The Role of the Montessori Teacher
March 1, 2022

What, exactly, is the role of the Montessori teacher? How is it so different from that of any other teacher?

Sometimes it’s easiest to begin by explaining what a Montessori teacher isn’t.


A Montessori teacher is less like the traditional idea of an instructor, and more like a gentle guide. They don’t consider it their job to give a child information. They rather lead children in the general direction and give them the tools they need to find the information themselves. 


Maria Montessori once said, “The greatest sign of success for a teacher...is to be able to say, ‘The children are now working as if I did not exist.’”


Montessori Teachers Cultivate Independence

In a Montessori classroom, rather than seeing a teacher at the front of the classroom giving the same lesson to every child, the teacher will be working quietly with individual children or small groups. While that is happening the rest of the children are free to spend their time doing the work that calls to them. A Montessori teacher works hard to create structures that allow children to be independent and to trust themselves as learners.


One large part of what a Montessori teacher does is to intentionally prepare a classroom environment that is developmentally appropriate, is inviting to children, and supports them on their journey to work independently. This environment is constantly changing in tiny ways as the teacher notices new and evolving needs of the students.


Montessori Teachers are Trained to Think Like Scientists

Parents should know that Montessori teachers are highly trained. Most have recognized Montessori credentials in addition to their college degrees. Montessori certification programs are intensive and demanding; one might compare them as being the equivalent of another college degree. These training programs don’t just teach Montessori educators how to use the specialized materials; there is extensive coursework about Montessori philosophy, child development, and integrating the arts.


When it comes to assessments, Montessori teachers don’t rely on standardized tests; they rely on the power of observation. They have notebooks brimming with evidence of what their students have mastered, need more support with, and are curious about. They are constantly recording what they notice children working on, how that work is being executed, and ideas they might have in anticipation of a child’s next steps. Montessori teachers literally sit beside a child and determine exactly what they know about a wide range of content areas.


Montessori Teachers Think Long-Term

Because of Montessori’s three-year cycles, teachers have the unique ability to consider their big picture when working with students. There is a natural tendency to allow the children to genuinely learn at their own pace. Getting to know a child and their family well over the course of a few years really supports this approach. 


Montessori Teachers are Often Called ‘Guides’

...and for good reason. While children in Montessori classrooms have an abundance of choice in their educational pursuits, Montessori is based on the idea of ‘freedom within limits’. It’s the Montessori teacher’s job to carefully craft those limits. Children rely on having a certain amount of structure in place. This gives them comfort and a safe place in which they can take risks and try new things. Montessori teachers set some boundaries and then carefully help students navigate within them.


What if your second grader loves to read but tends to avoid math? Their Montessori teacher will find ways to ensure the math still gets done. Sometimes this involves a gentle discussion with a child about time management skills, priorities, or setting goals. Sometimes the teacher will find a way to integrate the child’s interests into the less desirable work. Sometimes all it takes is a minor change in the environment. Montessori teachers gives children freedom, but they assist children in finding their way to success in this environment.


Montessori teachers value independence, self-reliance, and intrinsic motivation.


They also value cooperation, kindness, and strength in community.


Still curious? Call us to set up an appointment today to observe in a classroom. See what Montessori is really all about. 

February 18, 2026
PSYCHOLOGICAL PREPARATION: REFLECT ON ATTITUDES & EXPECTATIONS Important to treat toilet awareness as a process rather than an immediate outcome. If we are process driven, it eliminates the need to use manipulation, rewards, shame, or excessive pressure. We call it toilet “awareness” because we’re supporting a process of awareness in children which leads to natural, innate independence. Understanding the Child Are they ready? Control of movement: Can they sit? Stand? Hide when they go in their diaper? Communicate that they need a change? Take off their diaper? Participate in dressing? Crisis of Self-Affirmation (Oppositional crisis): 18 mos to 3 yrs (says “No”, separate being) What is their “normal” with elimination? Disposable? Expect resistance with creating a new normal. What are the Goals? First goal: Normalizing the toilet Talk about it Use toileting language Second goal: Internalizing a new habit Creating & supporting the internalization of new routines and associations with toileting (i.e. when I’m wet, it’s time to sit on the toilet and put on dry underwear). Consistency Language Use language that builds children’s self-confidence. Avoid shaming. Use affirmative language and refrain from negative comments about their elimination (i.e. “Peew! You’re stinky!”). Avoid saying “accident” which has negative connotations. Use factual language such as, “you are wet”, “you have a bowel movement”, “your poop goes in the toilet and then we flush it down”. Avoid praise (reality-based experiences, nurture innate motivation vs. external). Celebrate successes to yourself in private. Preparation Child sized & at child’s level A simple potty chair that’s easy to clean and/or a toilet seat w/ step stool Hamper or container for soiled clothes Stool or a chair for dressing and undressing Storage for clean/extra clothes (basket) Toilet paper/wipes Stairs/stool for the sink Clothing for Independence What do we mean by “independence”? Clothing that supports success because that builds confidence in children! Clothing that is easy to take on/off for small hands Lots of cloth underwear! Cloth gives an immediate feeling of elimination Keep pants-less if possible because it offers more success when there are fewer items of clothing to take off before sitting on the toilet Easy to pull-up pants Avoid tight leggings, drawstrings, buttons, and zippers Shoes with velcro On the go: Pidd le pad (carseat) Underwear Covers TIPS FROM MONTESSORI GUIDES  Prepare the environment with your child and name the items (encourages normalization and order). Get into a routine that does things in the same order. (Sound like a broken record? You’re doing it right!) Model or have other children model using the toilet. Check yourself! Your frustration will almost certainly be met with more resistance from your child Relax and your child will too Use intentional language. (Avoid praise & shame. Use affirmative and matter-of-fact language.) Remember that this is a process and adjust expectations. Don’t get too attached to the ultimate outcome. Wait until they are finished with a task to offer the toilet. Less likely to go if they’re interrupted. Don’t ask permission. State clear and consistent expectations (“It’s time to sit on the toilet”). Use “When” and “Then” statements Eliminate words as you repeat statements (“Sit. Toilet.”; simplified language = easier to process). Give Two Choices (supports oppositional crisis, gives toddlers control) Never force a child to use the toilet. Tantrums are not the right time to state expectations. If a tantrum has erupted, it has shifted into calming their bodies.
February 18, 2026
Guiding Principles