independence

Letting go to allow the child to learn

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“Everything must be taught, and everything must be connected with life; but this does not mean the actions which children have learned to perform and to integrate with their practical lives should be suppressed or directed by us in every detail….How he is to use what he has learned is a task for his own conscience, an exercise of his own responsibility. “ (p.93, para. 3)

Thoughts after reading: 5. Education in Movement (Part 3)

The lesson is separate from the implementation of what was learned. Montessori Lessons introduce the child to exercises or materials for them to do for themselves.   They are mostly self-correcting and through practice the child can develop personal satisfaction in their ability. A child does not learn through imitation, but through immersing themselves in their own work. Although it may be difficult to pull back from the child as he becomes involved in his work, it is essential. Montessori warns that the teacher can be the child’s biggest obstacle. The child benefits from choosing work for himself that he is drawn to and from working with the work without disruption.

The child must also be allowed the opportunity to use the skills they learn, in their everyday world without being told exactly how to do it. The child should synthesize their learning in the real world. They should determine for themselves what action they ought to perform in relationship to the circumstance. Adult coaching holds the adult accountable for the child’s action, preventing the child from developing their own sense of responsibility.

Montessori, M. (1972). Education in Movement. In The discovery of the child (pp. 91-98) New York: Ballantine

Allowing children to help is essential

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“Even the littlest children are anxious to do something and are more anxious to exert themselves than those who are older. A good teacher will therefore look for some way in which even the tiniest child can be of help.” (p. 84, para. 2)

Thoughts after reading: 5. Education in Movement

Every child seeks to be useful and part of the community. The youngest ones are the most eager to help. We should not discourage their interest in helping us. Their desire can prove more useful than we can imagine and the benefit to their soul is tremendous. Given tasks of importance makes them work very hard to perform to perfection. The trick is to not guide them so directly that their independence is replaced with puppet strings. The other thing to remember is that a little task can mean a lot to a child. Tasks in which they can gain that internal reward of accomplishment are very important.

“Of itself movement is something unrefined, but its value increases when one attempts to perfect it…. When children experience pleasure not only from an activity leading towards a special goal but also in carrying it out exactly in all its details, they open up a whole new area of education for themselves.” (p. 85, para. 3)

I am in awe of my own children’s organization skills. Perhaps their own time spent amongst Montessori materials organizing and sorting succeeded in perfecting their own sense of order.

My youngest daughter put together packets of information for me at work. She organized each part of the packet, counted their parts to insure the right amount, and created a process of assembling. Even at the age of 10, she was excited and enthusiastic about helping. I allowed her to create her own process and allowed her to accomplish it on her own. I believe this contributed to her own feeling of success.

After the first day of school, my eight grade daughter came home and made a plan regarding what she we would need for each class and how many trips she would need to go to her locker. She plans ahead for assignment and sets goals for herself beyond what the assignment calls for. I never have to worry about her not finishing her work. Although I watch her progress, I can see that she does not need me to assist with her planning and her results of success are indeed her own and not mine.

Montessori, M. (1972). Education in Movement. In The discovery of the child (pp. 76-88) New York: Ballantine

Allowing Inner Discipline and Independence to Develop

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“It is our object to train the child for activity, for work, for doing good, and not for immobility or passivity. It would seem to me that children are very well disciplined indeed when they can all move around in a room in a useful, intelligent, and free fashion without doing anything rude or unmannerly.” (p. 54 para. 3)

Thoughts after reading: 3. Teaching Methods Employed in the Children’s Houses

Many wonder how discipline works in a Montessori Classroom. It is hard for many to imagine an environment in which allows the child so much freedom which also maintains a sense of order.  The environment  and the philosophy used in a Montessori classroom helps the child develop inner discipline.  They learn to find joy in their own accomplishment instead of seeking attention and rewards from the adult.

When the Montessori teacher intervenes, she does so without judging the child, but teaches the child through modeling, asking the child questions, or by redirecting the activity. Today when I was observing a classroom, a teacher reminded a child the proper use of an art material by asking him questions. In a Socratic way, the other students within hearing range were also remembering how they are to all to use the art materials. After the student answered the questions, the other children went quietly back to their own activities. The child who had either forgotten or decided to take a short cut, happily went to get the proper equipment and did not feel shamed or embarrassed.

The freedom allowed in the Montessori classroom, gives the child the opportunity to develop independence.  Montessori classrooms are designed for the child to do for themselves.  If they need something, they can go get it.  If something spills, they can clean it up.  When adults do things for children that they can do for themselves they are doing the child a disservice.

“We wait upon our children; and to serve them in this way is not less fatal than to do something that would tend to suffocate their own useful, spontaneous actions.” (p. 57, para. 4)

Montessori, M. (1972). Teaching methods employed in the children’s houses. In The discovery of the child (pp. 64-75) New York: Ballantine

Letting the child do for himself

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“Our concept of the education of children thus differs not only from those who do everything for a child themselves but also from those who think they can leave the child in a purely passive environment. It is therefore not enough to prepare objects for children adapted in size shape to their needs: adults must also be trained to help them.” (p. 198, para. 3-4)

Thoughts after reading Part III: 26. The Instinct to Work

The Montessori teacher helps the child perform tasks alone and they are trained to observe the and guide the child based on their individual needs. It is a disservice to prevent a child’s natural growth and development. Children need to act for themselves in order become independent adults who can learn, think and act for themselves.  When the action is accomplished the child is elated and their confidence blossoms. When they are interrupted they may feel discouraged to try again or they may become too dependent on the adult to do for them.

Before jumping into assist the child, take a few minutes to watch. If the child is having difficulty and asks for help, try to model the action for them in distinct and easy to follow motions that they can copy on their own. Try to be patient and do not rush the child as they try to perform the task. If the child seems intent on their task, let them continue to work on it on their own. If they accomplish the task entirely on their own, they will experience intrinsic reward of accomplishment.

Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 185-198). New York: Ballantine Books. (Original work published 1966)

Desire for work

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“A child’s desire to work represents a vital instinct since he cannot organize his personality without working: a man builds himself through working. There can be no substitute for work, neither affection nor physical well-being can replace it.” (p.186, para. 1)

In a Montessori environment the child develops internal motivation that leads to pursuit of occupations that they enjoy. Although the child is performing educational and developmental tasks, we should acknowledge that this is their work. The child’s occupation is to develop and the materials in the classroom environment are designed to give the children the freedom to work.   A Montessori child may become an adult driven towards selecting occupations that they enjoy because they have had the opportunity to explore a multitude of disciplines, self selecting areas in which they desire to know more about.

As adults, when we do what we love it does not feel like work. As a society we have attached negative feelings towards work as if it is some kind of drudgery; like a child, we should have a natural desire for work  and working should give us a  source of satisfaction.  Working because our work is enjoyable leads to a happier life.

Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 185-189). New York: Ballantine Books. (Original work published 1966)

Mysterious force within a child

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Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 29-36). New York: Ballantine Books. (Original work published 1966)

Thoughts after reading Part I: 6 The spiritual embryo: The incarnation

“The very fact that a child is not subject to fixed and predetermined guiding instincts is an indication of its innate liberty and freedom of action.” (p.31, para. 2)

Montessori looks at education at the importance of psychic development.  She explains a “mysterious force” which drives moves the body, helping the baby grow in many developmental areas.   Because of the special way in which human children develop, it is essential to provide them with an environment that will nurture their spirit as well as their physical development.

After my second daughter was born I was working at a Montessori school and was began studying Montessori Philosophy.  I tried to incorporate what I was learning into my parenting. Both of my children benefitted from being able to explore their environment in a less restrictive way. The result for my youngest daughter was toilet training at a very young age, as well as walking very early. Both children became very independent and enjoyed doing a lot of things for themselves.  Allowing them freedom to explore nurtured their spirit. This trait is still very present in both of their characters today.