Observation
When Maria Montessori spoke of observation in her classroom, she was talking about quite a scientific and methodical observation of her subjects- the students. She felt that in order to create the optimal learning environment for each child, the teacher must know each individual’s needs and the stage of development. An occasional, cursory glance around the room is woefully insufficient if one wants to have a clean understanding of the child.
Montessori spoke at great length of the necessity of preparing the observer. It is imperative that the observer remain outside the activity that she is observing. Her involvement or interference will prevent her from witnessing the truth- the manner in which events would unfold had there been no external disruption. “The observers should remain absolutely silent and motionless… many times you will be tempted to show your admiration or your annoyance; or you will be tempted to communicate your impressions to your neighbor.”
The Observer-Expectancy Effect
The observer must be careful not only of her actions, but of her thoughts and attitudes as well. A great deal of psychological research has been plagued by the phenomenon of observer-expectancy effects. A general problem in studies on humans and other sentient animals is that researchers may quite unintentionally communicate to the subject their expectations as to how they “should” behave. The subjects, intentionally or not, may respond by doing just want the researchers expect. In addition to influencing subjects’ behavior, observer expectancy can also influence the observer’s perception of judgment of that behavior.
Not Interrupting the Flow the Activity
During the process of observation, when one is absolutely still, Montessori says a teacher should also consider how many movements and interruptions she would otherwise have made. She should note how many times she gets the urge to step up and prevent something from happening or to assist someone who seems to need help. “You might try to count all those impulses, and thus you will be able to measure the distance which lies between you as you now are and the time you will be a perfect observer.” Montessori even suggests tying yourself down with a cord if you find it too difficult to prevent yourself from getting up and interfering with your observation! A helpful alternative is to have a string of beads attached to your belt and draw a bead along every time you have the impulse to interfere. “This is very useful, because when we have the impulse we must act; and the reaction with the bead is a help.” “All great observers are fundamentally people having great patience.”
Maintaining Sight of the Entire Environment
The teacher who is observing must also take care not to get so involved in one child that she ignores what is happening with the other children. To be aware of and keep track of all the many different things that are occurring in a classroom is quite a challenge. “We know that the vision is exact… but at the same time, we have a vast field of vision. It is not easy to bring our attention to all those things we see indirectly. When one is looking at one person in a group, one must not let the whole consciously become absorbed by that one person.” In a way, we should not lose sight of the forest because we are so absorbed in looking at one tree.
Recognize What is Being Seen
The observer must also be prepared for and interested in what she sees. A scientist who looks through a microscope for instance, will not understand what she sees unless she has been prepared to recognize the images. Someone who does not know an egg is about to hatch will not be interested in looking at the egg. The teacher is looking keenly for the subtle behaviors that show that the normalized child is about to ‘hatch’.
Guide to Psychological Observation
Adapted from Spontaneous Activity in Education
Work
Notice:
• When a child begins to occupy himself for any length of time upon a task.
• What the task is and how long he continues working at it (slowness in completing it and repetition of the same exercise).
• His individual peculiarities in applying himself to particular tasks.
• To what tasks he applies himself during the day, and with how much perseverance.
• If he has periods of spontaneous industry, and for how many days these periods continue.
• How he manifests the desire to progress.
• What tasks he chooses in their sequence, working at them steadily.
• Persistence in a task in spite of stimuli in his environment which would tend to distract his attention.
• If after deliberate interruption he resumes the task from which his attention was distracted.
Conduct
Notice:
• The state of order or disorder in the acts of the child.
• His disorderly actions.
• If changes of behavior take place during the development of the phenomenon of work.
• If there are: cries of joy, intervals of serenity, manifestations of affection.
• The part the child takes in the development of his companions.
Obedience
Notice:
• If the child responds to a summons when he is called.
• If and when the child begins to take part in the work of others with an intelligent effort.
• When obedience to a summons becomes regular
• When obedience to orders becomes established.
• When the child obeys eagerly and joyously.
• The relation of the various phenomena of obedience in their degrees to the development of work and to changes of conduct.