A child’s every action is in service of creating the adult they will become – and no act is made in isolation. As Montessorians, our careful observation is what reveals the clues which help us guide, which help us to follow the child.
When Montessori tells us to “look at the child” she wants us to see, not just look. We must attentively watch as the child reveals their true nature to us through everyday activities and work.
When I am with children I am nobody, and the greatest privilege I have when I approach them is being able to forget that I even exist, for this enabled me to see things that one would miss if one were somebody – little things, simple but very precious truths.
Maria Montessori (Education and Peace, 113)
When with the children, embrace the opportunity to delight in engaging with the present moment.
Through objective observation is how we curate classroom communities that are productive and in harmony with the inner lives of the children.
But how do we do this?
How do we observe?
It’s seeing the links and the greater whys.
It’s understanding the past and future of a child engaging in the present.
Maria Montessori alluded to her belief that the skill of observation grew from repeated exposure to it. She said that as guides we are to be,
this capacity of observation is the labor which you must accomplish yourselves…Who can ever prepare one of you to observe these phenomena properly? You alone can prepare yourselves to observe as the children must develop themselves by their own experience…You well know that the teacher in our method is more of an observer than a teacher, therefore this is what the teacher must know, how to observe.”
Dr. Montessori’s Own Handbook, 14
How to develop the skill of observing?
A key element to the art of successful observation is being led to see and act by our unbiased observations of the children.
Practice is always the first step
We must practice a scientific approach to their systematic observation and reflection techniques. We do this in our lesson giving, preparation, and offering liberty within limits.
Through scientific observation and cosmic or systems thinking analysis, the Montessorian comes to know how to fascinate children’s attention through wonder-filled enticing lesson presentations offered at the right time.
“Wait while observing. That is the motto for the educator.” Maria Montessori
Dr. Montessori’s Own Handbook, 16
Practical tips for observations
Observing children effectively in a Montessori environment requires intentionality and preparation. You can use the practical tips below to help you structure your observation sessions.
Define an allotted observation time
Before beginning your observation, decide on a specific amount of time where your sole focus will be on observing the child(ren). For the next 15 minutes, be fully present and unavailable for anything else.
Resist the urge to multitask—this is not the time to fold laundry or complete other chores while glancing at your child. Instead, fully dedicate this time to intentional observation, allowing yourself to concentrate on the task at hand – observing the child.
Define a question
What will we be looking for during the observation time? Observing with a question helps focus our attention and hone in on specific information that will be useful.
For example, you may wish to observe:
- Which materials were used
- How long did the child work with the chosen materials
- If a certain material was chosen at all during that time
- How well does your environment function?
Gather the data
Take notes on what is observed. You may wish to keep an observations notebook where you jot down notes based on what you observe.
You can keep sections of the page for the observation questions, pertinent data that is observed and questions that come up for later observation.
Analyze the Data and Make Conclusions
Later that day, while it is still fresh, allot a period of time to compile and analyze the data, to make connections, and to draw conclusions based on what you observed.
For example:
- Have you observed enough to decide to remove a lesson from the shelf?
- Progress children are making with a specific lesson?
- Observed an area isn’t functioning? Write down ideas to improve
- Need more data? Make a note to schedule another time to observe.
We must be extremely careful to observe objectively and not seek our questions through tinted lenses. We never want to fall into seeking data to confirm a bias or desire.
Objective Observation
As keen objective observers, who compile data which we then analyze to find patterns and draw conclusions, we come to understand the right times for applying intervention and non intervention.
We learn how to be alert and attentive to all the things occurring simultaneously in the prepared environment. It is how we know when to offer a child the next step in a lesson, or when to offer the opportunity to revisit a material if abstraction has gotten overwhelming.
Objective observation is how we decide to put new materials on a shelf or to bring a material back out because experience has reignited a spark for a topic.
Honest observation tells us how the children respond to the lessons, stories, and presentations.
Observe Ourselves
We also must simultaneously observe ourselves and the students while presenting lessons, and afterwards reflect. When we observe and evaluate ourselves, we grow as guides, teachers, and lifelong learners through the process.
Observation is key to teaching in a Montessori environment.
To Dr.Montessori, the child was a sacred being worthy of our undivided observation. We must practice observing the children with cosmically situated, nonjudgmental minds. Montessori encourages us to begin our observation journey with these wise words,
“ …the first step to take in order to become a Montessori teacher is to shed omnipotence, and to become a joyous observer. If the teacher can really enter into the joy of seeing things, being born and growing under his own eyes, and can clothe himself in the garment of humility, many delights are reserved for him that are denied to those who assume infallibility and authority in front of a class.”
Dr. Montessori, To Educate the Human Potential, 117
Kelly Johnson
Kelly Johnson (BFA, MA, AMS 6-9, RYT 200) seeks to guide humans of all ages on a joy-filled journey to slow down and reconnect with their natural world through creativity and observation. As an artist, author, nature journaling guide, Montessorian, and children’s garden facilitator, dividing her time between Neptune Beach, Florida, and the Blue Ridge Mountains of Virginia, Kelly wears many hats. She spends her days making art, writing and illustrating her books and the activity packed Wonder Wednesday blog, creating resources for and consulting with Montessori teachers and schools, studying pedagogical philosophy, teaching nature journaling courses and workshops, and sparking wonder through gardening.
Kelly brings 25 years of teaching experience, and a lifetime of creative expression, academic exploration, and hands-on gardening experience to each of her endeavors.
Visit Wings, Worms, and Wonder: the online home of Kelly’s 5 Books, the Wonder Wednesday Project Blog, Montessori Workshops and Consultations, Nature Journaling courses, and more! Join the nature inspired fun everyday on Instagram @wingswormsandwonder.
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