by Betzabé Lillo
One of the major features of the Montessori education is to develop the autonomy of children and teenagers. To do this, Montessori emphasizes the relevance of the preparation that the adult who accompanies the children through their education processes has. As Dr. Montessori said, “…to educate children successfully by keeping them away from the conflicts that threaten their psychological life, it is necessary to take a fundamental step: change the adult’s psychology”. That’s why the personal work which has to be done by adults and especially the teachers is perhaps the most challenging part of the Montessori education. Using as many respectful and coherent evaluation strategies as possible with the way our students learn will allow us to follow that process properly. In pedagogical terms, this is understood as moving from a transmissive model of knowledge to a social construction model of the knowledge.
One of the characteristics of the Montessori Education is the educative work that is done in Prepared Environments where the curriculum is exposed and the role of the teacher and the students acquires a new meaning. In this educative trilogy that includes the Child, the Montessori Guide and the Prepared Environment, progress is made in a balanced way according to the different stages of development. Our educative model has the individual accompaniment of every student’s processes as a goal, so that each of them can develop their full potential. Therefore, we will carry out a pedagogical work in educational partners, thus focusing on the learning processes of children and teenagers through constant monitoring and educational exchange by the faculty.