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We have all been there. All of a sudden, the noise level in the classroom gets so loud, you wonder how anyone can possibly concentrate. Normally, it just takes a quick walk over to the ‘noisy table’ and a quiet word to help the students settle back down. Now, however, it seems like the whole class is noisy. What can you do? My favorite way to quiet and bring calm back to a disruptive environment is to not do anything at all. I don’t mean I ignore the situation; I meant that I allow my own calm presence to set the tone. I started doing this as a public high school teacher over 20 years ago. I had a particularly boisterous twelfth-grade literature class right after lunch that really had trouble coming in and settling down. Instead of getting mad or angry, I would calmly pick up my book, sit down at my desk, and start reading. After a few minutes, the students would realize that I wasn’t trying to get their attention, and they would all start to quiet down. It worked like a charm! It kept...

There are many ways in which the Montessori environment can contribute to the developmental, social, and academic success of children with special needs. The materials in the environment, the multi-age grouping, and the focus on peace and cosmic education are just a few examples of core characteristics of Montessori that help all children meet their needs – especially those children who may need additional support. Montessori classrooms are filled with beautiful hands-on materials that engage all of the senses. Working with the materials provides a wonderful opportunity for children with special needs to use their hands to explore and learn and to develop fine and gross motor skills. Montessori students in the elementary age range are encouraged to follow their own interests when it comes to reading, writing, and research; this kind of freedom allows the special needs child to flourish. In addition to having the freedom to follow their interests, students are able to work at their own ...

Since the teacher’s task was to free each child to learn, and since each child, responding to the inner laws of his own organism, had different needs and a different developmental timetable, the teacher could not function effectively without an awareness of the infinity of variations in child behavior. Under the Montessori rubric, the teacher incapable of observation could not teach. —Rambusch, 1965 When I first read this, I was struck by the frankness of the message. Rather than putting observation on the back burner and attending to it when we found time, was Rambusch actually suggesting that we observe first? The simple answer is “yes.” Observation in the Montessori Environment: How do we follow the child, if we don’t observe him first? A NAMC student recently asked me for advice on how to encourage a child to work on math activities. She was having trouble helping him, as he refused to even go into the math area. I asked her tell me what she knew about the child’s interests and the...

Montessori education is designed to help all children reach their full potential at their own unique pace. This is equally true for children who have learning challenges and those who are considered gifted learners. I was reminded of this when I had a gifted student begin our elementary classroom. Ty, as we will call him, inspired me to provide new ways to enrich his learning and help him reach his full potential. Key to Ty’s success was the flexible and individual nature of the Montessori learning environment, strong communication with Ty’s parents, and Ty’s own eagerness to learn. Working with a Gifted Child in the Montessori Classroom: A Teacher's Experience There were many presentations Ty understood quickly, materials he instinctively knew how to use, and advanced extensions he mastered easily. Fortunately, we were able to challenge Ty because the Montessori environment gave him the freedom to grow and learn at his own pace. He was able to move quickly through activities and c...

In a world that often focuses on competition and personal gain, children benefit greatly from opportunities that encourage them to think and act considerately toward others. Montessori teachers try to integrate such opportunities in all areas of the classroom, including physical education activities. To do this successfully in physical education, Montessori teachers shift the focus of sports and physical activities toward an approach that is non-competitive and collaborative. Encouraging Physical Education the Montessori Way: Ideas for Non-Competitive Activities When we teach sports such as volleyball, soccer, and basketball, we emphasize the goals of collaboration and working with a team instead of on scoring points and winning. In a volleyball game, we may encourage the students to continue a rally for as long as possible without letting the ball touch the ground. In soccer, we may suggest that the students work together as a team so that every player scores one goal each. Changing t...

In our previous blog, we looked the ways neurological and hormonal differences affect the learning and behavior of boys and girls. Knowing that these biological differences are central to children’s development, we must strive to prepare the Montessori environment to both foster equal opportunities for all children and to recognize the fundamental biological differences between boys and girls. Teaching Boys in the Montessori Environment: Part Two Recognizing Boys’ Learning Differences in the Montessori Environment Boys Are More Physical In general, young boys are much more physical than young girls. While it may seem counterintuitive to some teachers, boys actually need movement to help them focus and pay attention. Current research suggests that when a boy is at rest, as much as 70% of his brain shuts down. In contrast, 90% of the female brain remains active. (Morhard, 2015) This means that girls can pay attention when sitting still in a classroom, but when boys sit still, their brain...

Thousands of bright, energetic boys are spending the better part of each day unhappy and coming home to report to their parents that they feel ‘stupid’ or that they ‘don’t fit in’. Beth Hering, “Help boys get more out of elementary education” Girls do better than boys in school at all ages and subjects Maggie Fox, NBC News, 4/29/14 A link between fidgety boys and a sputtering economy David Leonhardt, The Upshot, New York Times, 4/29/14 In this day of standardized, one-size-fits-all education, these findings should amaze and astonish us. Yet, as you read, I know that many of you are nodding your heads in agreement. Boys are, for the majority, unhappy in school. They are falling behind, being expelled, and dropping out at staggering rates. Teaching Boys in the Montessori Environment: Part One Understanding Neuroscience and Hormonal Learning Differences A 2014 report from the Third Way, a US centrist think tank, states that: by kindergarten, girls are more attentive, better behaved, more ...

Free choice is one of the highest of all mental processes. —Maria Montessori The Absorbent Mind, p. 271. As a NAMC tutor, I regularly get emails from new Montessori teachers who are struggling, even though they entered the classroom with every good intention. They believe in allowing students free choice in their work, and they have worked diligently in preparing the environment to support student learning. They have modified their ‘inside’ voice, and they move slowly and purposefully in the classroom. They are full of wonder and a sense of frustration then, when despite all their efforts, their Montessori environment is not peaceful. The children, having no sense of purpose, wander aimlessly. In short, the ordered environment is full of disorder. Discipline and the Teacher — Studying the Works of Montessori: The Absorbent Mind, Chapter 26 This scenario is nothing new. In fact, Dr. Montessori herself encountered it with her teachers over 100 years ago. Like all good theory, what is lac...

Montessori teachers spend a great deal of time and effort carefully preparing materials for the Montessori environment to meet the needs of all the children. Because a Montessori classroom typically has children belonging to a three-year age range, there are numerous levels of readiness and understanding in one classroom. For that reason, the teacher needs to make certain that the classroom has all the materials necessary for each age and level of ability. How Montessori Teachers Prepare Materials for the Montessori Classroom and Prepared Environment As you would expect, the Montessori teacher ensures that the classroom contains fundamental materials expertly and precisely designed by Maria Montessori. Often, the teacher includes supplementary materials that support the Montessori curriculum. She takes time to carefully consider each material and make sure that it reflects the ideas of the Montessori method before adding it the environment. Materials should preferably be made of natura...

By its very nature, the Montessori environment is beautiful. The use of natural objects and light add peace, harmony, and balance. They also enhance the awareness of the natural world. The Montessori teacher helps extend this awareness far beyond the immediate environment to the entire universe. She presents the universe to the children as a whole concept, from the beginning of time to the present. And the children come to understand how the universe, and more specifically the earth, is ever changing. Today, with the increasing concentration of carbon dioxide and greenhouse gases, it becomes a vital piece of Montessori’s cosmic vision that we take responsibility for our impact on the earth and attempt to reduce our carbon footprint as much as possible. Bringing awareness to the Montessori environment about carbon footprints There are many ways you can bring awareness of natural resources into your Montessori environment and community. Make use of natural light and turn off lights when ...

What is the difference between redirecting and distracting children from unwanted behavior? The biggest difference is in the approach. Redirection involves guidance; distraction merely diverts attention. Let’s look at a few examples and see if we can tell the difference: 1. Baby Sarah gets upset and cries when Mommy leaves for work. As Mom closes the front door, Sarah’s caregiver gives Sarah a toy and says, “Look at this pretty toy.” Redirection or distraction? This is distraction. There is no acknowledgment of Sarah’s feelings, and the toy is unrelated to the event. Redirecting Unwanted Behavior Versus Distracting in the Montessori Environment 2. Miles likes working with the small hammer that he uses with his peg board. He starts to use the hammer on his puppy. Mom says, “Miles, you may only pound your peg board with the hammer. You may not use it on the puppy.” She guides him back to the peg board. Redirection or distraction?  This is redirection. Mom takes the t...