Summer, 2015
A major benefit of the Montessori Method is the normalized classroom. The normalized classroom provides a structure for:
- Independent and small group work that is productive
- Minimal discipline issues High level of independence A love of work
- Signs of initiative
- A high level of self-discipline
- Work that is at just the right level of difficultly for the child
A normalized classroom refers to a room where children are working purposefully and cooperatively. Dr. Montessori described the normalized child as “… one who is precociously intelligent, who has learned to overcome himself and to live in peace, and who prefers a disciplined task to futile idleness.” (Secret of Childhood, p. 148) A child’s nature must be recognized and allowed to grow. This is the goal of any Montessori teacher.
Teachers in the classroom strive to assist the child in purposeful tasks. This is done through lessons and exercises that interest the child. The teacher may observe the child wandering around the room and then invite the child to choose a lesson.
By choosing a lesson, the teacher is providing an opportunity for purposeful and meaningful work. By choosing the lesson, the child is likely to repeat the work shown by the teacher.
Indications of a normalized classroom (and child) depend on the children and teacher involved. Normalized classrooms tend to have teachers that are highly observant. The teacher observes by watching what work the child chooses, how often the work is chosen, how long it takes the child to complete the exercise … and when the child is ready to move on to the next lesson.
The teacher provides an environment suited for optimal learning by providing material that is well prepared ensuring that concentration is possible.
Some AWESOME Resources
Books by Maria Montessori:
At the beginning of the school year, the teacher may choose work for the children. Whole group activities may be more frequent than at any other time of the year. As small group and individual lessons are given, children are given more independent work time. Children earn the right to work independently and choose their work. As more and more children are able to work on appropriate activities, the work time is increased.
Normalization of a Montessori classroom allows the students to work and learn in a wonderful learning environment.
The Multi-aged Classroom
One of the differences between a Montessori environment and a traditional classroom is that of a multi-aged environment. These classrooms provide the following benefits:
- Self-esteem boosting for children in the program for more than one year.
- Confidence builder – the child knows the teacher and class expectations.
- Each child has access to many “teachers,” not just the adults in the room to seek out help or guidance, but older children that know the material.
- Easier transitions. Your child remains with the same teacher for multiple years so they have an easier time transitioning from grade to grade or year to year.
- Maximizes curriculum options available to anyone child. If you have an advanced 6-year old, your child is able to move through the curriculum at his own pace.
- Provides a family atmosphere where children develop sibling like relationships. Older children watch out for and nurture the younger children. The younger children learn from the older children and return the favor in the future years.
Children in a Montessori classroom rarely become bored. In a Montessori environment children use different materials at different times in different ways. For example, a child may sensorially explore the geometric solids. The child handles the solids and explores them, but may not be ready to learn their names. After a time, the child learns the name of each solid. The material stayed the same, but what the child was developmentally ready for changed. This happens with many materials in the Montessori environment. Montessori multi-aged classrooms offer opportunities for children to grow and learn over an extended period of time.
“What I have shown in the immense potentiality of the child is the existence of an energy which previously had not been taken into consideration.” – Maria Montessori, The Advanced Montessori Method (1961)