The role of a Montessori teacher is special in so many ways. She thoughtfully prepares the environment to meet the unique needs of the children. She carefully observes and understands when to introduce new materials so that the children may continue to be engaged in the mastery of their work. She must observe and follow the child, giving him opportunities to explore his interests safely and productively. The teacher must recognize the fine balance between challenging the child and gently pushing him towards new material and allowing him to find it on his own. To achieve this balance she must be thoroughly familiar with the didactic materials, the personality and temperaments of her students, and the needs they exhibit at each sensitive period in their lives. She must guide the child towards her independence, allowing her to become the master of her own world. This unique ability to guide the child helps the child gain self-confidence, self-esteem and valuable self-regulation skills that will benefit her for life. When the child makes a mistake or breaks something, the teacher must acknowledge the event free of judgement and give the child the tools to clean or fix it herself. The teacher must possess all of the qualities she wishes to impart on her students. She must be calm, patient, humble, good humored, and inquisitive. The rationale behind the approach to Montessori teacher training is exactly the same as the rationale behind the curriculum. Foundational skills are practiced until they are mastered.

Montessori teacher training takes a hands-on approach to learning, asking teachers to use the materials and internalize the actions required to complete the activities. It is only first by doing that one can thoroughly teach an activity. If the teacher can foresee the potential difficulties in an activity, she will be more aware of when to present the right activity to the right child and the right point in their development. It is the teacher’s role to set the child up for success, not to give her material that is beyond her immediate developmental needs or abilities. Montessori teachers in training are asked to complete many practical hours, observing and participating in a Montessori environment under the mentorship of an experienced Montessori educator. Again, this requirement gives the teacher in-training the opportunity to develop her observational skills, not only watching the children work, but in watching her mentor work. Just as the Montessori classroom is unique, so is the training required by the adult in charge of these environments.

The Montessori teacher functions as a role model, guide, demonstrator, observer, recorder, and curious learner. It is through the teacher training that individuals are given the opportunity to look inward, leave behind pre-conceived notions of ability, and suspend all judgements. The Montessori teacher is spiritual, kind, grounded, compassionate, yet firm with her expectations for the care of the classroom and behaviours tolerated in the classroom. She is the epitome of the behaviours she wants to see in her students. To say the least, the role of the teacher in a Montessori classroom is complex, comprehensive and vitally important to the success of the children. Therein lies the beautiful paradox of the Montessori Method. It is the fine balance and control between freedom and responsibility that allows for the full development of the child. It is only through the careful crafting of the Montessori teacher that such a complex process can be executed with grace and ease. When you walk into a Montessori classroom and have to look twice to find the teacher, you know she is doing her job.