization takes guidance from National Council for Education Research and Training, New Delhi   Social Welfare Board (Govt. of India). Therefore, it is in line with research work at N.C.E.R.T. At present various Study Centres are running in different State of India under the able guidance of National Council for Education Research and Training /Educational experts.

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

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