3 Stages of Montessori Teacher Development

“An education capable of saving humanity is no small undertaking: it involves the spiritual development of man, the enhancement of his value as an individual, and the preparation of young people to understand the times in which they live.”

Dr. Maria Montessori, Education and Peace

Being a Montessori educator is no small task. It is a calling. A vocation derived from the belief that intentional and meaningful education of children is the hope for a better world. As we begin our Montessori teacher development journeys, this can be invigorating, inspiring, motivating…and also daunting.

Fortunately, no one expects us to perfect our Montessori pedagogy overnight. There is a maturation process for all teachers. The Montessori method outlines the three stages of learning we can expect to see in others and in ourselves as we gain confidence as Montessorians.

The Three-Period Lesson

Montessori teaches us about the “three period lesson”. This is a format first developed by Seguin to practice new concepts from three different “directions”, using different cognitive skills to increase retention, comprehension, and ability.

Period One: Naming

In period one, the student is taught very directly and given demonstrations. In period two, there is a collaboration between the teacher and the student, with the teacher asking guiding questions as needed. In period three, the student is ready to practice independently and feels confident in his or her abilities. 

For Montessori teachers, our training programs are our “Period One”, giving us direct instruction on curricula, materials, and methodology. We are presented with information and materials and have the opportunity to explore and ask questions. This is our most concrete learning phase of Montessori teacher development. During our training, we are mostly “putting information in” and beginning to pull information out in concrete, scripted ways such as writing papers and demonstrating lessons.

Period Two: Recognizing

Our student teaching experiences are intended to be our “Period Two” of Montessori teacher development, before we independently run our own classrooms. In this experience, we are recalling and using information learned in training and have the scaffolding of a mentor teacher. We are often working within someone else’s general framework, getting to exercise “Montessori teaching” as a verb and not simply theory. This is a great opportunity to make mistakes and receive the benefit of scaffolding from our mentor. However, it is also quite limited as we are fledglings in our understanding and familiarity with Montessori curricula and pedagogy.

Period Three: Remembering

Period three of Montessori teacher development is independently running our own classrooms. This is our most abstract learning phase. It is where we build automaticity and intuition as we become seasoned teachers through diverse daily experiences. However, we do not all have the benefit of a “guide on the side” as we transition from period two to period three. In the classroom, this is where the teacher stays nearby the student. The teacher observes and gives feedback or answers questions as needed. This includes not only the external, visible workings of a classroom but would ideally include conversations to delve into the internal work of the newer teacher. This blog is intended to bridge the gap between learning periods two and three of the three period lesson, helping teachers gain confidence and independence as they evolve their own leadership style. It will help new leaders find repeatable success, gain confidence, and begin to build toward intuitive teaching.

For veteran Montessorians, being emersed in the method for years results in an ability to use the framework of our Montessori training to respond seamlessly to new, unexpected situations that inevitably arise in the classroom.  This is not a skill we can expect to be innate, it is one that is built through constant experimentation, reflection, and lifelong evolution. Together, we can build a community of support and resources. Through my work as a Montessori consultant, themes of “frequently asked questions” and common areas of concern have surfaced. These articles are designed to address the areas in which teachers most commonly ask for support. If you have ideas for topics or curated resources, please reach out!