Anne Burke Neubert, in A Way Of Learning (1973), lists the following elements in the special role of the Montessori teacher:

1. The Montessori teacher is the dynamic link between the child and the Prepared Environment.

2. She is a systematic observer of the child and an interpreter of his needs.

3. She is an experimenter, tailoring the environment to meet his perceptions of the child's needs and interests, and objectively noting the results.

4. The Montessori teacher is a programmer, preparing the environment and keeping in perfect condition, adding to it and removing materials as needed.

5. She is an evaluator, judging the effectiveness of her own work and the environment every day. She must also evaluate the progress of each child.

6. She respects and protects the child. She must know when to step in and set limits or lend a helping hand, and when it is in the child's best interests to step back and not interfere.

7. The Montessori teacher is a supporter, offering warmth, security, stability, and non-judgemental acceptance to each child.

8. She is a facilitator of communication among the children and of the child's effort to communicate with her. She must also interpret the child's progress and her work to parents, the school staff, and the community.

9. She is a demonstrator, presenting clear, interesting and relevant lessons to the child. Her role is to seduce the child into spontaneous fascination with the materials through her demonstrations.

10. The Montessori teacher is a consistent good example of desirable behaviour for the children, following the ground-rules of the class herself, and exhibiting a sense of calm, consistency, grace and courtesy, and demonstrating respect for every child.

11. She is a peacemaker, consistently working to teach courteous behaviours and conflict resolution.

12. The Montessori teacher is a diagnostician, able to interpret the patterns of diversity, and non-judgemental acceptance to each child.

© 1996 The Montessori Foundation