country-hills

What is Freedom Within Limits?

Fri, 15 Mar 2024 17:39:00 GMT

“To let the child do as he likes when he has not yet developed any powers of control is to betray the idea of freedom.” -Maria Montessori

One of the more common misconceptions about Montessori education is that we let the children run free to do what they please all the time. It is true that we let our students make choices for themselves, but those choices are made within carefully crafted parameters. To give a child choice is to give them empowerment. To give them choice within boundaries will assist them in becoming the adult they are meant to be.

Why give choice?

When we give children the ability to make their own choices, we are letting them know we trust their decisions. If children know the adults in their lives trust them, they will begin to trust themselves. When a person has confidence in their own abilities, their thoughts and energy can be put into new ideas and making progress.

Decision making is a skill that must be learned just like anything else. From the most basic everyday tasks to major life events, we all need to make choices in our lives. When we create an environment that allows children to practice this skill and be successful, they are given an opportunity to become successful as they grow older.

Giving choice is also a means of showing respect. We respect that children should have a say in what they want. While as adults our role is to keep children safe and guide them, we do not have all the answers nor do we understand what is always best for each child. Giving kids a say shows them that we honor their autonomy.

Why place limitations?

While we believe it’s important to give children choices, too many choices can feel overwhelming and counter-productive. Placing some limitations keeps their decision-making process safe and manageable. Children actually want us to define limits for them as boundaries give them a sense of structure that is critical for their development.

Another benefit of placing limitations on choices is that we can create a scenario in which any choice made will achieve the desired results. If we want children to practice a specific skill, we can give two or three options that will allow them to do so. If we want them to complete a certain task or meet a goal, we can envision different paths that will lead to the same destination and let them decide which they would like to take.

What does this look like in the classroom?

When it comes to academic work, Montessori children get to make choices about which work they will focus on, where they sit, who they sit with, and in what order they do things. They move about their mornings with a sense of purpose, because they get to call the shots regarding their own education. In a structure like this, school doesn’t feel so much like a place where you go to receive knowledge that’s being given to you; it’s a place where you go to explore, learn authentically, and immerse yourself in work that’s important to you.

With all those choices, it’s important for teachers to create an environment that sets kids up for success. Montessori guides only give children lessons on materials they are ready for. They only put materials on the shelves that the children as a group are ready for. The materials they do put out are so beautiful and interesting that the children cannot help but want to choose them.

Even when it comes to taking care of themselves, we want children to be in charge. We create structures that allow them to eat when they are hungry, use the restroom when they feel the need, and to rest or move their bodies as they see fit. Most Montessori classrooms have a snack table that children can sit at whenever there is a seat available (limiting this to two chairs is one way guides make snack socializing manageable). Children don’t need to ask permission to use the restroom; we make sure they have access to a toilet that they can use at any time. The furniture in our classrooms are arranged in such a way so as to encourage safe avenues to body movement, individual seating, group seating, floor seating, or table and chair options. As adults we need variation and choice to be productive and we recognize that children do as well.

Our job as Montessori educators is to create the conditions for children to independently make decisions that will help them grow and develop. We want them to explore who they are, to learn about each other, and to gain basic academic skills. We want to cultivate inquisitiveness, leadership skills, and a sense of humble independence. All of these goals can be met through careful planning of a classroom environment that facilitates choice within limits.

What might this look like in the home?

It can help to observe in your child’s classroom to get ideas. If you are just getting started with offering choice at home, it can help to focus on just a few areas in the beginning. Food, clothing, and entertainment are good places to start.

While we do not advocate making separate meals for everyone in your home (this can quickly lead to picky eating habits), kids can have some say in mealtime choices. Find ways you are willing to be a little flexible and ask their opinion. Perhaps they can choose some fruits or vegetables at the grocery store, or help decide what gets packed into their lunches. If you have several dinners planned for the week, your child could help decide which one to have on a particular night and then help you prepare it. When it comes time to eat, let your child practice serving themselves, while reminding them about the importance of not wasting food and only taking as much as we expect to eat.

Getting dressed for the day is great time to practice decision making. This tends to be one area that requires the most intentional release of control from us as parents, as young children tend to have quite the eccentric tastes when it comes to personal style! Keeping weather and activities of the day in mind, set some guidelines and let your child pick out their own clothes. Some Montessori experts recommend only putting desirable options in the child’s drawers. If this isn’t feasible, even young children can follow simple directions such as, “Please choose something with short sleeves and long pants.” Expect combinations you would never choose for yourself and remember that this is an important step in their development and selfexpression. How we dress is one way we present ourselves to the world and letting your child make these choices tells them you trust that they know who they are.

When it comes to having fun, children love to give input. If you read stories at bedtime, your child could select whatever number of books you decide, or they could choose from a pre-selected few that you give them. If you let your child watch television, give them a pool of shows that you feel are appropriate to choose from. If you want to get them outside, ask them if they would rather go to the playground or ride their bike. The key is to consider your true objective, then present multiple ways to achieve that goal.

Montessori Basics: The Planes of Development

hello@montessorithrive.com (Montessori Thrive) — Mon, 03 Jul 2023 15:09:09 GMT

Maria Montessori based her entire educational philosophy on the idea that children developed through a series of four planes. Each of these planes is easy to recognize and has clear, defining characteristics. If we study and understand these stages, we can approach our interactions with children with a new perspective.

Learning about the planes of development isn’t just for Montessori educators. Understanding your child’s development can help at home, too.

The First Plane: birth-6 years

During this stage children absorb everything like sponges. They are, indeed, excellent examples if what Montessori called ‘The Absorbent Mind.’ This is a time in which we are able to utilize what Montessori called sensitive periods of learning. While each child is different, there are typical patterns that emerge in regards to brain development and general readiness to learn particular skills.

During the first three years of this plane, all learning is done outside of the child’s conscious mind. They learn by exploring their senses and interacting with their environment. During the second half of the plane, from about 3-6 years, children enter the conscious stage of learning. They learn by using their hands, and specialized materials in the Montessori classroom were developed with this consideration.

During this time, children have a wonderful sense of order. They are methodical and can appreciate the many steps involved in practical life lessons in their classrooms. The organization of the works on their classroom shelves is intentional, which appeals again to this sense of order.

The first plane is a time in which children proclaim, “I can do it myself”; it is a time of physical independence.

The Second Plane: 6-12 years

During the elementary years children begin to look outside themselves. They suddenly develop a strong desire to form peer groups. Previously, during the first plane, a child would be content to focus on their own work while sitting near others. In the second plane, a child is compelled to actually work with their friends. It is during this time that children are ready to learn about collaboration.

During the second plane there is a sudden and marked period of physical growth. This may be a contributing factor to the observation that many children of this age seem to lack an awareness of their body, often bumping into things and knocking things over. Children begin to lose their teeth around this time as well. Their sense of order and neatness tend to fade a bit during this plane.

Throughout the second plane, children’s imaginations are ignited. Since Montessori education is based in reality, we find ways to deliver real information to children through storytelling and other similar methods. For example, when teaching children about the beginnings of our universe, Montessori schools use what is called a Great Lesson. The first Great Lesson is a dramatic story, told to children with the use of props, experiments, and dramatics (think: a black balloon filled with glitter is popped to illustrate the Big Bang, with bits of paper in a dish of water used while talking about particles gathering together). This lesson is fascinating for children in the way it is presented, but gives them basic information about the solar system, states of matter, and other important concepts.

Children in the second plane have a voracious appetite for information, and are often drawn strongly to what we in Montessori call the cultural subjects: science, history, and geography. While we support their rapid language and mathematical growth during this time, we are also responsible for providing them with a variety of rich cultural lessons and experiences.

It is important to note that children develop a sense of moral justice at this time. They are very concerned with what is fair, and creating the rules to a new game is often as important (if not more so) than playing the actual game itself.

This is the period of time in which children are striving for intellectual independence.

The Third Plane: 12-18

The third plane of development encompasses the adolescent years. During the second plane, children become aware of social connections, but in the third plane they are critical. During this time children rely heavily on their relationships with their peers. They feel a strong desire to remain independent from adults, although they are not quite ready to do this entirely. It is our job to find ways that allow them to experiment with independence while also providing a safe structure in which they may do so.

Children in the third plane tend to require more sleep, and they sleep later than when they were younger. They long for authentic learning experiences, and Dr. Montessori imagined just that. Her ideas of Erdkinder (children of the earth) led her to contemplate a school setting that would support children’s development during this time. She imagined a farm school, in which children would work to keep the farm operational, but also contribute to planning and decision making while doing so.

During the third plane children are refining their moral compass while developing a stronger sense of responsibility.

The Fourth Plane: 18-24

The final plane is a time in which young adults are striving for financial independence. They are often living away from home for the first time, and use this time to figure out where they fit into their society. Many make choices to further their education and/or explore career paths.

It is during the fourth plane that people begin to develop a truer sense of who they are as individuals.

Each plane of development should be mindfully nurtured. If a child is able to experience one developmental phase in a rich and carefully prepared environment, they are ready to fully take on the next phase when it is time.

The Benefits of Multi-Age Grouping

hello@montessorithrive.com (Montessori Thrive) — Mon, 05 Jun 2023 15:09:08 GMT

One hallmark of a Montessori education is the use of multi-age classrooms.

Infants and toddlers may be together or separate, with a toddler classroom serving children 18 months to three years. Primary classrooms are for children ages 3-6, with preschool and kindergarten-aged children together. The elementary years serve children ages 6-12; some schools separate into lower (6-9) and upper (9-12) elementary, while many split elementary into two groups. Even Montessori middle- and high-school students learn in multi-age classrooms.

While Montessori is not the only type of education that utilizes this approach, it’s not what most people are used to. What are the benefits of structuring a classroom this way? Read on to learn more...

Learning at an Individual Pace

Children in multi-age classrooms tend to have a little more flexibility when it comes to mastering skills within a specific timeframe. We know that learning is not linear, and that learners have periods of significant growth, plateaus, and even the occasional regression. In multi-age classrooms, children are typically able to work at their own pace without the added pressure of keeping up with the whole group, or even being held back by the whole group.

When children in a classroom range in ages, everyone has someone they can work with, regardless of their skill level. Children don’t feel left behind if they struggle with a concept, and they also don’t feel bored by repetition of something they have already mastered. Teachers who teach in multi-age classrooms typically have deep knowledge for a range of developmental abilities, leaving them well-equipped to differentiate instruction for each individual child.

Building Stronger Relationships

Traditionally children move from one class to the next each year. This means not only a new set of academic expectations, different routines, and different classroom structures, but a different teacher.

In multi-age classrooms teachers have a longer period of time to get to know a student and their family, and vice versa. When teachers really get to know a student, they are able to tailor instruction in regards to both content and delivery. They know how to hook a specific child onto a topic or into a lesson. They know what kind of environment a child needs to feel successful.

Parents have an opportunity to get to know teachers better this way, too. If your child has the same teacher for two or three years, the lines of communication are strengthened. Parents get to know the teacher’s style and expectations. The home to school connection becomes more seamless, and the biggest beneficiary is the child.

Mentors and Leaders

When a child spends multiple years in the same class they are afforded two very special opportunities.

Children who are new to the class are fortunate enough to be surrounded by helpful peer mentors. Children often learn best from one another, and they seek to do so naturally. First and second year students watch as the older children enjoy advanced, challenging work, and this inspires them. They look to the older children for guidance, and the older children are happy to provide it.

After a year or two in the same room, students have a chance to practice leadership skills. In Montessori classrooms, the older children are often seen giving lessons, helping to clean up spills, or reaching out a comforting hand to their younger friends.

The best part is kids make the transition from observer to leader in their own time. It doesn’t happen for all children at the same time, but when it does it’s pretty magical to observe.

Mirroring Real-Life

There is no other area in life in which people are split into groups with others who are exactly their chronological age. Whether in the family, the workforce or elsewhere, people ultimately need to coexist with people older and younger than themselves. Doing so makes for a more enriching environment, replete with a variety of ideas and skills.

Why not start the experience with young children in school?

Moving On

While staying in the same class for multiple school years has many benefits, a child will eventually transition into a new class. While this can feel bittersweet (for everyone involved!) children are typically ready when it is time.

The Montessori approach is always considering what is most supportive of children depending on their development. When formulating how to divide children into groupings, Maria Montessori relied on her ideas about the Planes of Development. There are very distinctive growth milestones children tend to reach at about age 3, another set around age 6, and yet another at age 12. The groupings in our schools are intentional, and they give kids a chance to feel comfortable in their community, while also preparing them to soar forward when the time is right.

The Role of the Montessori Teacher

hello@montessorithrive.com (Montessori Thrive) — Mon, 01 May 2023 14:57:39 GMT

What, exactly, is the role of the Montessori teacher? How is it so different from that of any other teacher?

Sometimes it’s easiest to begin by explaining what a Montessori teacher isn’t.

A Montessori teacher is less like the traditional idea of an instructor, and more like a gentle guide. They don’t consider it their job to give a child information. They rather lead children in the general direction and give them the tools they need to find the information themselves.

Maria Montessori once said, “The greatest sign of success for a teacher...is to be able to say, ‘The children are now working as if I did not exist.’”

Montessori Teachers Cultivate Independence

In a Montessori classroom, rather than seeing a teacher at the front of the classroom giving the same lesson to every child, the teacher will be working quietly with individual children or small groups. While that is happening the rest of the children are free to spend their time doing the work that calls to them. A Montessori teacher works hard to create structures that allow children to be independent and to trust themselves as learners.

One large part of what a Montessori teacher does is to intentionally prepare a classroom environment that is developmentally appropriate, is inviting to children, and supports them on their journey to work independently. This environment is constantly changing in tiny ways as the teacher notices new and evolving needs of the students.

Montessori Teachers are Trained to Think Like Scientists

Parents should know that Montessori teachers are highly trained. Most have recognized Montessori credentials in addition to their college degrees. Montessori certification programs are intensive and demanding; one might compare them as being the equivalent of another college degree. These training programs don’t just teach Montessori educators how to use the specialized materials; there is extensive coursework about Montessori philosophy, child development, and integrating the arts.

When it comes to assessments, Montessori teachers don’t rely on standardized tests; they rely on the power of observation. They have notebooks brimming with evidence of what their students have mastered, need more support with, and are curious about. They are constantly recording what they notice children working on, how that work is being executed, and ideas they might have in anticipation of a child’s next steps. Montessori teachers literally sit beside a child and determine exactly what they know about a wide range of content areas.

Montessori Teachers Think Long-Term

Because of Montessori’s three-year cycles, teachers have the unique ability to consider their big picture when working with students. There is a natural tendency to allow the children to genuinely learn at their own pace. Getting to know a child and their family well over the course of a few years really supports this approach.

Montessori Teachers are Often Called ‘Guides’

...and for good reason. While children in Montessori classrooms have an abundance of choice in their educational pursuits, Montessori is based on the idea of ‘freedom within limits’. It’s the Montessori teacher’s job to carefully craft those limits. Children rely on having a certain amount of structure in place. This gives them comfort and a safe place in which they can take risks and try new things. Montessori teachers set some boundaries and then carefully help students navigate within them.

What if your second grader loves to read but tends to avoid math? Their Montessori teacher will find ways to ensure the math still gets done. Sometimes this involves a gentle discussion with a child about time management skills, priorities, or setting goals. Sometimes the teacher will find a way to integrate the child’s interests into the less desirable work. Sometimes all it takes is a minor change in the environment. Montessori teachers gives children freedom, but they assist children in finding their way to success in this environment.

Montessori teachers value independence, self-reliance, and intrinsic motivation.

They also value cooperation, kindness, and strength in community.

Still curious? Call us to set up an appointment today to observe in a classroom. See what Montessori is really all about.