Question: How can I keep track of the observations I make of the children and put those observations into practice in the classroom?
Rita Schaefer Zener, Ph. D., AMI training director and member of the Editorial Board, offers her perspective on the topic.
Answer: These are two separate questions. The answer to the second one depends on how well we are able to answer the first one. How well we keep track of our observations is crucial.
What kind of observations do we want to track? Most directresses have figured out a way to keep track of what they have done, e.g, the presentations that they have given. Some also have a scheme to show how well the child responded to the presentation. These presentation records a very useful in practice. The records can show if there is an overlooked presentation. The records are also very useful in planning the next presentations for each child so that they can continue on the many paths of culture that are available.
Many directresses have developed a kind of radar to alert them to what is going on with each child in the group. These observations are particularly useful to the directress to show her where she needs to move in the room and with which child she should engage herself. Directresses have also learned to “disappear” for those children who are working and to intervene with those who are “lost” or in harm’s way. They notice who is distressed, and whether or not that child can resolve the difficulty himself. They notice when and where to redirect children to their work. At this level of observation, there are usually few written records. The observation is either acted upon in the moment or the decision is made not to act. Some directresses may keep a little note pad or post-its so that they can remember what they have seen of the work or the behaviour. They may transfer those observations to their record keeping.
There are some fine Montessori groups that function well with this level of observation and response. There are some that do not function well enough to engage the children’s interest in a meaningful way consistently. Perhaps this question is asking for more depth. Four suggestions follow:
- sitting and writing observations
- daily observations of what activities the children choose freely
- continual observations of work curves and
- assistant’s making observations.
Many directresses find it difficult, if not impossible, to sit down during the work period to make observations. It does take some planning and some preparation of the children. The directress can plan where she will sit and what kind of notebook she will write in. The children need to know that when the directress is sitting there with her notebook it is a signal for them. They should then choose only work that they can do themselves so that they do not approach the directress. There can be another signal to show the children when they may again approach her. The signal could be that the directress will close her notebook, stand and put the notebook and pen in their place. Grace and Courtesy lessons can help both the directress and the children to honour this time during the work period.
These seated observations are very different from those a directress make while interacting with the group. The directress can, through these observations, truly gauge how much independence the children have and how much control of movement each child has gained. These observations can lead to planning the next small group lessons. These lessons will highlight preliminary movements that the children have “forgotten”. They will help the children refine their movements with the materials – such as how to insert a piece into one of the puzzle maps carefully. They can show the children how to handle situation of daily living with grace and courtesy. These observations should also provide positive feedback to the directress as she observes the gains that the children have made.
Secondly, those directresses who keep track of the free choices of work that each child makes during the day find that their presentations are timelier and more often lead the child into concentration. They are able to give presentations that clarify just what the child needs to know in order to proceed. They are more able to follow the interests of the child because they are aware of what each child likes to do. Once again this will take some planning and preparation on the part of the directress. She must decide if an index card for each child, a page in a loose leaf notebook, or a special form with boxes would fulfil her needs. The records should be clear about which child and what date the choice happens. It is these records which clearly indicate the children’s sensitive periods.
It will take time and persistence to train the mind to make these observations and to write them down. At first the directress may not remember a certain child’s work one day. The awareness of not remembering is a signal to the mind to notice that the child’s work the next day. With practice and awareness of what we fail to see, the mind builds capacity for seeing and remembering the observations.
Thirdly, the directress can set herself a daily task such as those given in the AMI training courses or those listed in Spontaneous Activity in Education also known as The Advanced Montessori Method: Volume I. The directress can notice the level of work of one child during each day. With a group of 25 to 30 children it will take a month to work through the entire group. We can keep track of these observations most easily by using Dr. Montessori’s work curves which are described in the above mentioned book, chapter 3 “My Contribution to Experimental Science”. These tasks are particularly useful in preparing for a parent conference.
The directress can vary this task by sometimes watching a certain shelf or a certain area to notice which materials are taken, how they are used, how long they are used, and which materials are left on the shelf. Most training courses have given a guide for how to record and keep this kind of observation. In order to put these observations into practice, the directress must ask herself, “Why is that material so popular?” and “Why is that material not chosen?
Lastly, the directress cand ask her assistant to make observations. She can train the assistant to make any of the above observations. However, if these observations are to be useful in practice, a means of communications is necessary.
Dr. Montessori intended to create a scientific pedagogy. She set a grand example of observation and interpretation of children’s behavior. The more we can rise to this level of work, the more confidence we can have that we are helping children to reach their potential.
AMI Communications 2008/1 – page 61
