“Reality”—according to appearances in adult society-suggests that the single individual is essentially without power. External circumstances, such as money and position, seem to determine the—limits of one’s power. The individual standing along—appears powerless. In Montessori education, success in the classroom depends solely on the ability of a single individual —the teacher. However, without relying on external circumstances, what significant “power” can such a single individual teacher exercise in contrast with the potentially detrimental influences of parents, children and school owners? How much real “power” does the individual teacher have in the classroom?
What is Power?
Ultimately, true “power”-the ability to realize results from one’s own actions—is not limited or determined by external circumstances such as money or position. True “power” arises uniquely within a single individual and is readily observed in visible, tangible results in the Montessori classroom—i.e., outward behavior of a calm and orderly nature.
The Powerless Teacher
The ineffective teacher-consistently unable to resolve children’s misbehavior- demonstrates a limited, finite and uncertain power in the classroom. Such essential powerlessness lies in the teacher’s attachment to personality-notably, attachment to certain attitudes and feelings associated with “power” derived from the teacher’s own detrimental early childhood experiences. True power in the teacher is realized through a process of disengaging the personality.
Disengaging the Personality
The effective Montessori teacher disengages from one’s attachment to personality in the process of “doing nothing”. For example, in confrontation with circumstances such as “power struggles” with children, the teacher consciously ceases all external body movements and language. Such a process of “doing nothing” is, in effect, the active observation of the teacher’s thoughts, attitudes and feelings with respect to “power”. Notably, a feeling of “powerlessness” is naturally and spontaneously resolved as the teacher acts in accordance with the effective application of Montessori principles: individual liberty, observation and preparation of the environment.
Montessori Commitment
“Power struggles” and other forms of misbehavior in children are readily resolved through a course of action consistent with a commitment to Montessori principles. Thus, regardless of the teacher’s feelings of “powerlessness” in the process of confronting misbehavior in children, the teacher’s true power is ultimately seen in the resulting calm and orderly behavior of the children in the classroom.
Power is Transcendent
Even effective teachers can feel powerless in the process of confronting persistent misbehavior. However, true power transcends personality, including feelings of “powerlessness”. Ultimately, the teacher’s external course of action not feelings or attitudes—will result in predictable and confirmable external behavior of children in the classroom.
Power in Society
The individual teacher’s power in the classroom inevitably finds expression in society. Notably, parents and other adults associated with a Montessori teacher are moved by the power of a Montessori teacher. The extension of the Montessori teacher’s power beyond the classroom is the creative force realizing Dr. Montessori’s vision of a “new education”—a commitment to Montessori principles throughout the entire society.
Originally published in 1982 in Vol. 3, No. 6 issue of The Montessori Observer