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This is a 3 page paper which discusses the role of the teacher in a Montessori School.
The bibliography has 3 sources.
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3 pages (~225 words per page)
File: D0_JHMont.rtf
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potential through the utilization of specially trained teachers and teaching materials which are specially designed. Teachers do not instruct, but help or facilitate the natural progression of an individual
childs curiosity and imagination toward learning. ENVIRONMENTAL CONCEPTS The basis of the Montessori Method is the recognition that each child has a curiosity which is natural and a natural desire
to learn. The purpose of a Montessori education is to continue to foster this curiosity and to help the child to forge this curiosity into an enjoyable working experience.
The materials used in the classroom allow the child to better understand and to more efficiently and effectively learn through the association of an abstract concept with a concept sensorial
experience. Rather than just memorizing a concept or idea, the child is actually learning. Children are allowed to progress at their own pace which means that fast learners
are not held back and slower learners do not become frustrated by their own inability to keep up. The function of the Montessori teaching is to facilitate this learning
process. INTERACTIONS OF TEACHER AND CHILD In public schools, the interactions between teachers and students are primarily instructional (Goltz, 2006). In contrast, the interactions between teachers and students in a
Montessori environment are more one-on-one and as a result the teacher is freer to help the student both in the learning process and in a disciplinary nature (Goltz, 2006). J.
McViker Hunt has labeled one issue in regular educational institutions as "the problem of the match" which means that a person does not learn well when the difficulty of an
exercise is not matched to that persons level of achievement (Goltz, 2006). The teacher in a Montessori school helps the student to find the proper activity for the students
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