An Evolving Statement of Social Responsibility in Education

by Sandra Coomer

“ …the social problem in his [the child’s] regard is even more important, for the fruits of his labor are not just material things, but he is fashioning humanity itself - and not just a race, a caste, or a social group, but the whole of mankind. Seen in this way, the conclusion is irresistible that society must heed the child, recognize his rights, and provide for his needs”.  (Maria Montessori, The Absorbent Mind, 17.)

        One of the main social responsibilities of an educator is to advocate and facilitate conscious environments of learning.  A conscious environment is one that affirms the worth, power, and inner nature of children.   In loving service to children, a teacher is a purposeful participant and a joyful observer whose primary focus is to guide the developing child to fulfill their potential as human beings. Equipped with the invaluable tools of observation, objectivity, reason and critical thought, she continually hones her skills in loving service to the child. Balanced in ideology and pragmatism she forges and guides an environment for facilitating and inducing the inherent nature in the child; his nature to create, and to act on his creation. Held within her mind, body, and spirit, is the vision of what the child can become, through his own will and activity - an independent individual that is fulfilled through his experience of living in the world. My vision of a teacher is someone who respects and honors the possibilities inherent in the child so that “…these possibilities are subordinate not to the command of someone, but rather to the command of the child’s own conscience” (Montessori, Childhood to Adolescence, 19).
         As an agent of change a teacher is calm and reflective, she is joyful and humorous, flexible and innovative. She is mindful of her presence, and how her presence is impacting the vital force that guides the child toward his goal. She strives to meet each engagement with a child objectively, suspending judgment in observation, and is vigilant in being conscious of the specific needs for each child in which she is in service. Through her observation skills she is able to assess whether or not those needs are being met, and at any given moment is prepared to either stop and redirect the environment, or move the child on to fulfilling his next goal. She is patient, and an active listener; willing to question and be questioned for the rights of the child and recognizes that her work plays a crucial part in the advancement of a culture that holds the intrinsic value in humanity in the highest regard. Any challenges she faces in linking the child with their environment, both within and without her classroom, are perceived as opportunities for reassessing her approach, raising her standards, and re-establishing her focus for the success of the individual child in the environment in which they create and work in together.

The moral preparation of a teacher in Montessori Education must undoubtedly found on the commitment that the teacher has made in removing all obstacles that impede the development of intelligence and rationality in children. The Montessori guide’s highest goal must be to see that the students are provided with the conditions suitable for achieving competence at living” (Montessori Class Management, 61).

         My vision of a teacher is someone who advocates practical life as the moral life. She understands that in order for human beings to make choices that are good for them-selves they must also choose for the welfare of all. She actively works to dissipate man’s illusion that his own welfare can be separate from that of all others. With the understanding that human interdependence is crucial for advancing a culture of love and mutual respect, the teacher works to reconnect morality with the self interests of day to day living through her vocation of observation, preparation, evaluation, discovery, support, communication, and integrity. “The basic moral principle requires a commitment from the individual: the commitment of the individual to the group” (Montessori, Childhood to Adolescence, 19.)
        The means by which this moral principal can be achieved is through modeling. A teacher is a guide. The development of intelligence coincides with the moral, social, and emotional development of the child. Grounded in practical sense, a teacher knows that all behavior, including her own, equals a choice and acts on that choice accordingly by checking her internal intentions for a positive disposition. Holding students accountable for their behavior is a choice. How aware a child becomes of their accountability is largely dependant and how a teacher reacts to choice. Mistakes are important for learning accountability, and a visionary teacher knows that making mistakes are important for learning how to live life. A teacher’s work is not to dictate right and wrong behavior, but to guide the child in discovering their responsibility to their choices through natural consequences. In order for a child to value success he must also learn to value mistakes and take risks. By giving back to the child his power of choice he can begin to discern what kind of choices to make in the future. By modeling integrity, a teacher secures an environment that facilitates the child absorbing that he is not judged as right or wrong, but rather held accountable for his choices. A teacher recognizes the power of language and communicates with the child using a vocabulary that is clear, concise, direct and appropriate for that individual child’s stage of development. Modeling language in this way will prepare the child to express their emotions in a manner that they themselves can control.  By being specific and appreciative when communicating with a child about their successes and challenges the teacher will allow the child to develop skills for initiative, self evaluation, and ownership of their choices. It will also guide them in establishing their own set of internal standards, and a continuing awareness of how their actions affect others. “Bring the child to the consciousness of his own dignity and he will feel free” (Montessori, Childhood to Adolescence, 27).
        A Montessori teacher becomes a skilled communicator and model of the proper ‘words’ to say that will help bring the child to realize their accountability in the choices that they make.  For instance, it is not adequate for the teacher to say, “do this or that because I said so” but rather it is important that the adult always provide an explanation for their demands. This is another way to respect the feelings and expectations of the children you house in your classroom.  The teacher should always follow any demands with a “so that” explanation. For example, “Talk quietly, so that you do not disturb Diane’s group.” or “Remember to return the map puzzles to the geography shelf, so that it is ready for the next person who chooses this work.” Children inherently want to be a part of the care-taking in the classroom.
        For a teacher to be effective in modeling she must continually renew her knowledge of human development and prepare an environment that suits the developing needs of the children that she guides. “While the younger child seeks comforts, the older child is now eager to encounter challenges. But these challenges must have an aim” (Montessori, Childhood to Adolescence, 18). A properly prepared environment has the potential to enrich each element of the sensitive periods in the child’s development as well as bringing forth the interconnection between this development and the environment in which it is taking place. Providing prepared materials that are beautiful and enticing, creating and implementing lessons with intention and grace are keys to successfully guiding a child to awaken his conscious. A prepared environment allows a teacher to “follow the child” in a manner that best fits his needs. Through the prepared environment, a teacher prepares each child for the reality of life by providing the realities of our world. There is autonomy through knowledge and understanding.
        The mysterious wonders of our lives are infinite. Education that is orchestrated for the needs of the child brings human beings to be the conductors of this profound manifestation we call life. As a willing conductor, a teacher desires to provide the opportunity for children to discover their insights into these mysteries by giving their feet a direction to go.