The goal of observation is two-fold. First, the adult observes to comprehend the needs of the children and respond to those needs. Secondly, he observes to learn to remove the obstacles that children face in their growth. This often requires a fundamental change of outlook on the part of the adult. The adult must develop a new appreciation of the significance of the child’s spontaneous activities. He must also develop a wider, more thorough understanding of the child’s needs. In a 1921 lecture on observation, Dr. Montessori said, “Observation is one of those many things of which we frequently speak and of which we form an inexact or false idea. Perhaps the scarcity of observation made upon children is due to the lack of preparation for such observations" (Unpublished lecture, 1921). In the same lecture, talking specifically about the qualifications of the prepared adult, “The fundamental quality is the capacity for observation. Possession of the senses and of knowledge is not sufficient to enable a person to observe. The adult must develop the desire and the ability to observe" (Unpublished lecture, 1921). This practice of observation is not something that can remain a casual work. One experienced Montessorian of our times says it this way: “Teachers have to observe their students more and observe when they are truly engaged because a busy student is not necessarily an engaged student” (Please Help Me Do It Myself, 193).
How to Conduct an Observation
Montessori approached observation – as do Montessorians today – in a clinical, methodical way. The first step is to gather data patiently and objectively. Next, the adult reflects on the information gathered and, finally, arrive at a conclusion and takes the appropriate steps.
Observation must be done on the job. Thus, the adult will be observing while giving presentations, between observations, and at all times in the environment. An effective observer must learn to be patient. He must be prepared to observe phenomena that are not obviously remarkable but that might continue for a period of time before something interesting occurs. Dr. Montessori said, “Be patient with nonessentials” (Education and Peace). She also pointed out, “It is not always imperative to see big things, but it is of paramount importance to see the beginnings of things. At their origins there are little glimmers that can be recognized as soon as something new is developing” (Education and Peace).
One has to develop the skill to observe objectively. Ideally, one should be able to look at what is happening without prejudging the situation. This is a difficult task. The adult must learn to set judgments aside and focus on the facts of exactly what is seen and heard. In addition, while observing a particular child, it is also necessary to be aware of the needs of the rest of the group. The art of observing must become an attitude that is developed in the individual adult. It must become a permanent way of life, and that is exactly what the adult is striving to do.
Practically speaking, concentrated periods of observation should occur in every Atrium session. At the beginning of the year this might consist of a two minute period of observation. However, the ideal would be to observe for twenty minutes during each two hour session. It is also important to acquire the habit of regular observation outside of your own Atrium space. Consider beginning with a goal of two observations during each year, one of a fellow catechist in your parish or school and one of a catechist in the broader community. Finally, invite at least one fellow catechist to observe in your space each year. This requires vulnerability, but another set of eyes can also provide such valuable insights in your work with the children!
Guidelines for an Observation
- Describe everything you can about the prepared environment.
- Observe the children and their work. Group work, parallel work, individual work?
- Watch for variety of work. Is it developmental, purposeful, or busy work?
- What happens when the adult leaves the room? This is a key to see if there is spontaneous discipline.
- Look at is the social interaction of the children. How many children are in the session? What is the age range? How do these two factors impact the dynamics? What are the social skills manifested in the community? Do you see evidence of grace and courtesy? Is there evidence of moral development in their social interaction?
- For children ages 6-12, are the children free to work in groups? Is the adult appealing to the reasoning mind of the child? Are the children using their imaginations? Are they doing big work? Are they developing the ability to choose through the reasoning process?
- Notice the work of the adult. What are the presentations given? When are they given? How long are they? Do the presentations vary in theme? Do they engage and capture the children? Is the adult recording presentations and observations? How? What do the children do after the presentation? Do the presentations inspire repetition (3-6) or follow-up work (6-12)? For the 6-12you, what form of follow-up work is it – inspired or assigned?
- Keep your eye open for the manifestation of freedom and responsibility.
- Look for a general atmosphere conducive to prayer, to listening and speaking with God. This will look different with 3-6yos than with 6-12yos!
Compassion:
Within any human relationship there is a distinct need for compassion. This virtue comes from an ability to maintain an open and vulnerable heart which refuses to harden even in the face of persistent adversity. Working with children requires this attitude and as such requires courage both in fighting personal battles for growth and in maintaining this vulnerability with the children. Especially in the first few years as an educator the adult must learn to keep the heart open and connected to others even when the heart is asked to carry too much. He must learn to weave a web of love which includes self, children, parents, and community. Where do you observe compassion being exercised by the children in your space? By the adults in your community? Is there one child in your space towards whom your heart is no longer as vulnerable as it once was? Perhaps the Lord is inviting you grow in compassion towards this child; I have no doubt He is ready to help you in doing so if only you would ask.