Growth of teachers in the context of a Montessori intervention,
Hosa Chiguru
Research Question: Can Montessori method be used effectively in a situation which is low in terms of resources like materials, space and training, where parents belong to a low socio-economic strata? If yes, what is its impact on the children, teachers and the community?
Nandini Prakash and Aparna Desraj Urs, Indian Institute for Montessori Studies, Bangalore
www.theiims.in
[email protected]
+91-080-22484416
Background
With approximately 100 million children in the poorest wealth quintile
(UNICEF, 2011) , we need to develop an Early Childhood Education Initiative that can adapt to the socioeconomic and cultural set-up of our country seems an urgent need. Montessori Method of education, which caters to multi-level multigrade teaching is one of the ways in which this
need can be met.Dr. Maria Montessori, who founded the Montessori
Method, opened the first House of Children in a tenement of poor people in Rome more than a hundred years ago. She came to India in 1939
to give training programs and help start Montessori schools here and
stayed on for a decade (Standing, 1998). More than fifty years have
passed since then. Yet most of the Montessori schools we find today in
India are for the urban elite children. This is due to:
 the demands of the method such as floor area per child,
 expensive materials and the number of children per adult make it
unaffordable for the economically backward children.
Teachers from the same low SES community as the children, but who do
not have a high degree of education or formal training in teaching, are
unable to attempt the Montessori training. Therefore, the Montessori
Method is seen as being rigid and impractical for the vast majority of the
teachers as well as children in India.
Basis of the Project Hosa Chiguru, a program created by Indian Institute
for Montessori Studies (IIMS), specially for children of Low SES, in Montessori’s words is “The training of teachers must go on at the same time
as the transformation of the school. If we have teachers trained in observing and experimenting, it is right that they should be able to observe
and experiment in the school.” She described the school for observation
as one “which allows the spontaneous expressions and the individual
vitality of the child to have free play”. Here, school reform and teacher
change go hand in hand so that the teacher has an environment that
promotes change.
Literature Review
“The access to Montessori for children who are in the low socioeconomic status (SES), limited English proficient (LEP) is limited”
(Rodriguez, Beverly, Brown, Lara-Alecio & Galloway 2003. p 3).
Rodriguez found only two studies related to low SES and three related to
English Language Learner children.
Sample Field note discussed
Visit to Mysore on Thursday, 19th August 2010
NP 6. Moving to my work, I asked about SPL. They had not filled up the table, and I asked them
to start. They had worked with the older children and not started with younger ones. Their idea
was to finish one kind of activity with older ones, and next week devote time to younger ones,
from SPL to MA. I asked them to give half the time per day to each level. If would be great if you
can check that out too.
Traditional Montessori Environment
Hosa Chiguru Adaptation
These are the changes brought about by our intervention in the class:
Traditional class, before intervention
Our Montessori Hosa Chiguru Class
Children put into specific classes as
per date of admission.
Children separated into groups according to age groups, so that the
sensitive periods can be followed.
Mostly one age group per class
Mixed age group created by distributing the children of each age group
equally among the three teachers.
Lessons according to timetable
Lessons according to Sensitive Periods
Chalk and Board method of teaching
Working with the hands and senses,
using the Montessori Materials.
Lessons tracked on the program of
work for the whole class
Lessons marked on the checklist, for
each individual child.
Corrections of class work and home
work done
Use of the indirect approach, without direct corrections or instructions.
Sitting on the bench, and following
instructions
Freedom to work, to talk, to choose
work and to repeat.
A Longitudinal Analysis of Performance of Prekindergarten students
(Hanover Research Council, 2008) in a suburban school district in US.
These studies show Montessori students outperformed other Pre-K students on all assessments from kindergarten through the fifth grade, in
terms of mean scores. But, they speak of full-fledged Montessori environments with fully trained staff, classic Montessori material from an
authentic source, often with two separate teachers each handling one
language. This is an ideal situation which we at Hosa Chiguru (by IIMS)
cannot replicate. For our method to be accessible to all, it has to be low
in resource requirement, and based on in-service training.
Research based on Montessori in India has been minimal. Therefore our
study can be considered groundbreaking
Standard Montessori Teacher
Our adaptation at Hosa Chiguru
Training
In-service training in small modules, without writing of material
files and exams
A full set of Classic Montessori material, displayed on open shelves in
developmental succession, within
the child’s reach
Modified materials and display
Introduction of the areas of the curriculum in a prefixed manner, followed by practice classes and observation sessions.
Introduction of the areas of curriculum in a modified manner, such as
presenting Static Part Material
soon after Number Rods, Sand Paper Figures and zero activity to the
child who is almost 5 year old
The trainees write assignments on
theory apart from the writing of Material Files. They attend practice sessions and undergo exams, both theory and practical.
Sample Checklist
Training and observations
After an initial training of 3 days, subsequent training of 14 days was spread over the next 7
months, 1 or 2 days at a time. Some of these were observation sessions. A year-end summing
up session was conducted.
The four major areas of the Montessori curriculum, namely, Exercises of Practical Life, Sensorial
Activities, Language and Mathematics were covered in these sessions. Each included a theory
session, an introduction to the area of curriculum and some demonstration of presentations.
The two researchers took turns to visit the school, record their observations, give training sessions. They compared notes of their observations of problems and achievements of each teacher. The third perspective was that of the facilitator. All the three perspectives were used to decide the changes that they had to make in the presentations or in the training itself. Checklists
were used to track presentations given. When teachers failed to fill the checklists, the facilitator
had to find out why not, and report to the mentor/ trainers. They observed problem cases, and
gave suggestions.
Sources of data
This poster provides a case study of the impact of ‘presentations’ in Kannada, (an Indian vernacular and Mother Tongue of the children observed), English and Math at early childhood level
involving three teachers and 43 children of (Preprimary) in a traditional school over 8 months. It
was converted into a Montessori class room through in-service training and mentoring through
a facilitator.
The data for this study was collected in the form of field notes of the two researchers and authors, check lists of presentations given and outcomes observed, photos, emails between the
researchers and the facilitator, feedback from parents and video clips pre and post test scores,
conversations with teachers, parents and the management.
Pretest results:
Age
K.
writing
K. reading
No. writing
No. reading
English writing
Student 1
4.01
a-La
-
1 to 100
L1
a-l
Student 2
5.1
a-La
L1-5
1 to 100
L2
a-p
Student 3
5.01
a-La
-
1 to 100
L1-5, L2-2
a-p
Student 4
4.01
a-La
-
1 to 100
L2
a-z
Student 5
4.07
a-La
L1-4
1 to 100
L2
a-z
Student 6
4.02
a-La
-
1 to 100
-
a-z
Data Analysis
Data gathered was studied several times. Inductive analysis of qualitative data was done by
reading, copying and sorting to study the emerging themes.
Quantitative data was derived from the pre and post tests by:
 Listing the change in the levels of children in the three main areas of study, ie, reading and
writing of Kannada and the reading and writing of numbers.
 Percentages of children achieving different ranges of improvement converted into a pie chart
Validation
Multiple sources of data mentioned earlier helped us pitch different points of view, viz. of researchers, trainers, facilitators, teachers, parents and student performance.
Support of themes emerging from the qualitative aspect by other forms of data such as photographs and video clips.
Substantiation of the themes by the quantitative change observed in the pre-test and post-test.
Parent observations from the end of the year form one more source of triangulation.
Recording of Instances of ‘Normalization’ and ‘Explosion into Reading’.
When there was no change, or only a marginal change, causes of the lack of development were
determined by studying the checklists, field notes and by consulting the teachers and the facilitator.
Capacity of the teachers to handle
a rigorous Montessori training being absent, we do not expect teachers to take exams, or write assignments. We do not use any of the
standard forms of teacher assessment used in a training program
References:
Ministry of Women and Child Welfare (2012) Draft National Early Child Care Policy2012 p 4. Retrieved from wcd.nic.in/.../National%20ECCE%
20Policy%20draft%20(1).pdf on 10.2.13.
UNICEF (2011). The Situation of Children in India - A Profile.p3. Retrieved from www.unicef.org/sitan/files/SitAn_India_May_2011.pdf on 10.2.13
Number Writing
Hanover Research (2008). Longitudinal Analysis of Performance of Prekindergarten students
Montessori research summary (2013). North
American Montessori Teachers’ Association. Retrieved from http://www.montessori-namta.org/Montessori-Research-Summary on 11.1.03
Standing, E.M (1998). Maria Montessori: Her Life and Work
Montessori, M (1948). The Discovery of the Child. Translated by Mary A Johnstone. Chapter 2, pp 48 56 – 62. Kalakshetra Publications, Chennai.
Parent feedback
The reporter (I will call him R) talked to the fathers for a while and then the mothers
took over and spoke about how–
 they were unhappy with lack of homework and writing, but agreed to give 3
months
 children ‘played’ and enjoyed coming to school but parents were unhappy with
these games
 the children just like that started to struggle to read announcements on TV before
they vanished, joining alphabets into words to their shocked surprise, and how this
got better and better
 they handled writing sentences with comfort and ease while their elder siblings –
(M’s sister L in 2nd grade of the same school or A’s brother in 4th grade) – struggle
 younger ones try to teach their older siblings,
 there is no stress, no compulsion but only joy
 children hate to stay home, how they are buying newspaper, how we should have
started all this work much earlier so their children could have benefited more etc.
I held court with parents, answering demands on whether we would give English as
well, whether we would maintain the same quality of learning in the first grade,
whether we would keep up the stress –
free, confidence building, all round development fostering progress, whether
we would include Hindi from preprimary since it is so unfair to dump it
on unprepared children in 5th grade,
whether we would abandon the unfortunate children like hot potatoes after 1st,
3rd or 4th and what would happen to
them when we did ...
Management: realized that the increased abilities of the children necessitated a
better quality of education being at the primary level.
Number Reading
11
Researchers: grew in this process, developing the skills of using checklists of presentations to modify classroom practice.
7
4
11
01
10
4
1
0
3
0
00
Academician involved in the school administration, Tara Ratnam: convinced about the
value of the intervention.
Agreed to mentor the researchers in publishing their work.
Numbers Wrote or Read
Assessment and post-test
Different forms of assessment used to judge the effectiveness of the intervention:
From the Montessori perspective—1) The concept of ‘normalization’ – concentration, love of
work, independence, self-confidence. 2)Explosion into writing and reading.
From the traditional perspective- calculated the difference between pretest and post test. Further corroboration was done by interviews with teachers/ facilitator and parents.
Impact on the larger community
Parents:
X Perceived the child as a willing learner, giving up rote reading/ writing in favour of
such work
X Stopped pressurizing teachers for class work/ home work/ diary writing.
X Showed awareness of the importance of independence in their children
X Believed that the learning achieved would stay with them for a longer period than
with traditional rote learning.
X Level of parent expectations had gone up. They urged the management and the
Montessorians involved to continue the intervention to higher grades.
Parent Meeting—end of the year
CUBS UKG A: Arithmetic
RESEARCH METHOD
Name of
the child
Class after intervention
Achievement of the children after the intervention
Learning equivalent to an average third grade child in a traditional school.
Showed concentration, love of learning, ability to choose work, responsibility for their
work and independence increased joy, discipline, amazing self-confidence.
Explosion into reading and in some cases, writing.
Working without an adult
A ten month training program, with
writing of Material Files and exams
Achievements of children before intervention
Rote writing of the alphabet in Kannada and English,
Writing of numbers 1 – 100.
Learning of names of colours, basic shapes, items of general knowledge such as vegetables and fruits through charts and illustrated text books.
Of the 43 children of U KG, the teachers expected 5 – 8 children to learn reading or
writing of 10 - 20 words through repetition and memorizing.
Assessment on the basis of an exam including oral and written components to test what
was taught.
Class Before intervention
Teacher Training Hosa Chiguru
From the webpage on Montessori Research Summary (North American
Montessori Teachers Association, 2013) : Studies by Takacs, Karnes, and
Duax.
The only non-traditional, low SES Montessori study we were able to access: Of a lone Hispanic teacher who tried to act on her own, but could
not get support from the school board (Jackson , 2009).
 I checked this out – they were still not ready with the list of children but they had realised
that many had not 'fixed' with the SPL – so this week they will check and revise through the
exercises all the first level SPLs for sound-symbol association
 They have also begun to present a couple of vowels and one each of a prolongable and plosive for the younger age groups
 Have asked them to keep records wrt which age group and how it was received – for 2/3 to
give only 1 SPL a week. Requested them to date and file all papers that they make notes wrt
children work.
 Teachers have to put together a list of words for the SPL
 OPA to continue with Object Box and theme based topics – explained the importance for MA
Findings and Discussion (implications for Montessori practice, limitations and next
steps including future research)
Sample graphs created from data.
Grading scheme developed by the researchers based on their work at MAYA*.
Impact on teachers and the facilitator
True empowerment of a teacher educator is achieved when the teachers take over from
the trainer, and take charge of the learning of their pupils effectively. The teachers could:
See children as individuals rather than a batch of students.
Step back and allow the child to take responsibility for their work.
See the child as an active participant in the process of learning.
Able to mentor two teachers of another school coming under the same management
over several months.
Plan and successfully host a parent meeting to convince parents about the efficacy of the
intervention.
Future research
We are looking at a longitudinal study of work in this school over 3 years, and a horizontal one over 5 – 7 schools, to track the development of the students, teachers and
the community as a whole.
Foot note:
*MAYA – A non-Government Organisation which helped communities to in Early Childhood Care and Education centres in low SES situations. Nandini Prakash provided training and mentoring to 90 schools under this organization over 3 ½ years, developing
methodology of training, low cost materials and recordkeeping techniques.
Teacher Feedback
Teachers shared a few observations with me, along with lunch,
I asked them why they were so thrilled with these few, error filled sentences. This is the
first example of independent work they have ever seen a child write, with no writing on
board/ CW/ HW/ memorising / test. This they linked to something else, which really
thrilled ME.
P – child is a worker, and now I know it. N – I remember how you asked me, in that first
three day session – has the child learnt nothing till he came to school? Did he come on his
own two feet or did he walk?
Teacher Empowerment from field notes
G also shared some exciting news wrt their report meetings. Apparently the teachers
sharing /discussing with the parents wasn't very fruitful. So they decided to sit in 4
groups and children showed the parents what they do and how they work in the classroom with the material. That was hugely appreciated by 90% of the parents, whether
they saw a gunitha chart in use or number rods or the decimal system. So much so the
parents told them to go ahead with the great work and
welcomed the announcement that LKG children WILL NOT be writing this term or maybe
even this year!
Explosion into writing
Explosion into reading
There were a few parents not too satisfied.
Jackson , Linda (2009) Becoming an Activist Chicana Teacher: A Story of Identity Making of a Mexican American Bilingual Educator in Texas (Doctoral
Dissertation) University of Texas, Austin, Texas, USA. Retrieved from. repositories.lib.utexas.edu/handle/2152/6709 on 14.1.13.
Rodriguez, Linda, Beverly, Irby J, Brown, Genevieve, Lara-Alecio, Rafael, Galloway, Martha (2003) An Analysisof a Public School Prekindergarten Bilingual Montessori Program. P 3. A paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL, USA, downloaded on 4.6.2012