An educator must provide a specially prepared environment that promotes activities that help children teach themselves (Larson, 2010). They must conduct this Montessori practice by responding to the interests and needs of the children. Once there are educational activities that address children's interests, children are able to develop attention and concentration for sustained periods of time. Consequently, educators must be responsive and plan for extended, uninterrupted periods for children to work (Larson, 2010). The teacher's goal is to guide and support children, allowing them to develop confidence and independence (Edwards, 2002). There are no formal lessons in Montessori pedagogical practice; however there are intentional teaching moments. The educator waits and observes the children, allowing them to explore concepts and materials before assisting the child and moving him or her to the next stage of development (Lillard & Else-Quest, 2006). These teachings are often small group or one-on-one and consist of the educator modeling an activity or material and building on initial interest so that children later use that material independently (Feez,