Published by the Gwangju International Center since 2001
By Bryan Hale If you work in English language teaching (ELT), you probably have detailed, even passionate, ideas about your students’ ability levels and what they should mean for teaching. … Read More
By David Shaffer Every teacher wants to be outstanding in their profession, but does everyone want to put in the required effort? In our earlier installments on the topic of … Read More
By Kim Yul Every child in the world is born with mathematical instincts. They can count, recognize, and compare all sorts of numbers and amounts. Children instinctively begin to count … Read More
By Kim Yul Imagination is a unique ability that humans have, and it is a special ability that is expressed through interaction with the environment surrounding humans. Particularly in the … Read More
By Clare Rawsterne Anyone familiar with England, might know that the headline is a salute to the proverbial market stall owners of London, who call out over the crowds to … Read More
Unlike regular teachers, Montessori teachers play two different roles in the Montessori classroom: one role as teacher and the other as observer. It takes a lot of effort to perform these two roles at the same time. Furthermore, because the teacher shares the same environment with their students, they must pay a lot of attention to their environment. Thus, Montessori teachers are always very busy in their classrooms.
There are lots of things to observe in the Montessori classroom. We should observe the behavior and learning status of the children and how the prepared environment of the classroom engages the student, and we even need to observe ourselves. Why should teachers observe themselves? In my opinion, I think that the teacher themself is included in the prepared environment of the Montessori classroom. The teacher must constantly ask themself how their behavior is affecting the children, how well they are performing as an observer, how well are they respecting the children, and are they giving proper assistance to the children.
By Kim Yul Movement is an integral part of the Montessori Method. Through the lens of real-life methodology, it’s clear that movement is essential in order to self-actualize because movement … Read More
Montessori has developed a very specific and deliberate methodology to take advantage of the formations of development that exist in children from three to six years old. Until this point, children tirelessly absorb the sights, sounds, and messages of their environment and those around them. At the age of three, a child’s heightened sensitivity to order can be used to guide the fascinating task of learning to organize and decipher existing knowledge. In addition, by adding deliberate movement, you can improve the use of your senses while enhancing your awareness of mathematical principles and patterns that exist in the world around you.
