intrinsic reward

Am I good?

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“Rewards and punishments, to speak frankly, are the desk of the soul, that is, a means of enslaving a child’s spirit, and better suited to provoke than to prevent deformities.” Maria Montessori

Students will ask for my judgement or approval regarding their art, appearance, and behavior. My goal is for students to develop the ability to look for themselves, making their own evaluation. So my response to their questioning is usually a return question such as:

What do you think?

Do you like the work you did?

Do you think you did good?

In regards to behavior, children are often hard on themselves. I may remind them of positive points to help them balance their own evaluation. If there is some thing in their behavior they see was disappointing I may say something to the effect of “We are all learning at school” and ask “What could you do next time?” A child seeing themselves as bad does not serve their progression. Why should they try if they always fail? They need to see that they can choose to learn new ways of acting in which they achieve the results they want for themselves. They need to experience the success of evaluating their own behavior, choosing a new behavior and feeling good about that choice. In regards to rewards, this is their internal reward from inside themselves, which surpasses any sticker or sweet treat.

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)