intrinsic motivation

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 the child to follow his passion

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“Everyone has a special inclination or special secret, hidden vocation. It may be modest but it is certainly useful. An award can divert such a calling and turn one’s head to the loss of his true vocation.” (p.16, para.1)

Thoughts after reading 1. On the Application of Science to the School

Punishments and Rewards can be abused to make a child conform to rules.   Teachers and parents should not make demands on children as if they have unlimited authority. Instead we should guide the child, helping him find his own way to pursue his own innate talents and gifts. The problem with awards and punishments is they are externally driven. As adults, we may seek endless external rewards making decisions based on the external rewards that may be achieved. We may take a job that is less satisfying yet has a promising future even though our passions lay somewhere else. Wouldn’t we be happier if we were driven by the vocations that we were designed for?

In a Montessori setting, teachers encourage the child to find his passion and support them on their unique educational journey. Although they have to study required subjects there is the opportunity to go deeper into areas they are interested in and really develop their talents. The children learn to appreciate each other’s differences and recognize individual contributions to the community. Every child has something special to offer the world, as long as we do not pull them off their path.

Montessori, M. (1972). On the application of science to the school. In The discovery of the child (pp. 1-18). New York: Ballantine.

The teacher’s humble service

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“(W)e must be humble and root out the prejudices lurking in our hearts. We must not suppress those traits which can help us in our teaching, but we must check those inner attitudes characteristic of adults that can hinder our understanding of a child.” (p.153, para.4)

Thoughts after reading Part II: 22.The Spiritual Preparation of the Teacher

A Montessori teacher should practice inner reflection and purge themselves of anything that may hinder their ability to truly serve their students. A Montessori teacher is not a teacher who stands on stage and performs for the children for her own benefit or ego, instead she observes and gently guides the children to recognize their own abilities, motivating them to achieve what it is that they desire for themselves.  If a teacher’s own pride or aspirations come into the equation, the child will be likely to try to please the teacher. It is important for a child to develop internal motivation which operates regardless of the adults present in their life.

Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 149-153). New York: Ballantine Books. (Original work published 1966)

 

Freeing the child from external pressure

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“Their parents were illiterate, and their teacher an ordinary working woman, without ambition and without preconceptions. This led to a kind of intellectual calm.” (p.137, para. 2)

Thoughts after reading Part II: 20. The “Method”

Teachers are under pressure to have their students perform well on tests. Placing expectations on what the student’s potential should be may limit or discourage the child. When a child puts their heart and soul into an assignment and gets negative feedback  their confidence can be shattered.

Montessori noticed that one of the key ingredients in the Children’s Home success was that the teacher did not have personal ambition attached to the child’s performance. Regardless of what the children accomplished, the teacher would not feel worried or concerned.  Freedom from expectations, allows one to be free from external pressures. The goal of a Montessori education is to help the child develop his own potential.  Freeing him from the expectations, allows him to set his own goals and aspirations.

Montessorians want students to experience self-accomplishment, developing intrinsic motivation which refines self-discipline. Every year in our Lower Elementary Program for 1st -3rd grade, our students create a Passion Project.  This is a report about a topic the student is passionate about.   I observed the students sharing information from their projects with each other and I saw each child gaining credibility with their peers and self-confidence. Free from external expectations, the child experiences their own success and sense of accomplishment.

 

Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (p. 136-142). New York: Ballantine Books. (Original work published 1966)