WHY MONTESSORI?

Have you ever heard pedagogy referred to as the art of education? It is arguably one of the most intricate and significant arts of all. Therefore, this field demands not only trained professionals but also individuals who are genuinely passionate about it. It becomes even more valuable when such educators introduce effective and innovative teaching methods that may not yet be fully integrated into Azerbaijani contexts, especially for children with specific needs. Our featured educator today, Nazira KISHIEVA, embodies this ideal; she is a dedicated teacher and expert in Maria Montessori's educational approach.

Nazira-khanim is deeply committed to transforming pedagogy into a true art form with the aim of nurturing well-rounded and educated individuals. This is precisely why she chose the Montessori method, which, although not widely recognized in Azerbaijan, according to her, significantly enhances children's talents. Beyond her work in schools, she is also focused on training local caregivers—nannies and governesses—to assist young mothers in raising the next generation.

"You are among the few specialists in the Montessori method. After training at the North American Montessori Centre, what led you to choose this particular approach?"

"Honestly, it wasn’t a conscious choice; it was largely due to circumstances. At the time I was offered training and a job in Montessori education, I was working in a different school as an assistant. After five years of gaining experience, I felt ready to teach independently, but my previous school's policies did not allow for that. I needed to find a solution, and during this challenging time, I was presented with an opportunity at a Montessori school. Since I was not yet a professional educator, I had to undergo training and obtain certification. As I explored Maria Montessori's system, I found that I resonated with its core philosophy: allowing children to express themselves. So, I eagerly accepted the job offer, even though at that time, Montessori methods were not well-known. The situation in Azerbaijan was dire then, even more so than it is now. Imagine transitioning from a post-Soviet educational background to something so completely different! It was a novel experience for me, but I was eager to try it out as it represented a pathway to becoming a fully-fledged teacher."

"Is it correct to say that this method isn't widely accepted because of perceived shortcomings? Some experts argue that it fails to foster creativity and imagination in children..."

"The lack of popularity of this method in Azerbaijan likely stems from misconceptions; however, it is quite well-established and sought after in Europe, where it originated. For instance, even the British royal family has enrolled their children in Montessori schools for early education. This approach promotes comprehensive development—both creative and academic—allowing children to enhance their logical thinking skills, known as problem-solving in English. Montessori encourages children to tackle problems independently based on their abilities. We provide guidance and support, but ultimately, they must take the lead. Additionally, there is a common misconception in our country that Montessori developed her methodology specifically for atypical children. I find such terminology—like dementia or developmental delays—problematic and misleading. While there are typically developing and atypically developing children, the distinction is often misunderstood. Many believe that Montessori's approach was designed solely for children with special needs, but historically, the children she worked with over a century ago in Rome were regarded as underdeveloped simply due to minor speech delays. Nowadays, speech delays affect one in three children!

"Back then, if a child began speaking at around three years old or later, they were often labelled as having cognitive issues and placed in specialized institutions with little attention or care. Montessori recognized this issue and created a system that enabled these children to achieve better outcomes than their typically developing peers of the time who met all developmental milestones. While this perception exists among the public, it's critical for professionals to understand the nuances."

"How do you view the term 'problem child'? Is it ethical to label an undeveloped personality in such a way? Yet, many modern educators use this term as a form of judgment."

"The term 'problem child' feels fundamentally unethical and unacceptable to me as both an educator and a parent. There are no problem children; there are typical and atypical ones. Typical children are those we commonly recognize: they start walking at around a year old and begin forming word combinations by six months. However, this notion of typicality is becoming blurred as we see more children who don’t meet these milestones—some may begin walking before crawling or develop teeth in unexpected patterns. Children are evolving rapidly. Yes, environmental factors play a role, but so do parents who are often in a rush. How do we identify atypical children? They may seem restless or overly energetic and might disrupt lessons. To me, this isn’t a problem. If there were an individualized approach to each child, then an active learner could engage with lessons tailored to their interests. The question should be why certain teaching methods fail to engage them. Perhaps these methods are too conventional for an atypical child? If educators began reflecting on this aspect, I believe solutions would emerge.

"In my 14 years of experience, I’ve consistently encountered highly active students in my classes. I understand that these children require a teaching style that captures their interest. For example, if we need to teach counting from one to ten, we can make it playful—counting toys or drawing specific numbers of dinosaurs allows children to choose how they engage with the material. The key is ensuring there’s a tangible result."

"Doctors often say that it's essential to address the root cause of symptoms rather than just treating them. The current educational system faces numerous challenges, leading many to claim it's failing. Who should we hold accountable: the system itself, educators, or parents?"

"There’s no simple answer to that question. I’m not one to assign blame easily; however, it's clear that everything is interconnected—absolutely everything starts from the home environment and family dynamics. I convey this not just as an educator but also as a woman and mother. If a mother struggles with flexibility or empathy and fails to understand her child’s needs or feelings, it often reflects issues from her own upbringing that hindered her development of those skills. I realize this may sound cliché, but it’s fundamentally true—it aligns with psychological principles. I believe that if individuals choose to expand their family and fully comprehend their responsibility in raising a well-rounded human being, it will make the journey significantly easier for them. This understanding must be thorough and genuine.

"And this requires the cohesion and joint actions of everyone involved; the process of education and upbringing should be shared among mothers, teachers, homes, and schools. We must support each other so that the current generation, which is already attending kindergarten or primary school, receives the kind of training that will yield meaningful results."

"You train professional nannies and governesses. Have modern mothers forgotten how to raise and guide their children on their own? Yes, hired tutors have always assisted families with the education and upbringing of their children, but life does not stand still. Information is now readily available, including to young mothers, so modern parents have become much more informed..."

"No, we haven't. First of all, we live in an era where most parents are working. Rather, the point here is that parents have lost touch with their own ability to nurture and subsequently guide their children. As a working mother myself, I understand that during maternity leave, a woman has limited opportunities for personal recovery and professional growth. Furthermore, even if a woman held a leadership position prior to maternity, there’s no guarantee that this status will remain upon her return. It takes substantial time to regain previous qualifications, which is why the demand for nannies and governesses is increasing. This creates a challenging situation for women, which I wouldn’t frame negatively.

"Secondly, we must consider another aspect of the situation. Unfortunately, some parents, upon having children, seem to act as if they are hearing noises without understanding their source. They observe other mothers on social media sharing how they develop their children, showcasing toddlers reciting poems or engaging in intricate crafts. This can lead to an inferiority complex among younger mothers. Conversely, there are also those who neglect their children's development altogether, relying on grandparents and not actively engaging with their children. Sadly, such mothers do exist.

"Again, everyone comes from different backgrounds; we have no right to judge anyone. To adequately address all of a child's needs—regardless of their home situation or the reasons their parents may struggle to provide the necessary attention and development—we decided to create a course that offers comprehensive information covering child psychology, ethics, aesthetics, academic knowledge, school preparation, and more.

"I also want to emphasise that there are always specialists who are committed to continual self-improvement while others believe they do not need it. It’s beneficial for a child to have a caregiver—a temporary guardian who can genuinely impact their development while the parents are occupied—not just someone who has raised children themselves but one who can meet the child's individual needs from a professional standpoint. Of course, we cannot replace a mother; however, having this additional support can help ensure that the child is well-rounded before entering broader society."

"We live in an age of coaches and personal development mentors—including in parenting and education. How can one differentiate a genuine coach from a charlatan who might cause harm? Are licenses and diplomas truly indicators of professionalism?"

"Indeed, many individuals present themselves as top experts in various fields. Among them are genuine professionals and those who fall short. It is nearly impossible to guarantee expertise solely based on credentials. A person can possess legitimate diplomas and certificates and still fail to meet a child's needs or fulfil the expectations of the parents who hire them.

"What matters first is how individuals discuss their work. When I assess an applicant interested in my course, I look for a spark in their eyes. It’s clearly easier to work with a professional educator who possesses various certifications for ongoing development because it indicates they are committed to continued growth.

"However, human qualities cannot be overlooked. Each of us can recall at least one or two teachers from our past who were knowledgeable yet struggled to engage students or inspire interest in the subject matter. This experience is common in school settings. A successful educator must offer understanding, care, and affection—qualities that should arise naturally from within. Empathy is crucial for educators because if they cannot connect with the child emotionally, effective teaching becomes difficult. For this reason, I evaluate candidates primarily through their humanity and ability to empathize.

"Recognising a good teacher often involves a trial period. Before allowing a teacher to spend extended time with a child, it is essential for them to undergo this evaluation phase. My advice for parents is to challenge potential hires during interviews with situational tasks relevant to real-life scenarios."

"You previously mentioned that professional educators can assist children whose parents are overly focused on personal ambitions. What about those who sacrifice their dreams in pursuit of their children's futures? They too can make mistakes..."

"I have always advocated for prioritising work with parents first. After extensive reading from credible professionals—not coaches—and being the daughter of a psychologist myself, I've come to believe that our focus should be on adults initially. Parents who dedicate their lives solely to their child's future often do not benefit their children in the long run.

"It's important to strike a balance—between personal ambitions and the child's needs as well as between one's own life and that of the child—to avoid overwhelming them with unfulfilled aspirations.

"Human psychology dictates that individuals want to see results from their investments; this is particularly true for parents who often choose professions for their children based on what they perceive as valuable—like encouraging them toward becoming doctors from an early age.

"However, when these children grow up only to discover they do not wish to pursue that path, it can lead to conflict and disappointment if parents fail to accept their choices. Children must learn independently and navigate life’s decisions; making mistakes is part of normal development.

"Of course, this does not cover severe cases where children stray off course academically or socially; this discussion pertains to typical situations where parents face 'drama' over wanting one profession for their child while they aspire toward another—like wanting their child to study music when they prefer martial arts.

"Thus I consistently advise parents to reflect on their own lives and desires before having children—to remember their dreams prior to parenthood.

"Finding common ground with an entirely different person—your child—can be challenging. By starting with your own established psyche, it becomes easier to relate to a developing individual who is still shaping their own identity."

"Numerous pedagogical methods exist—from harsh discipline to complete freedom of expression. Can we assert that specific systems yield better results overall rather than isolated examples? How do we measure the efficacy of a pedagogical system? What outcomes should indicate that a particular method is effective?"

"The effectiveness of an educational system can be gauged by one primary factor: the success of its students. This encompasses not only academic performance but also moral, spiritual, and emotional growth. If we encounter students who not only meet academic requirements but also display confidence and harmony with their environment and society, we can confidently say that the methodology is successful. Focusing solely on educational or disciplinary aspects will not yield the desired results; we would simply produce compliant followers rather than independent thinkers. If we prioritise discipline but allow freedom without structure, outcomes will be inconsistent—students may engage when inspired but fall short otherwise. Similarly employing a carrot-and-stick method will foster mere compliance; rewards lead to actions only when incentivized.

"An effective methodology encourages students' awareness and capacity to resolve problems independently and responsibly—finding solutions without causing harm to others is the hallmark of productive pedagogy.

"Why choose the Montessori method? Because its elements are interconnected much like life itself; progression should be gradual and sequential—especially for those lacking innate talent. While some may leap ahead based on natural abilities many must adhere to a step-by-step approach. This system accommodates gifted individuals while providing pathways for those who are more typical or atypical learners alike.

"That’s why I regard Maria Montessori's methodology as superior. Interestingly this approach isn't patented allowing it to adapt over time to contemporary educational needs and societal demands which have dramatically shifted since its inception. Consider that Maria Montessori was Italy's first female surgeon! The changes since her time are significant and cannot be overlooked.

"For instance comparing Montessori with the Cambridge education system reveals that the latter focuses primarily on academic performance. Implementing changes within Cambridge can take considerable time due to its structured nature; hence teachers undergo evaluations every few years. In contrast Montessori allows for immediate application tailored to students' needs—hence its child-centred methodology where students take precedence over teachers. Maria Montessori was pioneering in her idea that teachers shouldn't need to impose discipline or restrictions; rather students learn through self-discovery within safe boundaries established by the system itself. The teacher serves as a guide who helps children navigate choices while understanding potential consequences without risk to their well-being."

"So why hasn’t this methodology been more widely adopted?"

"While we haven't embraced this approach fully—especially in Italy where Maria Montessori's legacy began—it hasn’t received adequate appreciation at the national level either. There are entrenched national curricula in place that prioritize profitability over educational innovation; implementing Montessori requires substantial financial investment effort and expansive thinking.

"Regrettably not everyone within educational systems grasp this methodology’s importance—not just here but globally as well—where performance often overshadows individual student needs. This focus on metrics makes it challenging for institutions that rely heavily on tuition fees generated by ambitious parents eager for their children’s acceptance into prestigious universities—regardless of whether those paths align with the child's interests or talents. Countries like Estonia and Finland exemplify educational systems prioritizing quality over quantity while respecting all societal segments...

"Consider how we often tell underperforming students: if you don’t study hard enough you could end up as a janitor! Why is manual labour disrespected? It’s unfortunate that we undervalue professions dedicated to maintaining cleanliness and order in our communities! Thus arises this pressure on students—to achieve academically at all costs rather than allowing them autonomy over their future career paths. Consequently we have much work ahead in transforming education. Additionally we must acknowledge that educators themselves are human beings juggling numerous responsibilities.

"As someone who has taught using three different pedagogical approaches—the Cambridge IB system PYP and Montessori—I can attest that teacher workloads are exceedingly high across all types of schools! This burden stems not solely from classroom instruction but also from endless administrative duties including reports and planning while simultaneously playing caregiver roles for students lacking adequate support systems. And amidst all these demands lies the expectation for creativity! Many teachers lack teaching assistants in public schools which adds further strain on managing diverse student needs alongside extracurricular activities—a challenge that goes beyond individual attention—it’s about surviving within general educational frameworks!"

"In our formative years—and those of our parents—academic performance was paramount; diligence was viewed as essential for success later in life. Nowadays specialists emphasize different skills: communication abilities and social relationship-building skills have taken precedence. What has shifted in the world necessitating these new educational priorities?"

"The paradigm has evolved significantly. As Bill Gates succinctly put it: 'I’ll pay more to someone lazy than a workaholic.' Why? Because those labelled ‘lazy’ tend to discover efficient shortcuts enabling them to finish tasks quickly so they can return comfortably back into their preferred states! That principle holds true today. Historically speaking knowledge acquisition was far more critical earlier last century when illiteracy rates were high among vast populations lacking access or exposure; methods were designed around rewarding hard study habits leading towards upward mobility.

"Today virtually everyone possesses basic proficiency with technology—they know how to search for information online via Google or similar platforms thereby diminishing incentives derived solely from academic accomplishments. As such what remains vital today centres around interpersonal skills—the ability successfully connect ideas with others which hinges upon effective communication skills alongside teamwork dynamics fostering collaboration amongst peers. Ultimately our goal revolves around thriving within society—selling products/services while realizing individual specialities necessitating adeptness at navigating social environments lest one risks stagnation! This may sound starkly capitalistic—or even cynical—but it’s important nonetheless! We must balance this drive towards success without losing our compassion; prioritizing empathy remains essential amid growing freedoms within modern contexts yet necessitates aligned educational frameworks tailored towards contemporary societal needs!"