In most classrooms, when we say the word “assistant”, what image does this bring to mind? Most likely it’s one of “an extra hand”, a “helper”. It’s a minor role, stationary and not crucial to the environment. In a Montessori classroom, this could not be further from the truth.
A Montessori classroom is unlike any other classroom. While we can accurately describe it as the largest alternative pedagogy in the world, Montessori has been so well-researched, so studied, and its success so replicated, we can hardly describe something so mainstream as “alternative”. And by far the biggest growth in Montessori in this century has been in the public sector. While there were relatively few public Montessori schools in 2000, there are well over 700 now and counting. In fact, the Cincinnati Public School System has adopted Montessori as their curriculum, a development that many cities are following closely. Working in a public Montessori classroom, at this time, puts you on the cutting edge of what is an undeniable trend for the future, Montessori in the Public Sector.
The Role
Let’s observe an effecting para or aide in a Montessori classroom. We notice that their role seems both active and passive. How can that be? Well, we see that they are “cruising” the classroom, being a moving presence to reassure children that their work period is protected from disruption and their attention can be on their work, whether they are working with a friend or alone. We observe that they are rarely seated in one spot; they are definitely getting their daily steps in!
They are passive, in that there are no unnecessary interruptions. They understand that in a Montessori classroom, “rewarding” a child with praise while they are in the middle of a work cycle is discouraged. Dr. Maria Montessori likened a child working with focus to a scientist perhaps about to make a big discovery. Just like we would never interrupt a researcher, with “My, look at how well you’re looking through that microscope”!, we don’t disturb a child’s work with “Good job”!
Does this mean we never praise a child? We do!. But later, during a transition time between lessons or specials or lunch or recess, etc…. We can comment positively on what we have observed. “I noticed how concentrated your work was on ……” or “how is your story coming along? Let me know when it’s finished, I’d love to read it”.
Of course, the other adult in the room is the lead teacher. Our partner in the education of these children. The adult who has trained on these materials, how to present them, and has the responsibility of delivering the curriculum, evaluating their progress, and communicating with parents. In some ways, their movement in the classroom is almost opposite of the other adult. Here, in our imaginary observation, we see the teacher sitting on the floor, with a rug, a Montessori material and surrounded by four or five students. The teacher’s focus is on the lesson and the students. They are completely present for the children in the lesson. What is the role of the second adult here? Another analogy. If you’ve ever watched an NFL game, you know that the quarterback is a key position. Most every single play starts with them receiving the ball. But we also know that even the greatest quarterback ever to play, Tom Brady, would never be able to complete a single pass without his partners, the offensive line. In much the same way, a teacher is only as effective in giving a lesson as the para/aide is effective in protecting the presentation space! A child has a question on a work and gets up to ask the teacher, the aide deftly swoops in to intercept and finds an answer to their question, or gives them permission to leave the room, or the other of hundred things that might prompt a 9 year-old to get up from a task.
And finally, teachers and aides are partners in the maintenance of the class space, keeping the environment beautiful and inviting and in good order, ready for children to access those Montessori materials. Most often classrooms will have a job wheel or chart that assigns different cleaning and neatening tasks to the children. This is appropriate. At the same time, we understand that this will most likely get the job 80% done. The other 20% is up to the adults in the room to tidy as they go, straightening a material on a shelf, watering a plant, pushing in a chair.
The Big Takeaways
The assistant is a partner in the creation and maintenance of the spaces of learning.
Being the second adult in a Montessori classroom is important work.
They move around! Circulate throughout the classroom so children know that they are supported. They can assist one child while keeping their head up and on a swivel, and move away from the child working independently as soon as the assist is complete.
When the teacher is giving a lesson, they notice and switch gears. Now they are allowing the bubble, containing the teacher and the children in the lesson, to work without interruption. They are protecting the space.
If time allows, they take a critical eye to the environment, sort of like they are expecting company. In fact, they are! About 20 – 25 children in fact.
Conclusion
Aides, assistants, paras, have all chosen to work in education. Despite what sometimes feels like a thankless job, and this includes teachers, principals, and superintendents, it is still sacred work. Providing education to our children is the best way we can effect change in our neighborhoods, our communities, our lives. They have also chosen to work at a Montessori school, a proven pedagogy that delivers both academic success, but also demonstrated social awareness and kindness. Montessori children are more engaged with their schools, have a greater sense of their community, than any other school environment. And one more thing? Great “paras/aides”second adults” often become great teachers.
Follow the Child 