Follow-Up Work: Following the Child in the Montessori Elementary Environment

As Montessori teachers learn during their NAMC training, the concept of freedom of choice is a key part of fostering a child's natural curiosity and desire to learn. However, there's often a misconception that assigning adult-driven follow-up work is equivalent to giving students the freedom to choose their learning paths. True freedom of choice allows students to engage with materials and topics that genuinely interest them, leading to more meaningful and self-motivated learning experiences.

The secret of good teaching is to regard the child’s intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming imagination. Our aim therefore is not merely to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his inmost core.

—Maria Montessori
To Educate the Human Potential, p. 11.

Understanding the Importance of Choice

Maria Montessori emphasized the importance of freedom of choice, believing that children are naturally inclined to learn when they are interested in the subject matter. When students are given the autonomy to choose their work, they become more invested and joyful in their learning, they develop critical thinking skills, and they gain confidence in their abilities. 

However, this freedom should not be mistaken for a lack of guidance. Montessori teachers play a crucial role in creating an environment that encourages exploration and inspires students to pursue their interests. In the second plane of development (ages 6–12), this is done by the telling of the Great Lessons— the Montessori stories of the universe. The secret of the Great Lessons, Montessori said, was to awaken and inspire the imagination of the elementary child through story telling so that they can begin the journey of self-discovery and answer the cosmic questions of all humankind:

 

Cosmic Questions
• What am I?
• What is the task of man in this wonderful universe?
• Do we merely live here for ourselves, or is there something more for us to do?
• Why do we struggle and fight?
• What is good and evil?
• Where will it all end?
(Montessori, To Educate the Human Potential, p.6)

The Limitations of Assigned Follow-Up Work

...by offering the child the story of the universe, we give him something a thousand times more infinite and mysterious to reconstruct with his imagination, a drama no fable can reveal.

—Maria Montessori
To Educate the Human Potential, p. 11.

With good intention, some teachers think they need to create follow-up work to give to students after they receive a presentation of the Great Lessons. They believe that providing directed follow-up work for students allows the students to prove that they have learned and understood the content of the lessons. It is easy for teachers to assess mastery if there is tangible evidence of learning.

However, teacher-driven follow-up content is not freedom of choice. Assigned follow-up work can limit the students’ sense of autonomy and hinder their motivation to learn. When students feel obligated to complete specific tasks, they may lose interest and see learning as a chore rather than an opportunity for growth. This can stifle creativity and diminish the joy of discovery, leading to disengagement. 

Moreover, assigned tasks often fail to consider the unique interests and learning paces of each student. As Montessorians, we know that every child learns differently and has different interests. A one-size-fits-all approach can leave students feeling frustrated or bored. To cultivate a love for learning, it’s essential to recognize and respect each child’s individuality.

 

Engaging Lessons

It is a mistake to think that the Great Lessons are a “tell-at-the-beginning-of-the-year-and-forget-about-it” activity. These cosmic lessons hold the keys to the universe. They are the driving force of the Montessori elementary curriculum. These five short, impressionistic stories are, as Montessori said, the means by which children acquire their “culture.” 

Presenting the Great Lessons involves more than just storytelling. The Montessori teacher must also prepare the environment, ensuring that the shelves contain materials students can use to satisfy their curiosity about the topics presented in the Great Lessons. Imagine the in-depth research and learning that students could do if after hearing the story of the universe, they could work with related materials, books, and experiments that were waiting for them on the cultural shelves. Older students, who have heard the stories and know what’s on the shelves, would be eager to explore new topics. They’re ready to expand their knowledge, building on what they’ve learned before. 

In addition to preparing the environment with fascinating materials, the Montessori teacher can guide students’ interest by asking some leading cosmic questions related to the stories. For example, after the First Great Lesson, ask some or all of the following:

 

Questions after the First Great Lesson
• Name a volcano that erupted in North America. Name a volcano that erupted in South America.
• Do all continents have volcanoes? Record the names and dates and mark them on a map.
• Can you find earthquakes on every continent?
• What planets can you see without a telescope?

These types of questions spark curiosity in students, and they want to research to discover more. They are eager to read and use the materials to drive their own learning and choose their own follow-up work. Yes, we ask the questions, but we are not limiting their learning. They begin reading to answer the question, but it soon sparks their interest. The more information they find, the more they start to ask their own questions and explore their research. 

In the Montessori classroom, freedom of choice is a vital component of fostering a love for learning. By moving away from assigned follow-up work and toward delivering engaging lessons that inspire curiosity, teachers can empower students to pursue their interests and become lifelong learners. Creating an environment that encourages exploration and supports individual growth is key to nurturing self-motivated and enthusiastic life-long learners. 

Learn more about the Montessori principles of freedom and independence as well as the Five Great Lessons in NAMC’s Montessori Lower Elementary Diploma Program and NAMC’s Montessori Lower Elementary Curriculum.

Michelle Zanavich — 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, October 29, 2024.