Normalization

"Let us leave the life free to develop within the limits of the good, and let us observe this inner life developing." -Maria Montessori

The first time I observed in Montessori classroom, I remember someone pointing out to me how "normalized" the classroom was. I remember sitting in parent education sessions and the term "normalization" being used over and over. I knew what it meant to be normal, so I concluded that it must be synonymous with that. But in terms of Montessori, that is not what it means at all. A normalized child means one who is able to focus deeply and concentrate on their work. A classroom environment that is set up where children are given the time and space to work for as long as they wish, uninterrupted (as in a three hour work cycle), is said to be called normalized. A normalized classroom offer the child freedom and choice. When I first made the switch from traditional to Montessori, as a teacher, I expected to be able to normalize my classroom the first weeks of school. But this was way off. It takes time and patience. And while students and teachers are both eager to dive back into academics the first few weeks of school, a trained Montessorian is allowing time for the students to adjust and settle into their prepared environment. Several days, even weeks, are devoted to practicing routines, establishing systems, and learning to respect themselves and each other through peace education.

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. 

Montessori Materials

"Order is one of the needs of life which, when satisfied, produces real happiness." 

- Maria Montessori

This picture was taken in the early 1900's. Some of you may recognize the bead chains still found on our Montessori math shelves. In fact, the materials we use today are the very same ones Dr. Montessori created over one hundred years ago. This never ceases to amaze me! In today's world of ever-changing curriculum and always-evolving manipulatives (hands-on learning tools) to teach our core subjects, the materials Maria Montessori developed back then, still remain. And still work. How can this be so? Each material is beautiful and captures the interest of the child. Each material is designed to isolate and teach one, specific skill or idea. The presentation that follows, subsequently builds upon the previous one. And in each lesson, one material is introduced, or re-introduced later down the road to be used in a different, more complex capacity. Maria Montessori was a scientist, remember, and she observed and took notes of the child's behaviors and interactions with the materials. With her observational data, she created her materials to support various developmental needs. The shape, size, feel, and purpose of each material served the need of the individual. 

Within the Montessori Method, it is not a race to teach lesson after lesson, within a given time period set by the state. Instead, it is all about presenting one lesson, observing how the child is faring with the new material, and then following this child to determine what comes next. The child sets the pace, nothing else does- or should. 

The Three-Year Cycle

“There is a great sense of community within the Montessori classroom, where there are children of different ages working together in an atmosphere of cooperation, rather than competitiveness. There is respect for the environment and for the individuals within it, which comes through experience of freedom within the community.” -Maria Montessori

One unique and beautiful aspect of the Montessori Method is that of the three-year cycle. The break down of this multi-aged classroom is as follows: Primary, consisting of 4, 5 and 6 year old's; Lower Elementary, consisting of 6-9 year old's; and Upper Elementary, consisting of 9-12 year old's. Wait! How can you have different grade levels in the same classroom? How does it really work? Its two-fold, really. First, the third level children, or our oldest friends, become the leaders and role models in the classroom, helping their younger peers to navigate the environment or a new material. At the same time the younger friends look to see what lessons and work the older children are selecting from the shelf. This motivates and excites the younger children and leads to a great anticipation of what will come. Second, the teachers, or Guides, are constantly observing, presenting lessons or refreshers, and observing some more. Guides are specifically trained at one of the above stated groupings. Each Guide understands particular plane of development and is therefore able to expertly follow the individual child. So the Montessori classroom will never be one, big group where all children are working on the same developmental skills. In fact, it’s quite the opposite. Each child is working at their own pace and at their own level, across all subject areas. And because of this, the grades and ages found in the traditional classroom needn’t matter to us. This community of multi-aged learners is what ignites the magic of the Montessori Method.

The Environment

"The first aim of the prepared environment is, as far as it is possible, to render the growing child independent of the adult." -Maria Montessori

Parents and other teachers always ask me what Montessori is all about? What sets the educational method apart from that which is found in a traditional classroom? To that, I often answer like this. It all starts with the environment. The Montessori classroom offers a prepared environment that is beautiful, inviting, and accessible. It is structured, ordered, and offers both intellectual and social opportunities to learn and grow. The materials are wooden and the baskets are typically made of natural fibers. The areas are clear: math, geometry, language, history, geography, botany and zoology. Often there are practical life shelves and peace areas offered, as well as plants and living creatures for observation. The children can sit at a table or work with a mat, on the rug. Students are free to choose their materials during the work cycle, after they have had a lesson from the teacher. So often Montessori children are assumed to have no rules or boundaries. But, it is quite the opposite. Freedom, within limits. The child finds structure within the Montessori environment.