oped two sets of practices with regard to teacher preparation as well as philosophy of instruction that facilitates student-centered classroom environments.
Teachers, Coe states, are trained in observational skill and child development. Further, they are educated in developmental levels and in matching appropriate skills and activities to levels; this because one of the prime tenets of Montessori philosophy is that appropriate materials facilitate the development of physical, intellectual, and social independence in children.
Krough (1982) has also noted the important role of teachers in Montessori education. She reports that regular classroom teachers who value the qualities promoted by the Montessori approach and who wish to promote them in their classrooms must be willing to be facilitators or collaborators rather than directive teachers. Also, teachers must trust children to work with real materials in caring for the room. In addition, in accordance with Montessori philosophy, teachers
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