As part of my Montessori adolescent teaching program, I have to take notes in class on various parts of the Montessori philosophy – via her essays, lectures or of lectures given my Montessori teachers. I am sharing my notes for others who might benefit from them.

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Throughout her life, Maria Montessori sought to comprehend the phenomenon of human life unfolding. She used observation as a tool to understand the forces that direct human development from within. She emphasized that the child possesses within himself the pattern for his own development. It is this inner guide (inner teacher) that must be allowed to direct the child’s growth

Hilla Patell, Observation article, NAMTA Journal vol 41-3, 2016 

Foundation of Montessori Education

• Observation stems from Montessori’s medical training and scientific background
• She discovered observation was crucial for understanding children’s developmental needs
• Views education as an aid to life, with adults serving as creators and caretakers of prepared environments
• Used scientific observation to bridge pedagogy with science in education

Purpose and Goals of Observation

• Primary aims are to understand/respond to children’s needs and identify/remove obstacles to development
• Helps identify when children reach states of concentration that lead to personality transformation
• Enables adults to determine the right moment and activity for each child’s development
• Serves as a tool for human adaptation and supports understanding of human tendencies

Four Types of Observation

• Direct Observation: Sitting still, recording everything observed with precise timing
• Indirect Observation: Observing while working, recording observations later
• Self-Observation: Monitoring one’s own biases, needs, and responses
• Peer Observation: Observing fellow teachers to improve team cohesion and skills

Qualities of Scientific Observation

• Must be objective and free from judgment or prejudice
• Requires humility, patience, humor, and understanding
• Acts as both a scientific and spiritual practice
• Involves being present and still, even when uncomfortable
• Demands awareness of personal assumptions and biases

Development of Observation Skills

• Begins with focusing on one activity or individual
• Gradually widens to observe multiple individuals and phenomena
• Requires commitment, time, patience, and perseverance
• Improves through regular practice and reflection
• Benefits from varying objects of observation to maintain interest

Signs of Effective Development to Observe

• Environment offers appropriate, meaningful choices
• Learner has freedom to choose activities and organize time
• Child reaches observable states of concentration
• Personality transforms, showing signs of inner discipline
• Different manifestations of concentration across age groups

The Observation Cycle

• Gather observation notes
• Read and reflect on observations
• Make decisions based on reflections
• Implement changes
• Observe again to assess impact

Challenges and Considerations

• Must accept that internal cognitive processes aren’t directly observable
• Environmental factors can affect behavior and observation validity
• Requires staying mindful and present throughout
• Never reaches a point of complete mastery
• Demands continuous practice and self-improvement

Role of the “New Teacher”

• Must develop deep knowledge of Montessori theory and practice
• Requires capacity for loving and relating to children
• Distinguished by quality of observation more than cultural knowledge
• Needs passion and dedication to the practice
• Must cultivate patience, control of will, and humility

Practical Implementation

• Record observations systematically
• Share indirect observations with colleagues regularly
• Maintain personal journals for self-reflection
• Create time for processing experiences with trusted colleagues
• Use observations to personalize educational approaches

Quotations

By recording the biographical history of children and measuring their noses, ears, etc, people hoped to get to know the children. This was of course impossible. When we had done all this we knew as little of the psychology of the child as we did to begin with.

• Montessori, 1946 London Lectures, p. 8

And each time that such a polarization of attention took place, the child began to be completely transformed, to become calmer, more intelligent, and more expansive; it showed extraordinary spiritual qualities.

• Maria Montessori, The Advanced Montessori Method vol. 1, p. 54

The vision of the teacher must be at once precise, like that of the scientist and spiritual, like that of the saint. The preparation for science and the preparation for sanctity should form a new soul, for the attitude of the teacher should be at once positive, scientific, and spiritual.

• Montessori, Preparation of the Teacher,  Advanced Montessori Method volume 1, p.107 

And each time that such a polarization of attention took place, the child began to be completely transformed, to become calmer, more intelligent, and more expansive; it showed extraordinary spiritual qualities

• Maria Montessori, The Advanced Montessori Method volume 1, p. 54

It is not always imperative to see big things, but it is of paramount importance to see the beginnings of things.

• Montessori, Education and Peace (Montessori Pierson), p. 81