Self-Correcting Materials

"Any child who is self-sufficient, who can tie his shoes, dress or undress himself, reflects in his joy and sense of achievement the image of human dignity, which is derived from a sense of independence." -Maria Montessori

When I made the switch from traditional education to Montessori, the idea of self-correcting materials was one of the very first components I learned about. When a material allows the child to assess their own work, it creates independence and a sense of responsibility. When a child requires a teacher, or adult, to tell them if something is right or wrong, it creates and fosters dependence and a reliance on someone outside themselves. What is our goal here? To encourage the child to select a work and to then independently be able to decipher whether they completed that work correctly. Montessori materials are brilliant in so many ways, and this is just another reason for such a claim. At the Primary level, the materials literally won't fit or line up properly, giving the young child a visual and sensorial cue that the work requires some additional attention. The child then takes apart the work and tries again. At the Elementary level, the number of tiles or color coded labels on the back (shown above) can be used as an indicator to the child that they may not have it quite right yet. The teacher is not needed for the work to be completed and evaluated. Many teachers like students to show them their completed mat or table work, this is true, but not as a means to check. Just to observe and learn from the child what lesson should come next.

The 3-Hour Work Cycle

"Freedom in intellectual work is found to be the basis of internal discipline." 

-Maria Montessori

The three-hour work cycle is synonymous with Montessori education. The three-hour work cycle is a gift given to the child where they can select works of their own choosing, attend lessons given by their Guide, ask for refreshers, and work with peers. The child has unprecedented time to process and internalize the material. In a traditional classroom, it is the teacher who sets the pace for the day. In a traditional classroom, the subject and coursework is decided before the child even arrives at school, and is dictated, not discussed or left open. In a Montessori classroom, the three-hour work cycle is preserved for the child to have the freedom to choose the work that speaks to them on a given day. So instead of spelling at 9 a.m. and math at 9:45 a.m., maybe the child comes to school wanting to work on multiplication tables, or an Asia map, or a set of zoology cards on a mat- and they can do just that! The child can make this decision for themselves. A three-hour work cycle allows for deep concentration and focus to take place. When one is constantly interrupted mid-problem or mid- sentence, it can be frustrating to a young learner. In the Montessori classroom this is far less likely to occur. Within a system that offers a three-hour work cycle, the child is deeply motivated and learns decision-making, responsibility, and independence. A three-hour work cycle is similar to a work setting adults are familiar with where we come to work and choose what project to work on first, or save until later. In the three-hour work cycle, the child takes the lead and the Guide follows.

The History of the Casa dei Bambini

"The education of even a small child, therefore, does not aim at preparing him for school, but for life." -Maria Montessori

A special anniversary to note this week! On January 6, 1907, Maria Montessori seized the opportunity to open the doors to her first "Casa dei Bambini", or Children's House.  She was invited to start a childcare center in San Lorenzo, a poor, inner-city district of Rome, serving the most difficult of children. Those children were left home during the day, unschooled, and considered some of the area's most disadvantaged. 

Dr. Montessori, you remember, was a scientist, a doctor and a teacher all at once. She dove right in and began observing the behaviors of these children. Montessori observed their actions to be undisciplined at first, but before too long, she noticed a change. The children were calm and peaceful and able to concentrate for stretches of time. In their new, prepared surroundings the children wanted to work and genuinely cared for their space. The children began to absorb knowledge from this environment and to teach themselves new skills, and even one another. As Montessori observed, she created more materials for the children to work with. These unique learning tools encouraged the children's natural desire to learn. (More on this intrinsic motivation in a future blog!) These unique materials are the ones we still see and use today in Montessori classrooms around the world. Stop and think about that...it's truly remarkable.