Montessorians~How do you interpret “Follow the child?”?

One thing you want to be careful of is stepping on any toes. Ultimately, you're helping in her classroom, not taking the classroom over. So be sure to be sensitive with how you offer suggestions.

The phrase "Follow the Child" in Montessori is kind of hard to sum up, as it is the basis for the entire philosophy. It's like asking to define what "Freedom" means to Americans, what "Love" means to poets, or what "Petrol" means to a NASCAR fan. I shall, however, try :)

I assume you're thinking a 3-6 classroom, so let me address it more in those terms. If I'm mistaken, please let me know and I'll try to make adjustments to any references I have. I'll try to give a general idea, then address your specifics.

There are many different parts to "following the child." First off, it reveals a sense of Montessori's main purpose of focusing on and following the developmental needs of the child.

Secondly, it deals with letting the child show you what their strengths and interests are. By observing children, we see these strengths and interests shine through. We have to be observant of those and know when the right times are to introduce concepts and ideas.

Unlike the traditional teacher, who feels it is the job to provide information to the student for them to learn, the Montessori teacher sets up an environment where the child can explore and build his or her own learning. A big part of this is a 3 hour work cycle, involved to provide students with time to build up their social skills, interact with each other, develop concentration, learn how to work independently and with a group, as well as learning the vast and expansive curriculum Montessori has to offer.

The question of the specific children you're thinking of that do not do any work is a tricky one. Especially without having seen it. Considering what you typed, are the students about 4 years old? (Guessing) This is an age where they don't get as much into the heavy academic areas like you see in their first and their final years of the classroom. There is a strong need for socialization, making friends, and identifying who they are, what their friendship lines are, etc.

I think if they do nothing all day and are unfocused, a good thing to do is reintroduce a lot of the practical life activities. They tend to be past the pouring stage now and will not be very interested in that, but things such as table scrubbing, washing dishes, and other long and time consuming practical life activities can help them grow more independence and concentration while keeping them busy.

A key thing to do is observe of why the children are acting that way. Are they doing it to build social skills or are they doing it simply because they are bored? If it's boredom, it's time to step in and help them out.

Matt

She may be meaning that she lets the children show her what they want to do, letting the child lead the activities.

Next thing is, Is your friend a certified Montessori teacher?

If so, this can be a good approach but it does have a draw back like the class seems out of control.

Maybe if you ask your friend to tell you more about what might be planned for the classroom, and your role in the environment could give you an opportunity to ask questions and understand the environment better.