Tuesday, February 08, 2011

Tips for Encouraging Normalization in the Montessori Preschool Classroom

NAMC montessori classroom tips for encouraging normalization children together
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.
—Maria Montessori

What exactly is a normalized classroom? A normalized classroom refers to a Montessori environment where the 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.” (The Secret of Childhood).

The goal of any Montessori teacher is to recognize each child’s nature and allow it to grow. As the child chooses his own activities and becomes absorbed in meaningful work, he soon begins working with continued concentration and inner satisfaction. When we see this in a single child, we call it inner discipline. When we see it in a whole classroom, we call it normalization. It is truly impressive to see a group of children work together in peace and harmony and it is what every Montessori teacher strives for!

Tips for Encouraging Normalization in the Montessori Preschool Classroom


Sitting back and observing normalization in a Montessori environment, you would see a mixture of independent and small group work that is productive and purposeful, a high level of independence, and very few discipline issues. You would observe self-directed students are able to focus and concentrate with determination and purpose. A normalized classroom is peaceful, harmonious, and beautiful, and the normalized child learns to respect each material and appreciate its beauty.

There are some days where I look at my class and see nothing but a harmonious, normalized classroom … but other days I look around and wonder, what has come over my students? There are days where the children seem so needy and unfocused that I wonder what I may be doing wrong, and then there are other days where everyone is working purposefully, and there is a sense of calm in the classroom that is so beautiful. For the most part now, my classroom is a normalized environment, but it certainly didn't begin that way in September.

I still have a handful of children who wander throughout the class lacking focus, and purposely try to disturb their classmates. It only a few children who behave this way, and their Montessori preschool classmates work hard to help them. When I observe a child who is not yet normalized, my goal is to guide them towards purposeful tasks.


Today, my three-year-old student Jordan seemed very uninterested in being at school. He was disturbing his friends and couldn't seem to find anything that appealed to him. He was really struggling with choosing an activity to work with, and I finally said, “Jordan, it is important that you choose an activity to work with. You may choose it yourself, or I can choose it for you.” Jordan chose a sorting activity. After ten seconds or so, he finished and was ready to move on. Throughout the morning Jordan continued to struggle with settling into the daily activities, and I continued to choose work for him in hopes of helping to refocus him. After very little success, I asked an older classmate named Olivia to lend a hand. Quite often, I will pair up an older child with a younger child and today, it worked like a charm. Olivia was able to find a few different activities that appealed to Jordan, and with encouragement and continued dialogue she managed to keep him focused and interested … what an achievement!

I am so fortunate to have many young Montessori students like Olivia; they are incredible role models for the “not-yet-normalized” children. Jordan is on his way to becoming normalized and with time, patience, and consistency, he will get there. I have to continually remind myself that laying the Montessori foundation takes time, and that every child adjusts to new surroundings, new friends, and new routines at their own pace. The good news is that the next day Jordan came to school, he was ready and eager to work, and did so with purpose and joy … phew!

Here are a few handy tips for encouraging normalization:

  • Take care when preparing the environment to ensure it is neat, orderly, enriched, and beautiful.
  • Be diligent in redirecting children who are having a difficult time remaining focused.
  • Ensure that your classroom has an enriched Practical Life area. Montessori Practical Life activities are the framework for a normalized environment!
  • Work hard observing to guide children toward purposeful activities that appeal to their individual needs and interests.
  • Set the tone by emphasizing Grace and Courtesy in your Montessori classroom community.
  • Be patient and confident with the notion that your Montessori environment will one day be a peaceful community.
  • Pair a “not-yet-normalized” child with one who will serve as a “normalized” role model … it’s amazing how much children can learn from one another!

This year long series looks at the experiences of teachers, parents, students, and Montessori education itself, as we follow a student through his first year at a Montessori Preschool. Montessori Insights and Reflections of a Preschool Child’s First Year is a collection of useful stories, tips, and information that have arisen from one real student's Montessori journey.

Bree — NAMC Tutor & Graduate

As much as possible, NAMC’s web blog reflects the Montessori curriculum as provided in its teacher training programs. We realize and respect that Montessori schools are unique and may vary their schedules and offerings in accordance with the needs of their individual communities. We hope that our readers will find our articles useful and inspiring as a contribution to the global Montessori community.
© North American Montessori Center - originally posted in its entirety at Montessori Teacher Training on Tuesday, February 8, 2011.

1 comments:

  1. My co-teacher and I are first year leads and have a very young class. She feels that having the children do only one person work until they develop their inner discipline. I'm not sure I agree. Please advise.....

    ReplyDelete

Have questions or comments? Let us know what you thought about this article!

We appreciate feedback and love to discuss with our readers further.

NAMC Blog Inquiries Contact Form

Name

Email *

Message *

Search the NAMC Montessori Teacher Training Blog

Are you interested in reading back through NAMC's blog articles from years gone by, or for more information on a specific topic?

Browse a select list of our most popular categories below; by clicking on one, you will see every article posted under that topic since 2007. You may also use the lower archive menu to select a year and month, displaying all blog posts in the chosen time frame.

If you are seeking a range of information on a certain topic or idea, try this search box for site-wide keyword results.

Choose From a List of Popular Article Topics

NAMC Montessori Series

Montessori Philosophy and Methodology

Montessori Classroom Management

The School Year

Montessori Materials

Montessori Curriculum

Montessori Infant/Toddler (0–3) Program

Montessori Early Childhood (3–6) Program

Montessori Elementary (6–12) Programs

What is Montessori?

Search Archives for Montessori Blog Posts by Date


Thank you to the NAMC Montessori community!

This year marks NAMC’s 20th anniversary of providing quality Montessori distance training and curriculum development to Montessorians around the globe. Since we began in 1996, we have grown to build a fantastic community of students, graduates, and schools in over 120 countries. We are grateful for your continued support and dedication to furthering the reach and success of the Montessori method. Thank you for sharing this amazing milestone with us!