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Directing the Montessori Children's House

 Directing the Montessori Children's House

A Teacher-to-Teacher Guidebook of Practical Inspiration

Volume 1: Establishing a Child-Centered Community

Contents
Introduction......................................................................................................... ix

Chapter One - Setting the Stage

Getting Started........................................................................................................... 3
The Prepared Environment...................................................................................... 5
Materials................................................................................................. 7
Collaboration with Assistant.................................................................................... 9
Curriculum Implementation and Documentation.............................................. 11
Welcoming New Families....................................................................................... 12
Student Orientation............................................................................................. 17

Chapter Two - Orientation

The Significance of Orientation............................................................................. 21
Preparation for the Directress................................................................................ 22
Final Classroom Preparations................................................................................ 24
The Structure and Purpose of Orientation........................................................... 24
Planning Orientation............................................................................................ 26
Sample Orientation Plan......................................................................................... 31
Orientation with the Whole Class......................................................................... 45
Introducing Short Work Periods........................................................................... 47
Summary of Mechanics of Short Work Periods.................................................. 51
Helpful Tips for Orientation.................................................................................. 53

Chapter Three - Normalization

Corrective Group Lessons...................................................................................... 58
The Long Uniterrupted Work Period................................................................... 61
Helpful Tips ................................................................................................... 65

Chapter Four - Classroom Management

The Physical Elements..................................................................................... ...72
The Role of the Adult.......................................................................................... 73
Grace and Courtesy............................................................................................. 73

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Behavioral Expectations..................................................................................... 74
Initiating a Conversation/Requesting Help..................................................... 75
Support of Independence and Normalizaton.................................................. 78
Purposeful Activity............................................................................................. 78
Observation and Supervision............................................................................ 80
A Glimpse of the Directress at Work................................................................ 81
The Assistant Teacher......................................................................................... 83
Other Factors.................................................................................................. 85
Summary................................................................................................ 88

Chapter Five - Discipline

Discipline and the Child..................................................................................... 93
Discipline as a Means of Help........................................................................... 93
Fugues and Barriers............................................................................................ 95
Remedies for Strong Fugue Behaviours........................................................... 96
Remedies for Weak Barrier Behaviours........................................................... 97
Nurturing Social Cohesion................................................................................. 98
Discipline Issues and Parents.......................................................................... 101
Anger................................................................................................................... 105

Personal Reflections.......................................................................................... 107

Books Worth Reading......................................................................................... Ill
Mi Casa es Su Casa............................................................................................ 113
References........................................................................................................... 115

 Dedication
Many individuals, without knowing, have had a hand in the writing of this book - none
more so than all the students and teachers I have known. This volume is the result of
their collective wisdom and love.

Foreword

When I first read Mary Flewelling-Pinchen's manuscript for this

guidebook, I was reminded of Elisabeth White, the teacher from Sweden
who started our Montessori school - the third in the nation - in Altoona,
PA in 1961. At that time there were no American Montessori teachers, so
we were dependent on teachers from abroad.
We scheduled fifteen children for a morning class and another fifteen
in the afternoon. Both these sessions included three, four and five year-

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olds. But none of them had ever before been in a Montessori class.
There were no returning, experienced pupils to provide the essential
balance.
As Elisabeth began her preparations in August to open the school in
September, she was focused on the absolute necessity for a slow and
methodical start that she believed would determine the outcome of the
entire year. To this end she decided to begin with only five students in
each session for the first week of school. She planned to add another
five the second week and to bring in all fifteen the third week. This would
allow her to work with only five new students in each session for the
three opening weeks.
Many parents objected that they were paying a full month's tuition
while their children were going to attend only one or two weeks of the
month. But Elisabeth was adamant. She patiently explained to each
parent how this gradual formation of the class would benefit all of the
students, not only those who were attending the full three weeks.
Despite the pressure from these parents on a financially fragile new
school, I, as the administrator, agreed with Elisabeth and supported her
plan. She was right, of course. It was beautiful to watch how she oriented
each new child in a relaxed, unhurried manner. And that year was so
successful that all the parents worked the entire next summer to provide
us with a new home for our second year.

This early experience left me with two convictions about operating a

successful Montessori school. First, the necessity to hold strong against
parents who sometimes push for conditions that are contrary to the best
Montessori practice. Second, the tremendous advantage of orienting
small groups of children in a slow, well-ordered start of each school year.
Nowhere did I find a description of how to execute this gentle, well-
planned opening of school until I read this manuscript of Mary Flewelling-
Pinchen. In each chapter I felt I was listening to a master teacher who
cared enough about the current Montessori movement to use her
precious spare time to share her insights with less experienced teachers.
Not only does she portray all the essentials for the optimal beginning
of a school year in the Children's House, but she also follows this with
effective strategies for classroom management throughout the year. Her
many years of experienced give new inspiration to Montessori's

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procedures for nurturing each child in self-discipline, courtesy,
responsibility and learning.
Truly her work is a gift to 3 to 6 teachers everywhere as they strive to
implement Montessori education as it was meant to be.
Aline D. Wolf Alexandria, Virginia January 2010

 The child is endowed with unknown powers, which can guide us to a

radiant future. If what we really want is a new world, then education must
take as its aim the development of these hidden possibilities.
Maria Montessori

Introduction

I have often thought back to my first few years of teaching and

wondered why I enjoyed those years so much. After all, I began my
teaching career with no knowledge of Maria Montessori or what her
educational methods entailed. In addition, I had never worked with young
children and I was not at all familiar with their unique developmental
characteristics. Nevertheless, my first three years of teaching were as
fulfilling, joyful and rewarding as any of the years that have followed.
After discussing my early experiences with other Montessori teachers,
I came to realize that I was exceptionally fortunate at the beginning of my
career. I was introduced to Montessori education when I was hired as
teaching assistant at a well- established Montessori school. The
administrator of this school was capable and dedicated and she made it
possible for her teaching staff to implement Dr. Montessori's educational
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principles to the fullest. The head teacher with whom I first worked was a
talented directress who mentored me in a generous and inspiring
manner. I was able to witness a full three-year cycle of learning in this
wonderful environment before I undertook teacher training. After earning
my Montessori teaching credentials, I had the good fortune to work
alongside more experienced teachers for the next two years. When I
finally assumed the position of head directress, I already had six years of
Montessori experience! I was truly at home in the Children's House.
Unfortunately, not all new teachers are sufficiently supported in their
early years of teaching. What becomes of a directress who begins her
career in a less than ideal, or even a poor, Montessori situation? Some
talented and determined teachers manage to work through difficult
situations and produce wonderful, normalized classrooms. However, I
am sure that many others become frustrated, bewildered, and ultimately
disenchanted. If a new teacher has not had the chance to work with an
experienced directress and a group of normalized students for a
sufficient length of time, she may decide that a successful Montessori
classroom is simply a myth.
It was this realization that motivated me to write this book. Two more
volumes are currently underway. Taken together, these three books will
provide a complete examination of all aspects of directing the Montessori
Children's House. I hope that the wisdom I have gained from my
students and many Montessori educators over the past 30 years will
provide helpful insights, practical strategies and fresh inspiration for casa
directresses everywhere.
For simplicity's sake, I refer to the directress as female and the child
as male throughout this book. No gender bias is intended. The word
teacher and directress are used interchangeably and I also use the
Italian word "casa' to refer to the Montessori 3-6 year-old classroom.
Please keep in mind that a guidebook such as this can only provide a
framework of helpful ideas for those who take on the duties of a casa
directress. Ultimately, it takes a fully prepared environment, a mixed-
aged grouping of young children and a great deal of faith and hard work
on the part of the directress to produce a normalized class. As you gain
experience, you will discover for yourself that it is truly the children who
teach us how to teach.
Mary Flewelling-Pinchen.
June 2012

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Getting Started
I used to think that I would overcome the feeling of "stage-fright" I felt
as each new school year approached. However, after a number of years,
I began to realize that time and experience would only lessen, but not
entirely eliminate my apprehension. Every September is a new
beginning. Older students have moved on and new little ones are
arriving. The prepared environment has to be meticulously restored and
staffing and schedules may need to be adjusted from the previous year.
Parents of your students will be expectant and perhaps anxious. There is
also the knowledge that if you get off to a poor start, the rest of the year
will likely be less successful than it might have been otherwise. Given all
of these factors, it is not surprising that every teacher wonders if her
preparations have been thorough enough to ensure the renewal of a
normalized Montessori classroom.
Although unsettling, the apprehension you feel as September
approaches will motivate you to "set the stage" properly and do your
best.
Regardless of your experience, preparations for a new school year
need to be undertaken well before September. In fact, planning should
begin as soon as you know what your teaching position for the upcoming
school year is going to be. This is particularly true if you are a new
teacher, but even if you are experienced, it is still a good idea to draw up
a list of "summer tasks" while the ideas are still fresh in your mind.
Drawing up a "master plan" that details and prioritizes all of the work
you want to complete before the new school year begins is a good way
to get started. A substantial portion of your master plan will likely consist
of lists of materials, furniture and shelving and classroom accessories
that need to be purchased, ordered, made or repaired. Keep in mind
however, that your responsibilities as a head Montessori directress entail
more than classroom and material preparation. Thoughtful attention must
also be given to collaboration with your assistant teacher, your record
and documentation system, welcoming new families, the orientation
process for new students and on-going parent education throughout the
school year.

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 There are many factors, (some of which may vary from year to year),
that will determine the amount of time you will need to be well prepared
for September. If you are returning to an established classroom with the
same assistant teacher and the ideal turnover of one-third of your
students, a full week of preparatory work before school begins is
probably reasonable to expect. You will need to set even more time
aside if you are training a new assistant teacher or starting a new
classroom that requires many teacher-made materials. Depending on
your situation, you may end up devoting a fair amount of time to
classroom preparations during July and August.

The Prepared Environment

As every Montessori directress knows, the prepared environment is
the foundation of a normalized classroom. Dr. Montessori helped us
realize that children engage in beautiful surroundings more than
uninspiring ones. The overall appearance of your classroom should offer
a spiritual quality through its order, beauty and simplicity. This aesthetic
is very appealing to young children because it does overwhelm them.
The amount of work that goes into establishing a classroom can seem
quite daunting initially. However, once you begin, satisfying results can
usually be produced quite quickly. Although the preparations for each
casa classroom will vary from school to school and teacher to teacher,
some fundamental preparations apply in every situation. If you are
creating a brand new class, furniture, shelving and Montessori equipment
will need to be purchased and suitably arranged before many of the
other tasks can begin. If you are taking over another person's classroom,
you will need to assess the environment carefully to decide what you
want to preserve and what you want to change. Even if you are simply
returning to your own established classroom, a critical evaluation of your
environment each year is advisable.
“It is hardly too much to say that on the way in which the directress
preserves the order in the prepared environment- or not- will largely
depend the success or failure of her class.”
 E.M. Standing
Some teachers choose, or are required, to pack up their classroom
completely in June and then set it back up again in August. This may
seem like a lot of work, but it can be a very worthwhile endeavor,

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 particularly for a less experienced teacher. By recreating the prepared
environment, you have the opportunity to take a fresh look at all aspects
of your classroom. A lot can be learned from this creative process and
you are bound to make new discoveries and improvements as you "re-
build" your classroom. If you remain in the same classroom for a number
of years, you will gradually determine what works best and fewer big
changes will be needed. However, by continuing the process of
evaluation from year to year, small important refinements will keep your
classroom fresh, lively and responsive to the needs of your students.
Try starting from scratch even if you are returning to your own
classroom. You may be surprised by how much you learn!
As you begin to set up your classroom, keep the following goal in
mind: Every child should be able to execute his powers of construction
with ease as he works in the prepared environment. Your first
consideration should be the arrangement of shelving and furniture. It
should provide easy access to bathroom and water sources for the
children and should allow for comfortable movement, adequate space for
rug work and unobstructed sight lines for observation.
Once you are satisfied with the arrangement of shelving and furniture,
you can begin placing the classroom materials on the shelves. When
assessing the exact location for each piece of equipment, the most
important factor to consider is order. Order should pervade the entire
Montessori classroom including the position of each exercise and
activity. In general, materials should be laid out on the shelves from top
to bottom, left to right, starting with the simplest activities and
progressing to the most complex. Arranging the materials in order of
difficulty helps the child recognize the inherent sequential nature of the
Montessori materials. Additionally, as with reading and writing, the child's
eye will be drawn from left to right, top to bottom as he selects activities
from the classroom shelves. When a child successfully completes one
exercise, the very next challenge is evident by its near-by position. Your
students will begin to realize that the next logical activity for them is the
one that is to the right of the exercise they have just completed.
Posing questions like these will help you assess the readiness of
your classroom environment.
•        Are the materials attractively displayed and is the overall
appearance of the classroom orderly and pleasing to the eye?
•        Are all of the materials easy for the children to access?
•        Are the tables and chairs well situated?

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•        Does their placement provide adequate space for movement and
for tucking chairs in and out?
•        Can you view the entire room regardless of where you are in the
class?
•        Is there sufficient open area for rug work?
•        Is the reading corner tucked away in a quiet spot?
•        Is the snack table situated in an area that is not overly crowded or
distracting to working children
Sometimes, as you lay out the classroom materials, you may decide
that you need to change the location of some of the furniture to better
accommodate the materials. Experimenting with the placement of
furniture and materials will help you settle on the best possible
arrangement for all of the items in your classroom.
Do not overlook the fact that your ability to direct your students
successfully depends greatly on observing continually. If some parts of
your classroom are blocked from view, your ability to assess where you
should be and what you should be doing at any given moment will be
compromised. Whenever possible, place your students' tables and chairs
in a position that will allow you to view the whole class regardless of
where you are giving lessons. It is also important to have various sizes of
tables in the casa classroom. As we know, very young children often
prefer to work by themselves, whereas most 5-year olds like to work
alongside their friends. Furniture and seating that accommodates both
needs will encourage a good balance of independent and social learning.
In order to gain a true appreciation for the significance of function in
the casa classroom, I encourage you to review the section entitled, "A
Reformatory for Parents, Nursemaids, Teachers, etc." in E.M. Standing's
biography of Montessori - (Maria Montessori Her Life and Work). This
amusing passage provides a clever analogy that will cause you to
imagine the difficulties your students will face if you do not assess their
needs and abilities realistically. Remember, every aspect of the prepared
environment should support and enhance the child's ability to develop
and grow. By applying the criteria of function, movement and
appearance to the development of your classroom space, you will
promote inspired learning.
Materials
Dr. Montessori stressed the importance of surrounding the young
child with the best possible tools for the construction of his inner

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faculties, intelligence and overall personality. She warned that an
environment deficient of nurturing resources would result in a poor
outcome for the developing child. It follows that any hand-made materials
should be prepared with the highest degree of care.
     
The best for the smallest!
~Dr. Montessori’s motto

We are fortunate that so many of the materials needed in a casa

classroom have already been created for us. To a large extent, the
sensorial, math and geography materials simply need to be ordered and
placed on the classroom shelves. Not so with the practical life, language
and cultural materials. Many of these have to be handmade. Since this is
such a large undertaking, you may wish to enlist the help of your
assistant teacher or some carefully chosen parent volunteers. As they
work under your precise directions, they will gain a better understanding
and appreciation for the materials that support independent learning.
As mentioned previously, it is a good idea to inventory the classroom
materials as you clean and/or pack away the equipment at the end of the
school year. Check for the completeness and condition of each exercise
and make note of any repairs that are needed. This is also the best time
to order any of the pre-made Montessori materials you need so they will
arrive before September.

Take stock, make lists:

•                                                                                                                     Materials to make
•                                                                                                                     Materials to order
•                                                                                                                     Materials to repair
•                                                                                                                     Items to purchase

It is definitely worth the extra time and money to make your materials
carefully and with the best materials you can find. Heavy-duty lamination
for card materials is imperative. Your hand-made exercises will wear out
quickly and you will be forced to repair or re-make them over and over if
you do not use quality materials.
Make sure you evaluate the readiness of every material you create
before offering it to your students. The only way to really tell if your
activity is ready for the child's hands is to work with the exercise yourself
and "fine-tune" it as necessary. In particular, do not introduce a new
practical life or art activity until you have worked with it yourself. I can
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certainly recall times when I put together an exercise hastily and was
less than pleased with the results for the child. Remember, there is no
substitute for hands-on trial and error when evaluating the function of
your handmade materials.

Ask yourself: Can this activity be managed successfully by a

child? Is its purpose clear and is it an appropriate size and weight?
Is it attractive? If any of your materials fail to meet these criteria,
modify them, as needed. This will ensure that your students have a
successful and satisfying experience with the materials you have
made for them.
    
As September approaches, do not overlook the importance of
practising lessons with the Montessori materials. It is easy to forget
important details of complicated lessons over the summer holiday period.
This is particularly true with regard to the advanced practical life
exercises that require extensive analysis of movement. I have learned
that presentations with materials that I have not handled for a while are
never as effective as they should be.
Finally, resist the temptation to embellish the Montessori
environment. Nowadays, the abundance of children's toys, games and
decorations often tempt us to introduce any number of non-Montessori
items to our classrooms. However, Dr. Montessori advised that, in terms
of the prepared environment, less is definitely more. Extra materials,
activities and wall features may be interesting and attractive, but they
can cause unnecessary distraction in a casa classroom. Some people
feel that limiting what we offer to our students is restrictive. However,
Montessori explained that this belief arises when people "confuse the
keys to the universe with the universe itself." In actual fact, it is the
means to see and understand that we are to give to young children. The
actual knowledge that our students acquire is an added bonus!

The Montessori materials, that have been proven to be of real aid to

children, provide the greatest benefit if they are housed in an
environment that is free from distractions.

 Collaboration With Assistant

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 The training and support you offer your assistant is of critical
importance in developing a properly managed Montessori classroom. If
your assistant teacher does not have any Montessori experience or
training, she will have a great deal to learn from you over an extended
period of time. She will need to become familiar with the basic tenets of
Montessori education, the special characteristics of young children and
the materials and teaching strategies that are used in the casa
classroom. Keep in mind that the skills your assistant must develop in
order to offer the right kind of help can only be learned by working
alongside you and the children over a period of time. Be patient, commit
to on-going training and limit your assistant's responsibilities to what she
is ready to manage.
Do not assume that an untrained, inexperienced assistant will be less
effective than someone who has training and/or experience. In many
ways, untrained assistants are particularly well suited to take on the
supportive, unobtrusive role that will be of the most benefit to you and
the children. One big advantage is that an untrained assistant usually
does not have prior biases or teaching methods that may not be
compatible with yours. Their lack of experience generally causes them to
be happy to follow your lead and emulate your style of teaching. The
benefit of two adults who are consistent in their methods and manner
cannot be overestimated. Furthermore, you may discover, as I have, that
in training an inexperienced assistant, you gain deeper insights, greater
humility and a better understanding of how to guide your students. Truly
to teach is to learn again!
It is a good idea to provide your assistant with Montessori literature and
access to your training albums during the summer months so that she
can maximize her learning before school begins. Most importantly, make
sure you arrange regular training sessions with your assistant during July
and August. You will need to be very clear in defining her role in the
classroom and ensuring that she becomes comfortable with the
responsibilities you want her to assume. Your assistant's ability to deliver
the right kind of help to you and your students is dependent on the day-
to-day guidance and hands-on learning opportunities you provide to her.

More information about the role and duties of the assistant teacher
can be found in the fourth chapter of this book.

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 Curriculum Implementation and Documentation
Curriculum planning is, for the most part, a "fait-accompli". The
Montessori materials provide the framework for the 3-6 year old
programme and your training albums outline each and every lesson you
will need to give during the 3-year cycle of learning. It is the
implementation of the Montessori programme that presents the real
challenge!
As Montessori directresses, we are to present the right lesson to the
right child at the right time. We must also determine when a child should
be left alone to work by himself. We cannot accomplish these things
through careful lesson planning. We can only help each child to help
himself by continually observing and responding to his needs and
interests. This skill develops gradually over time as you gain practical
experience observing and working with many children in the prepared
environment.
The right moment is the perfect teacher!

When you begin your work in the casa classroom, you will quickly
discover that the wide variety of simultaneous activity during each work
period will prevent you from keeping tabs on everything. This reality is
something you need to grow comfortable with. Part of becoming a good
Montessori directress is letting go of total control. Once your classroom
begins to normalize, it is the child's agenda that should be followed and
not your own. Your faith in the wisdom of children, who are given
freedom to develop in a properly managed Montessori environment,
cannot take root if you are unwilling to take an initial leap of faith. You
must believe that your students will provide you with the impetus for the
lessons that will sustain them. And, when
you are unable to act on some of these opportunities because you are
otherwise occupied, remember that the prepared environment
will undoubtedly serve the child in one way or another. This is the "mind-
set" you need to develop in order to implement the casa curriculum
correctly.

Successful curriculum implementation requires astute observation, a

willingness to allow the child uninterrupted time and opportunity and an
unwavering faith in the child’s superior intelligence.

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 Although observation should provide the basis for any system of
recording information, no one method of documentation will work for
every teacher. Even your own method of keeping records is likely to
change as your teaching skills evolve and develop. The important thing
is to ensure that meaningful information about each child is documented
from the time that he enters your class until he leaves. Remember to
involve your assistant teacher in this process since she will undoubtedly
observe things that you miss. With time, experience and faith in the
wisdom of the child, you will develop a method of record keeping that
allows you to follow rather than lead.
Welcoming New Families
Parent education should precede the education of the child. Then
home and school can partner effectively in the work of educating
the child.
Given the care with which the casa classroom is prepared and the
degree of attention and guidance that is offered to new students during
the first few weeks of school, it is not surprising that most children begin
to thrive very quickly in their new Montessori surroundings. However, the
anxiety felt by parents may linger and prove harder to dispel.
When considering the needs and expectations of parents, it is
important to understand why they enroll their children in Montessori
schools in the first place. Some parents choose a Montessori school
based on the recommendation of a friend or neighbor. Others may be
looking for a child-care service and may not be very interested in the
purpose or methods of the Montessori program itself. Sometimes,
parents believe that Montessori students will have an academic
advantage over other children because they begin school at an earlier
age and have a head start. There are others who simply "stumble"
across the school and do not really have any specific expectations
concerning the program at all. Finally, there are parents who actively
seek out a Montessori school because they have already embraced this
approach to education. Regardless of the reason, each child who is
enrolled becomes a living expression of a parent's trust in the school and
the teacher. It follows that the school and the teacher both share an
obligation to nurture that trust through parent education.

The commitment to communicate effectively with parents during the

entire school year needs to be a priority. Right from the start, make sure
your parents know they you are happy to speak with them should they
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have questions or concerns about their child's school activities. Your
willingness to deal promptly and professionally with parents will go a long
way in helping them feel secure about their child's wellbeing. Recognize
that serving the child includes serving the needs of the parents too.
With the help of your administrator and teaching colleagues, draw up
a parent education plan well in advance of the new school year. By
planning ahead, you will ensure that the needs of your parents, and
particularly the new parents, will be met from the very outset.
Here are some suggestions for helpful ways to prepare and educate
new families before the beginning of the school year:
1.    Spring Visits

The best way to introduce Montessori education to interested parents

is through classroom observation. Many schools offer open houses,
parent tours and classroom observations from late fall through to the end
of the school year for parents who are considering Montessori education
for their child. This enables parents to view a typical Montessori work
period and gain some understanding of how a Montessori classroom
operates and what it offers to a child.
When parents are given an opportunity to sit quietly in a casa
classroom and watch for 20-30 minutes, there is a good chance they will
decide whether or not they want to consider enrolling their child at the
school. The first observation usually generates many questions in the
minds of parents and meaningful discussions about whether or not the
school will be a good match for the child.
If parents do register their child before the end of the school year,
invite the family back for a short classroom visit sometime before the
summer holidays begin. During this visit, take the child and his parents
on a little tour of your classroom so you can point out the various
features and activities that are a fundamental part of the prepared
environment. As you walk around together, make sure you talk with the
child as well as his parents. If the visiting child becomes restless, invite
him to work with a simple activity while you continue to speak to his
parents. Everyday activities such as colouring, puzzles and threading
beads would be suitable since they can be offered to the child without
any specific instruction. (If the child threads a necklace or draws a
picture, I will invite him to keep it as a reminder of his first visit to his
classroom.)

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 Although you will not be able to give an in-depth explanation of
Montessori education to visiting parents at this time, you will be able to
answer a few questions and offer some basic information that may
prompt them to learn more. After a 15-20 minute visit, thank your visitors
for coming and have your assistant escort the family out of your
classroom so you can resume your regular classroom duties.
The month of June provides an excellent opportunity for the first
formal parent education meeting. Parents who have registered their
children for the upcoming school year will enjoy meeting each other while
they learn a little more about the basic tenets of Montessori education
and the policies and procedures of your school.
2.    Summer Communications

A few correspondences during the long summer holiday will enable

you to maintain a connection with your students and their families.
Detailed information regarding the orientation period and the school
calendar of events, parent nights and P.D. days should be sent to
parents in July. Later in August is a good time to send a postcard
greeting to your students to remind them that school time is approaching
and that you are looking forward to sharing your days with them. Children
are always thrilled to receive a personally addressed card in the mail!
Some schools arrange for their teachers to conduct a home visit with
each new family before the school year begins. If you have this
opportunity, your visit will give you some insight into the family dynamics
and the child's personality and home life. Your presence in the family
dwelling also helps the child realize that you are someone his parents
are happy to welcome to their home.
The creation of a classroom book is a helpful way to welcome and
familiarize new and returning families with each other. During the
summer, mail out a little biographical questionnaire that parents can
complete about their child- (ie. child's birthday, hair and eye colour,
siblings, pets, favourite activities etc.). When all the questionnaires have
been returned to you, prepare a biographical page that has a photo and
brief description of each child and his/her family. These pages can then
be gathered together to create a classroom album that everyone can
enjoy. If you have permission from all of your parents, the classroom
book can be sent home with a different child each day during the first few
weeks of September. After all of the families have viewed the book, it
can be kept in the classroom for the children to enjoy. At the end of the

17
school year, each child's biography can be given back to him as a
keepsake.
3.     End of Summer Classroom Visit

Your students and their families will appreciate the opportunity to visit
the classroom at the end of the summer holidays. This visit will refresh
the new child's memory of you and the classroom and it will re-acquaint
the returning students with their beloved children's house. Everyone will
have the opportunity to meet new and old friends and your students will
realize that it is almost time for school to begin. Your principal may wish
to gather all parents together either at the beginning or end of this event
to introduce all staff members and offer some welcoming and
inspirational words. (If your school produces a parent handbook, this is a
good time to review the information it contains and answer any questions
parents may have).
4.     New Parent Orientation Meeting

A few days before school begins, a new parent information meeting

should be offered. Parents of new students often have anxieties about
how their child will react when it is time for Mommy and Daddy to say
good-bye on the first day of school. A helpful way to calm "new parent
jitters" is to make sure that parents know exactly what their children will
be experiencing during the first few weeks of school. Parents will find it
easier to separate from their child if they know what to expect and can
prepare their child ahead of time. Describe some of the preliminary group
lessons such as the bathroom routines, walking and carrying exercises,
rolling rugs and tucking in chairs activities that their children will be
practising during the initial days of school. You should also explain that,
for the first few weeks of school, group activities, led by you, will
dominate and the uninterrupted, independent work period that they may
have seen previously, will develop quite gradually. Information like this
will be helpful and reassuring to your parents.
It is particularly important to review the arrival and dismissal
procedures with new parents ahead of time since these transition times
can be difficult for everyone. Suggestions for the moment of separation
should be offered so that your parents know how to respond if their child
becomes upset. Tell your parents that they can help you (and their child)
at drop-off time by leaving promptly after they have given their child a
good-bye hug and kiss and a reminder that they will be returning shortly.
Explain that hovering and fussing over the child just makes the parent's

18
departure harder on everyone. (You may need to advise your parents to
"put-on" a happy face when they bring their child to school and save their
tears until they are out of sight.) Make sure your parents also recognize
the importance of punctuality. If the child arrives late, he may feel
uncomfortable and hesitant about joining a class that is already in
progress. Likewise, if a parent/caregiver does not arrive on time for
dismissal, the child may become upset when he sees other children
leaving.
Although new parents will be reassured to hear that most children are
quick to respond positively to the casa classroom, they will still want to
know what will happen if their child is too upset to participate during the
first few days of school. Explain that an upset child will be comforted by
the assistant teacher who will also watch for opportunities to capture the
child's interest with a simple, engaging task, activity or story. The
assistant teacher will also encourage the child to participate in the
orientation activities whenever she feels that that he may be persuaded
do so. It is probably a good idea to let the parents know that they will be
contacted if their child remains inconsolable for more than % of an hour.
Tell them not to be discouraged if this happens and explain that it may
take several attempts before their child is sufficiently intrigued by the
classroom activities to participate. A trial period of at least three weeks is
advisable before any discussion regarding the child's readiness for the
casa classroom is raised.
You have a good chance of developing a strong partnership with your
new parents if you acknowledge the validity of their anxieties while
providing encouraging support. Even if you are somewhat nervous
yourself, try to remain confident and calm as this will go a long way in
helping your students and parents settle in comfortably. Open
communication, clear information and sympathetic support are key in
helping the whole family get off to a good start in September.
Shared knowledge and support leads to parental trust and commitment.

Student Orientation
When you have prepared your classroom, the materials, your
assistant teacher, your record-keeping system and parent education
plan, the stage will be set for the new school year. After such enormous
preparations, it may seem daunting that the school year has not even

19
begun yet! However, with the arrival of September, all of your
preparations and hard work are about to be put to the test.
Given the significant mission of Montessori schools, a special period
of orientation at the end of August or beginning of September is highly
recommended. Although it is the new children who are most in need of
specific help at the beginning of the school year, the returning students
also benefit greatly if time is taken to re-acquaint them to their classroom
and orient them to the new social grouping and their unique position
within it. Helping your full day students fulfill their role as classroom
leaders is just as important as helping your new students settle in
comfortably.
The initial few weeks of school, commonly referred to as "orientation",
provide the best opportunity to lay the foundation for normalization. This
is when the standard for the entire school year is set. In order to pave the
way for a successful Montessori experience for your students, arm
yourself with very specific plans and be ready to take "centre stage"
temporarily. Due to the significance of this task and the skill that is
required at this time, the following chapter is devoted to the planning and
execution of the orientation period.

Orientation

"The teacher in this first period,

before concentration has shorn itself,
must be like the flame
which heartens all by its warmth"

20
The Significance of Orientation
At the outset of orientation, I am always struck by the importance of
what is about to happen. I know that the development of a normalized
class depends largely on how well the orientation period unfolds. I also
know it is up to me to execute everything correctly during this critical
period.
The significance of orientation became particularly clear to me in the
fall of 1993. Just after the school year began, my 3-year old daughter
became ill and needed to be hospitalized. It was necessary for me to be
away from school for several weeks in order to care for her. While I was
away, various teachers took over my class and filled in as best they
could. However, when I returned to my class near the end of September,
I experienced a rude awakening. The lack of consistent direction from
one teacher and the absence of a carefully executed orientation period
had taken its toll. The unsettled first impressions and inconsistent ways
of doing things that had been absorbed by my students proved difficult to
eradicate. In spite of my best efforts, the calm mastery that my students
exhibited in previous years never materialized to the same extent that
year. The whole experience confirmed to me that the ease with which
normalization develops is directly related to the effectiveness of the
orientation period. I also learned that one must never underestimate the
importance of getting things right the first time when working with young
children!

I have come to think of the first few weeks of school as a "sensitive

period". Just as the critical phases of learning in early childhood provide
the best opportunity for optimal development, so orientation, if
anticipated and carefully planned for, facilitates the development of
normalization. If you fail to take full advantage this "window of
opportunity", you may compromise your student's ability to flourish in the
environment you have prepared so carefully.
The initial weeks of school are akin to a sensitive period……
Preparation for the Directress
Dr. Montessori helped us understand that before any child begins
school, he has already created his language, movement, memory and
much of his social adaptation to his own particular culture through the
power of his absorbent mind.

21
 There is - so to speak - in every child a painstaking teacher, so skillful that he
obtains identical results in all children in all parts of the world....it is as if nature has
safeguarded each child from the influence of adult reasoning, so as to give priority to
the inner teacher who animates him. He has the chance to build up a complete
psychic structure, before the intelligence of grown-ups can reach his spirit and
produce changes in it. By the age of three, the child has already laid down the
foundations of his personality as a human being, and only then does he need the
help of special scholastic influences.
Maria Montessori

It is the duty of the casa directress to safeguard each child's inner

intelligence and the remarkable growth it fosters by establishing the right
kind of learning environment for the first plane of development. However,
in order to accomplish this, it is necessary for the directress to first use
instructional methods that are quite distinct from the ones that will be
needed after the children have been prepared to manage independently
in the casa classroom. Unfortunately, many Montessori directresses do
not have a clear understanding of what these methods are or how they
lay the foundation for normalization. Furthermore, Dr. Montessori did not
outline or describe the exact procedures that should be implemented at
the beginning of the school year. This suggests to me that Montessori
knew that each directress would have to "fill-in-the-blanks" by herself
according to her own unique circumstances.
In order to prepare yourself for the new school year, I recommend
that you reexamine chapters 26 and 27 in the Absorbent Mind, entitled
"Discipline and the Teacher" and "The Teacher's Preparation". They
provide the best information that Montessori gave us about the internal
preparation of the directress and the preliminary group exercises that
need to be undertaken at the beginning of the school year.
When you carefully study these two chapters, it becomes clear that in
order to establish a child-directed classroom you must first take charge
and provide strong leadership to all of your students. The quiet,
background presence that is associated with the ideal Montessori
directress comes a little later with the onset of normalization. Although
Montessori did not elaborate on the specific details, she clearly indicated
that it is this initial role reversal that makes the development of
normalization possible.
The casa teacher leads before she follows and the exact activities
she undertakes have to be left to her judgment.
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 A teacher of experience never has grave disorder in her class because, before she
draws aside to leave the children free, she watches and directs them for some
time,... ....To this end there is a series of preparatory exercises which the teacher
should bear in mind, and those children whose minds are wandering from reality will
come to feel what a powerful help the teacher can give them .... There is no need to
fear that she will interrupt some important psychic process, since these have not yet
begun. Before concentration occurs, the directress may do more or less what she
thinks best; she can interfere with the children's activities as much as she deems
necessary... ..Little, by little, the teacher will offer the apparatus, though she will
never place it freely at their disposal till they understand its use.
Maria Montessori

Final Classroom Preparations

During the early weeks of school, you want your students to focus on
activities that will help them become happily settled and focused in their
new environment. As you take a final assessment of the prepared
environment, it is helpful to "pare down" your classroom temporarily so
that "less will be more". For instance, you might decide to remove any
miniature language objects that are on display during the early days of
September. These little objects will be difficult for your new students to
resist and they will likely become a distraction. You can also remove
some of the advanced practical life and math exercises. Although these
materials will soon be of great benefit to many of your students, their
value will be better appreciated if they are introduced after the basic
classroom routines are well established and the children are ready to
benefit from their use.
In addition to judiciously removing any very appealing objects and
certain advanced materials from view, provide a number of simple,
everyday activities that require no instruction for the benefit of the new
students. Place activities like colouring, puzzles, threading beads and
some appealing books on a table or shelf so that your new students can
make use of them.
While simplifying the classroom environment during orientation is
helpful, it would be unreasonable to remove too many materials from the
shelves. Even though the new children need to focus on the activities

23
that will ground them in their new learning environment, they also need
to gain an awareness of the scope of the classroom which includes many
materials that are designed for more experienced students.
The Structure and Purpose of Orientation
When I first began teaching some thirty years ago, it was common for
Montessori schools to set aside one full week (just before or after Labour
Day) for the orientation of new students. These children (and a few
experienced 5-year olds who acted as role models) participated in 4-5
short orientation sessions prior to the commencement of regular school
days. In more recent years however, fewer schools seem to offer a
separate period of orientation for new students before the 2nd and 3rd year
students return to school.
I still believe that 4-5 short orientation sessions that are specifically
designed for new students provide the best introduction to
the casa classroom to facilitate the development of normalization.
However, a separate orientation period for new students is not the only
way to achieve a stable, child-directed learning environment. Staggering
the arrival of new children, as Aline Wolf described in her forward, is one
possible way to ensure that all of your new students receive enough
individual attention at the beginning of a new school year. Even if all of
your students begin school together, your class will normalize as long as
you take the time to establish the fundamentals at the beginning of the
school year.
Regardless of the logistical manner in which your school year begins,
plan for more group instruction than independent work time during the
early days of September. All of your students are in great need of adult
direction at the beginning of the school year. You will have to slow down
your students' activities so you can build up a foundation of collective
knowledge about the prepared environment, daily routines, correct
procedures and appropriate classroom behavior. Many procedural group
lessons, interspersed with short, independent work periods will be
needed in order to develop a successful, normalized classroom.
The activities you undertake during the orientation period should be
ones that help your youngest students become comfortable and
successful in their new learning environment. First and foremost, your
new students need to become familiar with you and your assistant. Some
children will bond with you almost immediately while others will need time
to develop a trusting relationship with both of you. Your new students
also need to become familiar with the general layout of their classroom.
24
They will have to be shown where their coats are to be hung, where the
toilets and the sinks are, where the garbage and Kleenex can be found,
where the reading corner and snack table are and where the rugs are to
be stored. Lessons about the location and proper use of various
classroom materials will go on for many days.
Next, your students must learn how to behave in their intriguing new
classroom. They will have to practise walking exercises, and they will
have to learn how to sit together, how to speak to one another, how to
get assistance politely, how to sit on a chair at a table and how to work
alongside each other co-operatively. Preliminary activities such as
walking, carrying, rolling and unrolling rugs, tucking in chairs and
listening for the bell will have to be demonstrated and practised regularly
during the first few weeks of school. Lessons about arrival and dismissal
routines, washroom procedures and grace and courtesy will also need to
be reviewed. Correct procedures and appropriate behavior should be
role-modeled and practised throughout the entire orientation period and
beyond.
Finally, each of your new students needs to become acquainted with
some specific Montessori materials that will help them focus on a
meaningful task. You can begin this process by pointing out various
materials like the cylinder blocks, pink tower, the button frame or the
exercises of spooning and pouring. By identifying and naming some of
the preliminary Montessori materials, your youngest students will
become familiar with the name and location of materials that offer the
right level of challenge to them.
When you consider all of the new learning and emotional growth that
needs to occur, it is easy to understand why a special period of
orientation for the new students is of great benefit to the development of
a normalized classroom.
A successful orientation period will:
•          familiarize your new students with you, the assistant teacher
and the classroom environment.
» define the expected code of behavior and outline basic classroom
routines and procedures.
•         acquaint new students with some preliminary Montessori
activities.
Planning Orientation

25
The importance of getting things right at the beginning of the school year
cannot be overestimated. This is because first impressions have a very
powerful influence on young children. Nothing can be left to chance
during the first few weeks of school and the activities of orientation
should be meticulously planned and executed with great care. Although
a child is motivated to create himself, successful, independent work in
the casa classroom will not develop without your initial leadership. You
will have to establish a foundation of emotional security and the basic
"mechanics of classroom operation" that will enable your students to
reach out into the environment with confidence and independence.

It Is not enough to have a beautifully prepared room with all of the

right equipment. You must be the vital link that connects each child
to the prepared environment

      It is up to you to determine everything your students need to learn so

they will be able to work successfully and independently while caring for
their classroom and each other. To this end, prepare a list of all the
procedural lessons to indroduce and role play with your students.
These procedural group lessons will ensure that your students learn
the best possible way to handle all the little circumstances that are bound
to occur in the classroom from day to day. The first lessons you
demonstrate should be the most fundamental; - walking, bathroom
procedures, initiating conversation politely, responding to the bell signal,
sitting on and tucking in chairs and rolling/unrolling rugs. With each
lesson, highlight the details that you want to emphasize with a bit of
dramatic flair and then invite each new student to try the procedure
himself. Remember to involve your older students as the role models as
this will capture the interest of the younger children and will establish the
leadership role of the five-year olds.
As you work through the preliminary group lessons, pay attention to
important details. Young children notice everything and details elicit their
attention and foster concentration, particularly if they are presented in a
slight exaggerated and appealing manner. Carefully analyze each of the
procedures you are going to demonstrate so you know how to highlight
the little points of interest that will nurture control of movement, grace
and order. A seductive emphasis on detail will entice your students to
value and master the skills that foster normalization. Your list of
procedural group lessons should be similar to the one on the next page,
but it can be amended as you see fit.

26
Procedural Group Orientation Lessons
1)       shaking hands hello (with eye-contact)
2)       hanging up outdoor clothing and knapsack
3)       where and how to sit together
4)       using the toilet, sink
5)       walking in the classroom
6)       carrying an object, tray or exercise while walking
7)       stopping to listen when bell rings
8)       carrying, unrolling and walking around a rug
9)       rolling up a rug and putting it away
10)   returning an item to its correct spot
11)   blowing and wiping nose
12)   sitting on a chair
13)   tucking in a chair at a table
14)   carrying a chair
15)   sweeping up crumbs from a table and the floor
16)   wiping up a wet spill
17)   hanging up a wet cloth on drying rack
18)   getting a drink
19)   where to put garbage, recyclables, compost items
20)   requesting teacher's attention during group time
21)   requesting teacher's or classmates attention during the work
period
22)   watching a lesson with hands behind back
23)   when and how to excuse yourself
24)   putting on outdoor clothing
25)   shaking hands good-bye

You will have to be careful not to overwhelm your new students with
too many procedural lessons at any one time. Preparatory group lessons
should always be interspersed with other activities such as singing,
reading stories, short independent work periods, snack time or outdoor
play. I have found that reviewing a few procedural lessons from the
previous day and demonstrating one or two new group lessons is as
much as young children can benefit from at the beginning of the school
year. This is why preliminary group lessons will continue for at least the
first several weeks in September.

27
 After drawing up your list of required preliminary group lessons,
prepare a detailed plan for the actual orientation sessions for new
students. I have provided a sample orientation plan for your reference. It
outlines three 1.5 hour long sessions that are designed for a group of 6-8
new students with a few 3rd year students acting as role models. I have
found that a minimum of at least 3 orientation sessions for new students
is advisable before the older students join the class. Four or five sessions
are even better as this will give you enough time to give a few individual
lessons with Montessori materials to new students.
Keep in mind that the timing outlined in the sample plan is
approximate. Your progress will depend on the number of students
participating and how well they are able to attend. Fewer children may
mean that it will take less time to get through each group lesson and you
may go beyond what is described in the sample plan. If you have more
than 8 new children, consider dividing your new students into two groups
and offer a separate session for each. It is very challenging to hold the
attention of a large group of young, inexperienced children.
The following plan is offered as an example. Your own plan should be
based on your particular circumstances.

Sample Orientation Plan

Day One
9:00-10:30 a.m.
6-8 first- year students & a few third -year students.
9:00a.m. Arrival & Clothing:
—     parents bring child to classroom door to share a brief good-bye and
greet teacher
—     as each new student enters class, assistant teacher and 3 rd year
students can help child put away any clothing or belongings and direct
him/her to a familiar task that is already laid out on a table: - colouring,
play-do, threading beads, puzzles, books)
9:15 a.m. Gather Children:
—     when everyone has arrived, ring bell to catch children's attention
—     invite children to leave their work at table (they have not yet been shown
how to put things away) and sit in a little circle close to you

28
—     note how 3rd year students sit with legs crossed and hands in lap and
encourage others to do so
—     sing a few familiar songs, finger-plays - (good morning songs, ABC
alphabet song, Twinkle, twinkle little star, head and shoulders song etc.)
Read a short story if desired
—     introduce yourself and review children's names - "The More We Get
Together" song is a nice way to help children get to know each other and
you
—     take attendance and then ask children "who remembers my name?"

9:30 a.m. Classroom Tour:

—     lead children on a short walk around classroom; point out any
interesting features - (ie.snack table, reading corner, aquarium etc.)
—     limit the amount of time you spend at any one location so that children
do not have time to become restless or handle materials
—     plan to end up in bathroom

9:40 a.m. Washroom Procedures

—     if the washrooms are segregated or the group of children is large, the
assistant teacher and a 3rd year student can help the boys while you and
an older student helps the girls (or vice-versa) If child does not need or
want to use the toilet, try to encourage him to wash his hands at least so
that he becomes familiar with the taps and drying hands procedure
9:50 a.m. New Group Lesson: (Walking)
—     after bathroom procedures, gather children at circle area again
—     demonstrate how to walk beautifully in the classroom
—     invite a 3rd year student to take a little walk while the others watch
—     invite each child to have a turn, one at a time
—     encourage child to walk carefully by teasingly saying. "Don't bump into
anything!"
—     after each child has had a turn, and if children are still engaged, try 2 or
3 children walking in class together
10:00 a.m. Snack:
—     serve a simple snack in circle or at tables if you prefer. Apple slices,
cheese, small biscuits would be good choices. Have 3rd year students
help with serving.

29
—     review manners (please, thank you, wait until everyone has been served
before eating)
—     if the children are gathered around you, read several short stories while
they are eating
—     invite an older student to pass garbage around for used napkins and
have another 3rd year student show the new students where they should
put their plates and cups
—     emphasize grace & courtesy

10:15 a.m. I-Spy Game:

—     if time allows, play a quick game of I-Spy to familiarize children with their
classroom environment
—     say, "I spy with my little eye" and then name an item of importance in
the classroom (ie. kleenex box, garbage can, pink tower, window,
reading corner, bathroom, rug box, pencils, calendar, puzzle maps,
practical life area, etc.) See if children can point out item and, if not, have
a 3rd year student show them where it is
10:25 a.m. Preparation for Dismissal:
—     invite 3rd year students to help new students put on any outdoor clothing
and gather up their belongings
—     remind new students of your name again and that you will be seeing
them the next day
10:30 a.m. Dismissal:
—     meet parents at pre-arranged spot (playground or at class door)
—     initiate a good-bye routine (shake each child's hand good-bye, but don't
force it - a wave good-bye is fine if child prefers)
—     give a verbal reminder about the next day: "See you tomorrow!"

Day Two
9:00- 10:30a.m.
9:00a.m. Arrival and Clothing:
—     As in Day 1

9:10a.m. Circle Time:

—     ring bell and invite children to sit with you
—     sing good-morning songs and other familiar tunes, finger-plays

30
—     review name song "The more we get together"
—     take attendance
—     verbally remind children about bathroom procedures. Make sure that
they realize that they do not need to ask for permission but they can ask
for help if they wish. Invite children to use toilet if they need to. (A 3rd year
student can accompany any of the young students if necessary)
—     review areas of classroom and major features by playing I-Spy while
any children are in bathroom
 9:20 a.m. Group Walking Exercises - (review from previous day, plus 1-2 new
extensions):

—     invite one 3rd year child to demonstrate walking

—     then several older students together
—     then invite one younger child at a time to join in
—     then everyone together
—     new extension: Regroup children around you to introduce stopping to
the bell signal - tell children you are going to show them what happens
when the bell rings. Ask a 3rd year student to go for a little walk and then
ring the bell. Third- year student should stop, put his hands together and
turn to face you to hear your instruction
—     demonstrate this several times and then invite a new child to try.
Gradually invite the other students to join into this little game. The
students usually love this activity so you can practise it on many
occasions during orientation
—     if students are still engaged, introduce a further challenge: carrying a
tray while walking and listening for the bell
—     demonstrate how to carry a tray in your hands while walking and
listening for the bell. (Assistant teacher can be in charge of the bell).
Then pass the tray to a willing child. Gradually give each child the tray to
carry while walking and listening for the bell. Encourage them by saying,
"Don't bump into anything!" Encourage child to turn and face you when
bell rings
—     continue for several minutes and then ask last child to set tray down on
a table and return to sit with you.
9:40 a.m. New Group Lesson: (Putting Things Away)
—                 select an activity that will be used frequently by new students
and give its name
—     carry the activity as you walk around the class and then return it to the
correct spot in the classroom

31
—     invite a child to have a turn. Your 3rd year students can be involved in
the demonstration of this game
—     repeat with each child with various early Montessori materials that they
will soon be working with - ( cylinder block, spooning, button frame, etc.)
9:50 a.m. Snack:
—                 as in Day 1

10:00 a.m. New Group lesson: (Rugs)

—                 explain to children that some materials are too large for tables
—                 show children where rugs are stored
—                 have children sit so they can watch how you carry a rug in the
classroom
—     pass rug to a 3rd year student and ask him to demonstrate how to carry
the rug and return it to the rug box/basket—     give each new child a
chance to carry a rug and put it away
—     now invite children to watch how you unroll a rug
—     search for a good open spot - exaggerate your searching and then kneel
to unroll rug.
—     show them how to walk around a rug.
—     invite a 3rd year student to demonstrate walking around the rug
—     invite each new student to walk around the rug without stepping on it
—     demonstrate how to roll up a rug and give each child a turn to try
—     help child's hands with rolling if necessary
—     demonstrate appropriate places around the room where a rug could be
unrolled for work. Also demonstrate places that would not be suitable.
For example, place a rug in front of a shelf and then ask, "Would this be
a good place for a rug?" & "why not?"
—     if children are still engaged, play walking exercises with several rugs laid
out on the floor. Invite children to walk in the classroom without stepping
on any rugs. Add "stopping to the bell" as an extra challenge.
10:20 a.m. Preparation for Dismissal:
—     help children with clothing, remind them about bathroom if needed (older
students help)
—     read a short story, sing a song if time allows
—     remind children of your name: "who remembers my name?"

10:30 a.m. Dismissal:

—                 meet parents on playground or at class door
—     exchange good-byes with a handshake or wave and give a verbal
reminder about the next day - "See you tomorrow!"

32
 Day Three
9:00-10:30a.m.
9:00a.m. Arrival & Clothing:
—     As in Day 1

9:10a.m. Gather Children:

—     Ring bell and announce that you would like the children to stop working
with the familiar tasks that are on tables. Since children have already
practised putting materials back on the shelf on the previous day, explain
that you are going to show everyone where each activity belongs in the
classroom.
—     Gather students together and sing good morning songs
—     Take attendance and review names
—     remind children about bathroom - have an older student or assistant
teacher help as needed
9:20 a.m. Group Walking Exercises: (Review)
—     small number of children together
—     everyone together
—     with bell
—     with rugs and bell signal
—     carrying object with rugs and bell signal

33
 9:30 a.m. Group Rug Exercises: (Review)
—     carrying, unrolling and rolling
—     positioning and walking around
—     returning to rug basket
9:40 a.m. Snack
—     as in day 1 & 2

9:55 a.m. New Group Lesson: (Sitting on and tucking in chairs)

—     stand behind a chair and carefully lift it up and away from table. Set
chair down on floor silently (exaggerate this point). Ask children, "Did you
hear a sound?"
—     show children how to sit on chair and quietly tuck it close to the table by
lifting it up off floor a little
—     carefully lift chair while moving it away from table and stand up
—     stand behind chair and tuck it in silently
—     ask children again "Did you hear a sound?"
—     invite a child to try tucking a chair under a table while other children
watch and listen. If child has difficulty lifting chair legs off the ground,
help him position his hands correctly and let him try it a few more times
by himself
—     the point of interest (setting chair legs on floor silently) will entice
children to master this skill
—     repeat with each child

10:10 a.m. Group Review:

Verbally, remind children about all the things they have learned in just a
few days:
—                 names and location of familiar items in classroom
—                 using sinks and toilets
—                 walking in the classroom
—                 carrying an object while walking
—                 stopping and listening when bell rings
—                 carrying, rolling and unrolling a rug
—                 walking around a rug
—                 putting a rug away
—                 returning an item to its correct spot
—                 tucking in a chair
—                 receiving a snack
—                 shaking hands hello and good-bye

34
 10:15 a.m. Special Group Activity: (Making a Flower Arrangement)
—     gather children together so they can help you make a flower
arrangement for the classroom
—     lay out materials in an orderly and beautiful manner in front of children
(you will need to have all materials ready before class begins that
morning)
—     invite each child select one flower, help child cut its stem under water
and then place it in the vase
—     when completed, admire the beauty of flower arrangement and invite
children to select a lovely spot for it
—     this activity helps children realize that they can contribute to the beauty
of the classroom
10:25 a.m. Preparation for Dismissal:
—                 older students may help with clothing and belongings
—     remind children that the next day will be special because the older
students will be coming to school too

10:30 a.m. Dismissal:

—                    meet parents on playground or at class door
— exchange good-byes with a handshake or wave and a verbal reminder
about the next school day ("See you tomorrow/after the weekend").
Summarize your orientation plan as shown on the next page for
easy reference. A condensed version will allow you to quickly
glance at the activities you hope to cover during each session
without concerning yourself too much with the timing of things. It is
essential to be flexible and responsive .
 Summary of Sample Orientation Plan
Day One
-arrival & clothing
-group introduction time - attendance, songs, finger-plays, stories
-classroom tour
-washroom demonstration
-New Group Lessons - walking
-I-Spy Game
-Dressing & Dismissal
Day Two
-arrival & clothing

35
-group introductory time - attendance, songs, finger-plays, bathroom
review and reminders
-review walking exercises and introduce bell -new group lesson
(returning materials to shelves)
-snack
-new group lesson (rug exercises)
-dressing & dismissal
Day Three
-arrival & clothing
-group introductory time - attendance, songs, finger-plays, bathroom
-review walking exercises -review rug exercises -snack
-new group lesson (chairs)
-review all that children have learned in the first 3 orientation sessions
-group flower arrangement for class -dressing & dismissal

 You may be surprised at how little is actually covered in the first three
orientation sessions. However, keep in mind that when young children
are grouped together in a new situation, they can become overwhelmed
quite quickly. This is why it is so important to take your time, vary your
activities and prepare your students gradually. Offer only what seems
comfortable for your particular group of children at any one time. Children
take a very big step when they enter a Montessori classroom for the first
time. There is a lot of territory for them to cover and it will take time for
them to feel comfortable with you and at home in the classroom.
Of course, it would be unrealistic to expect that everything will go
according to plan. Some new children will jump at the chance to try
tucking in a chair or rolling up a rug for the first time. Others will not want
to be called on and will simply watch. A few may be frightened and crying
and will require comforting attention from your assistant. There may also
be those who are disruptive or unable to resist the temptation to take
materials from the shelf. None of these responses is  out of the ordinary
and should not take you by surprise.

Expect the unexpected, respond calmly and sensibly!

It will fall to your assistant and perhaps some of your older students to
manage any disruptions and comfort upset children to the best of their
ability so you can continue to lead the children who are able to attend.
Be prepared to "change gear' quickly and make sure you have a good
supply of short stories, and a repertoire of appealing songs and finger-
36
plays that you can use at a moment's notice. Review your plan with your
assistant teacher ahead of time so she knows what to expect and how to
help. Finally, remember to take full advantage of your experienced
students. As we know, children often relate to each other in a special
way that we, as adults, cannot.
By the end of the third orientation session, your students will be
familiar with some of the most basic classroom procedures. However,
there are still many more classroom routines and group lessons that
need to be introduced and reviewed. Furthermore, the new students
have not yet received any individual lessons with the Montessori
materials. Thus, their repertoire of activity is limited to the non-
Montessori activities that do not require a lesson. This will be the
precarious classroom situation when the older, experienced students
return to school. The challenges will be even greater if all of your
students begin school at the same time.
Given the amount of learning that still needs to happen, I urge every
school to consider the benefits of offering at least three, and preferably
four or five orientation sessions that are specifically designed for new
students. These introductory classes will ensure that every first year
student becomes acquainted with you, the classroom, some fundamental
procedures and a few Montessori materials before the needs of the
returning students have to be dealt with.
Orientation with the Whole Class
The coming together of the entire mixed-aged grouping of children -
regardless of when it happens - is the most critical and challenging
juncture in the evolution of the casa classroom. The younger students
are very limited in their experience while the older students, who have
been away from their beloved classroom for several months, are eager to
make new conquests. If all of your students begin school together
without the benefit of an orientation period for new students, the situation
is even more challenging. In this case, you will have to consider the
needs and stamina of both your new and returning students when
planning for the first few weeks of school. You will also need to assume a
leadership role for a longer period of time in order to prepare all of your
students for independent activity. It will require all of your skill and
wisdom to navigate through this difficult period successfully.
Although more challenging, the overall approach to orientation with
the three- year mixed aged group is quite similar to the orientation with
new students only. Classroom procedures and routines still need to be
37
introduced and reviewed thoroughly. It is not necessary to give every one
of your returning students a turn to practice each procedure. Doing so
will likely slow things down too much and make it difficult for your new
students to pay attention. Just make sure that every new student is given
a chance to try each procedure and try to maintain your returning
students' interest by inviting them to role-model presentations frequently
and assist the younger students as needed.
In your desire to create a normalized classroom, you may be tempted
to rush through the procedural group lessons or neglect some of them
entirely so that you can begin to give individual lessons with the
Montessori materials. However, it would be a mistake to attempt this
before your students have been sufficiently prepared.

During the early weeks of September, concentrate on "feeding"

procedural details slowly and carefully to all your students. It will not do
any harm to slow things down at first and, in fact, it will do a great deal of
good. The youngest students will benefit from watching the older
students and the older students will be reminded of the importance of
correct procedures and their responsibility in establishing proper
classroom decorum. Usually, the older students feel an automatic
sympathy for their less-experienced classmates and are eager to offer
friendship and guidance to them. It is a wise directress who recognizes
the value of her greatest ally: the older student!
Maintaining the children's interest with a creative and lively manner and a
variety ofmanageable activities is crucial during the first few weeks of
school. I think it is helpful to begin each morning with a collective time of
welcome for the first week or two.

After role-playing 1-2 procedural exercises, provide a change of pace by

playing I-spy, reading a story, or singing a few songs. You will quickly
discover that nursery rhymes, finger-plays and very short stories are
especially effective in engaging new students who may be upset,
restless or anxious. Don't forget to review bathroom procedures near the
beginning of the morning and offer a few reminders about going to the
bathroom throughout the morning as you transition from one activity to
another.
If possible, arrange to have some exclusive time with your new
students by having your assistant teacher supervise the returning
students in other activities outside of the classroom. Invite a few 3 rd year

38
students to stay with you and assist while your assistant takes the
remaining children for outdoor playtime or a nature walk. Alternative
activities for the returning students might include story-time in the school
library, a creative art session, a singsong or structured games in the
gym. While the returning students are otherwise occupied, you will be
able to demonstrate and practise some of the preliminary group
exercises with the new students.
When the older children return to class, a snack and drink will help
everyone regroup and become familiar with the social dynamics of the
new mixed-aged grouping. Activities for the rest of the morning should be
led by you and involve everyone. Offer a few more group procedural
lessons interspersed with some entertaining stories, songs, finger-plays
and simple group games like "I-Spy". Your assistant teacher should take
care of students who are not yet able to attend by offering them familiar
activities and comforting companionship.
Introducing Short Work Periods
As soon as your new students have practised walking, carrying items,
tucking chairs, rolling rugs, walking around rugs and returning materials
to the shelf, short independent work periods can be introduced. It is
always a relief when you reach this point because all of your students will
engage more effectively when they have the opportunity to work with
their hands on an independent activity.
Before undertaking the first short work period, it is a good idea to
gather all of your students together to explain what is going to happen.
Take your time and review things step-by-step so that everyone knows
what to expect. Make sure your returning students understand that they
will not be receiving new lessons from you just yet because their younger
classmates will require your attention. Ask the older students to work with
activities that they are already familiar with, but remind them not to select
preliminary Montessori exercises (ie. spooning, pouring, cylinder blocks,
colour box 1 etc.) that you may need to present to a new student. It is
also important to remind your experienced students to avoid interrupting
you while you are giving lessons to any of the new students.
A good way to ensure that the youngest children do not become "lost
in the shuffle" is to engage them with an activity before the older students
are invited to find their own work. While your returning students wait,
offer each new student a familiar task that does not require a specific
lesson -(colouring, a puzzle, threading beads, reading a book). After the
new students are occupied, invite the older students to select work they

39
can undertake independently. As the work period gets underway, watch
for an opportunity to offer a Montessori lesson to a new student.
The practical life exercises are very useful in engaging new students
because they offer appealing and purposeful activity that nurtures both
the body and soul of the child. Some of the simple materials from the
sensorial, language and cultural areas are also good choices for initial
lessons. In each case, your lesson should include taking the child to the
shelf and naming the exercise, showing the child how to carry the activity
to a table or rug and returning the activity to its proper spot when the
lesson is completed. In this way, the child begins to understand that
returning the activity to its "home" on the shelf is the final step when
completing work.
The following exercises are good choices for initial lessons with new
students.
Practical Life:            - spooning
- pouring rice
- hammering
- threading beads
- button/snap frame
- pegboard
- opening/closing
- the bolt
- nuts and bolts
- lock and keys
-walking exercises on the ellipse
Sensorial:                    - sorting
- mystery bag
- cylinder blocks
- colour box 1 & 2 - (matching)
- geometry cabinet - (tracing)
- geometric solids
- pink tower
Language:                 - classified cards
- sound games
- riddles
- association cards
- opposite cards

40
- sequence cards
- homonym cards

Culture:                     - picture cards relating to any topic of interest

- nature tray
- the globe
Every day, try to present at least one new Montessori exercise to
each new student. This process should continue until all of your first year
students have built up a satisfying little repertoire of activity. Lessons
should be offered in a persuasive, but unimposing manner in order to
engage the child's will. An imaginative, engaging directress who
"charms" her students is what is called for at this time.
You may have to be tireless in your efforts to engage some of your
new students. You can suggest that a small box needs to be dusted or
perhaps ask a student to help you lay out a little snack. Invite a few
children to pick some flowers from the garden so they can be arranged in
a little vase. A short story or a few nursery rhymes may calm a troubled
child sufficiently so that he may be persuaded to thread some beads. If
one activity does not seem to appeal, another must be happily offered.
Even
activities such as listening to a story or simply watching are valid as long
as the child has been given the opportunity to decide for himself.
Everyone knows that a lively teacher attracts more than a dull
one.... Every action of the teacher’s can become a call and an
invitation to the children……
 ~Maria Montessori
As you begin to undertake short work periods, remember the
importance of carefully preparing each student for success. Dr.
Montessori cautioned against using complicated materials before the
children are ready to profit from them. Instead, offer opportunities for
your students to engage in simple tasks that will calm and focus their
energies and prepare them for more stimulating work. The preliminary
practical life exercises are particularly helpful in this regard.
Finally, be on the lookout for anything that may be threatening the
wellbeing of your students. Try to address any source of unrest before it
causes overall disruption. Sometimes, a little problem that involves only
one or two children can be quietly rectified without interrupting the whole
class. However, if many difficulties arise and it feels like most of the

41
 classroom activity is beginning to unravel, you should not hesitate to
bring the work period to an end. It is unwise to let your students
experience too much disorder, particularly at the beginning of the school
year. It will be counterproductive if the collective good is being
compromised by too many mishaps and your students are trying to
manage more than they are ready for. Make note of the specific
procedures that your students are having difficulty with so that you can
give group presentations that demonstrate the appropriate remedies
during group time.

Don’t be surprised if several 10-20 minute work periods are all that your
students can manage at first.

Remember, when you are in the process of developing normalization,

a number of short work periods interspersed with various group lessons
and other activities will be more effective than one long work period 

Summary of the Mechanics of Short Work Periods

1.      Gather your students together before initiating a short independent work
period. This will enable you to prepare all of your students before the
work period starts.
2.      Explain that the new students will select a familiar, non-Montessori task
before the returning students choose their own work. Remind your
experienced students that you will not be giving new lessons to them yet
and tell them to choose familiar work that they can undertake without
your assistance. This strategy will help your new students build up a
repertoire of suitable activity.
3.      Offer a puzzle, colouring activity, play-do or some other simple task that
requires no instruction to each of your new students. Then invite your
returning students to choose a familiar activity. (Remind them not to work
with the most preliminary Montessori materials that you may need to
present to a new student).
4.      When all of your students are occupied with a task, watch for
opportunities to give individual Montessori lessons to new students.
5.      Encourage your older students to act as role models and help their new
classmates whenever a need arises. This will go a long way in

42
 developing trust amongst your students and it will promote a co-operative
and helpful atmosphere in your classroom.
6.      Alternate short independent work periods with group activities such as
singsongs, story-time, procedural group lessons, snack and outdoor
playtime.
Although you may feel overwhelmed during these early days of school,
try to relax and appear capably in charge so your students feel secure. A
calm, determined and flexible approach is what is called for at this time.
Remember that it is better to be over-prepared than at a loss as to what
to do next. An intriguing blend of teacher- directed activities and short,
independent work periods should sustain your student's interest at this
early stage of the school year. Expect that there will be bumps along the
way and days that feel very unsettled. Normalization develops gradually
during an initial period of resourceful, teacher-directed activity.
If you are faithful and vigilant during the early weeks of September,
you should begin to see remarkable progress within a relatively short
period of time. In fact, with each passing day, the results of your efforts
will probably be evident. You will notice that the basic classroom routines
and desired social behaviors are being absorbed by your new students
and becoming second nature to them. Individual lessons with the
Montessori materials are quickly expanding their range of activity. The
youngest children begin to focus on activities that engage them, which
allows you to devote some of your attention to the older students. The
work period starts to settle and lengthen as more of your students
become comfortable with each other, familiar with classroom procedures
and involved with interesting work. The need for you to dominate the
proceedings begins to diminish as the children learn how to work
successfully alongside of each other.
Perhaps one morning, you will have an experience that I have often
had in September. As a work period begins, you notice that your
students seem to be managing remarkably well. After many days of
directing preparatory group lessons and multiple, demanding work
periods, you may be taken aback by this initial appearance of order. It
may happen quite suddenly and disappear just as quickly. Nonetheless,
with this heartening first glimpse of normalization, you realize that your
class really is beginning to function as it should!

Helpful Tips for Orientation

43
1.      Keep some familiar, everyday activities like colouring, puzzles, books
and threading beads out on a few tables so they can be used by any
child who is unwilling to participate in the orientation activities or who
needs a distraction.
2.      Alternate the pace and type of activities you offer. A group of young
inexperienced children will not be able to attend to any one thing for very
long. You will need to have a variety of lively and interesting activities in
mind to capture and sustain the interest of your new students. Make sure
you know a good number of songs, short stories and finger-plays that
you can present without hesitation.
3.      Offer a familiar task to an upset child. This will sometimes provide a
sufficient distraction and help child to calm down.
4.      If a child or several children are crying, have your assistant teacher and
perhaps an older students comfort these children as much as possible. If
the protests are too loud, the child (or children) will have to be taken from
the classroom by your assistant or another available adult so you can
carry on with the students who are able to attend.
5.      If it is necessary to comfort/distract an upset child outside of the
classroom, make sure that the attending adult tries to re-introduce the
child to the classroom frequently. Hopefully, after a few tries, the child
(children) will calm down enough to at least watch and listen.
6.      If the child becomes increasingly agitated and cannot be consoled after
3/4 hour, have a parent or caregiver take the child home and try again
the next day.
7.      Involve the older students as role models and provide them with
opportunities to help as much as possible. Their participation is
instrumental in establishing their leadership role and the child-directed
learning style that characterizes a normalized casa classroom.

Normalization  

44
As your students become accustomed to working alongside each other

in their classroom environment, the transition from orientation to

normalization begins. This period is still very challenging, even for an

experienced teacher. The seeds of normalization that have been sown

during orientation are quite fragile and can only be strengthened by

increasing each student's opportunity for engagement through a range of

activity. The never-ending need for individual lessons may seem

overwhelming as you try to ensure that all of your students have a variety

of work choices and know how to manage the intricacies of the

expanding work period. This is particularly true if you are directing a

class for the very first time. In fact, in the absence of sufficient

experience and expertise, there is a very real possibility that you may

begin to wonder if it is even possible to create and sustain a normalized

classroom. Dr. Montessori acknowledges this reality in the following

passage:
The teacher, when this unstable situation has been reached, feels her work to be
difficult; what is more she keeps running from child to child, thus spreading the
contagion of her own anxiety and wearisome lack of calm. Many of the children, who
are tired and bored, play with the material as soon as her back is turned and use it in
the most stupid ways. While the teacher is busy with one child, the others misbehave.
The moral and intellectual progress so loyally awaited does not occur.

45
 However, Dr. Montessori encourages us not to give up. We are called
to persevere and maintain faith that each of our students will begin to
concentrate when he finds an activity that attracts his attention.
Easier said than done! When facing the challenge of establishing
normalization, continue alternating short independent work periods with
preparatory group lessons, stories, songs, finger-plays and group snack
time until most of your students are able to work successfully for at least
an hour or so. It is the group lessons that initially command the children's
attention by satisfying their need for order and fostering a cohesive social
purpose. Then, individual Montessori lessons enable the children to find
meaningful activity that sustains their interests and enables them to work
alongside each other. The children end up creating what is essentially a
little classroom democracy that provides the correct balance between
freedom and structure because of its emphasis on individual choice and
responsibility.
The term "normalization" has a special significance to Montessori
educators that is sometimes misunderstood by others. When we speak
of normalization, we do so within the context of our approach to
education that is designed to help children develop independent, self-
directed learning through engaging, hands-on activity. Some people
however, assume that references to normalization imply that non-
Montessori children and classrooms are somehow not normal.
Remember to use Montessori 'jargon" judiciously so that misconceptions
about our approach to education are not proliferated.

Corrective Group Lessons

Unsettled classroom behavior during the first few weeks of school
year is not uncommon and usually the result of your student's
inexperience. An effective remedy that will help your students learn to
manage in the classroom is the corrective group lesson. Lessons of this
kind involve students in situational role-playing that identifies and
corrects errors in behavior or procedure without attributing blame to a
particular child or children in the process. Troublesome actions such as
stepping on work rugs, putting materials away incorrectly, moving too
quickly through the classroom, touching someone else's work,
interrupting or misusing materials can be reduced by reviewing correct
procedures whenever necessary. Corrective group lessons also
encourage students to recognize their shared responsibility for taking

46
care of the classroom and each other. You will undoubtedly find that your
older students are eager to demonstrate the right way of doing things
whenever they are called upon.
Corrective group lessons are best undertaken at the end of an
independent work period. During the initial few weeks of school,
whenever a work period ends, gather your students together and take
stock of the classroom. Look around the shelves with your students to
see if anything is amiss. Perhaps some beans from the spooning activity
have been left on the tray. There may be a few chairs that need to be
tucked closer to the tables, a little water spill on the floor or a dressing
frame that has not been done up correctly. In September, there are
bound to be many things that need attention at the end of a work period.
Remember however, that too many corrective lessons at one time will be
difficult for the children to process. Instead, select just a few to bring to
your student's attention each day. You can review the solution for the
other difficulties when they recur another time.
Since you will probably need to undertake many corrective group
lessons during the first month of school (and from time to time throughout
the remainder of the school year), it is worth examining this kind of
lesson in detail.
Scenario:
You have noticed that the rice pouring exercise has been returned to
the shelf with grains of rice left on the tray.
Corrective Lesson:
When all of the children are gathered together, bring the pouring rice
exercise over to the children and let each of them view the tray. Do not
ask who is responsible for the spill, but instead tell your students that you
want to make sure that everyone knows what the problem is and how it
can be corrected. Ask your students to tell you what is wrong with the
exercise. Most of your students will recognize that spilt rice has been left
on the tray. Then ask, "If you spill rice while you are pouring, what should
you do? The children will answer that they should stop pouring and pick
up the grains of rice. While nodding your head in agreement you should
ask one further question. "Well what should you do if it is too hard for you
to pick up the rice?" Some of the older students will likely suggest that
the child who is having difficulty could ask a friend or the directress for
help. Raising this second question is very important because it suggests
that asking for help is preferable to walking away from a difficulty. It also
validates the real need that a child may be experiencing if he has not yet
47
developed the fine motor control or the necessary concentration or will to
fix the problem himself. Invite a volunteer to restore the pouring activity
and then have him show everyone how the exercise looks when it is
ready to be returned to the shelf.
Be careful to demonstrate correct, consistent procedures from the
very beginning. First impressions, as we know, have a significant impact
on young children. If you change a procedure that has already been
adopted by your students, you will often notice that the first method
keeps resurfacing. Ah, the power of the absorbent mind!

It is also worth
noting that if you undertake corrective group lessons with a certain
degree of dramatic flair, they will probably make a lasting impression on
your students. When I ask children to think about the correct way to fix a
problem, I often turn my hands upward, shrug my shoulders and ask
them, “What should you do?" This gesture infers that I am rather helpless
and it beckons the children to come up with the needed solution. In my
experience, most young children enjoy showing off their ability to rectify
any number of small infractions that may detract from the smooth and
orderly operation of the Montessori casa classroom.

During these early weeks of school, you may feel that you are being
overly picky as you continue to give frequent corrective group lessons
about the many small infractions that are bound to be occurring.
Remember however, that attention to detail prepares children for
success by encouraging concentration. Your emphasis on grace and
courtesy, responsible behavior and meticulous procedures is what helps
young children achieve the best results. The subtle, but clear message
you want to convey to your students at the beginning of the school year
is that they will be shown how to create a mutually beneficial learning
environment and they will be expected to sustain it. Emphasizing the
best procedures, routines and behavior early in the school year
underlines the significance of upholding what is good for all.
Details, details,.... They are the little points of interest that call to the child,
command his attention and elicit his best effort.

When the preliminary group lessons are given the proper attention
during the first few weeks of school, your students will acquire a range of

48
desirable behaviors that become inherent in their personalities through
the power of their absorbent minds. These acquired traits enhance the
likelihood for engagement with the Montessori materials, which then
enables your students to assume more responsibility for their own
activities. This is the process that develops normalization.
The Long Uninterrupted Work Period
We have here a crucial moment in development and the teacher must carry out
two different functions: she must supervise the children and also give them individual
lessons. This means she must present the material regularly, showing its exact use.
General surveillance and individual teaching, given with precision, are two ways in
which the teacher can help the child's development. In this period, she must take
care never to turn her back on the class while she is dealing with a single child. Her
presence must be felt by all these spirits, wandering and in search of life.
Maria Montessori

When your students demonstrate that they are able to work alongside
each other successfully for longer periods of time, the establishment of
one long, uninterrupted
work period becomes your new goal. You will have to give many
individual lessons in addition to providing general supervision so that all
of your students build up a range of activity that will keep them happily
sustained for several hours. Your new students, who have the least
classroom experience, should still be the first ones who are helped to
find work. When they are successfully occupied, advise your assistant
teacher to key an eye on them and start giving lessons to your older
students. This will accomplish two important things. New lessons will
stimulate the older students and the expanding the range of activity in
the classroom will reduce the competition for particular materials while
providing new inspiration for all your students.
The non-Montessori materials that were needed during orientation can
be removed as soon as you feel the younger students have a sufficient
repertoire of Montessori activity. Around the same time, you should also
take away any duplicated preliminary activities so that the appropriate
limit of one of each activity is provided. For example, if several colouring
exercises were available initially, one will now suffice. Remember also to
return any of the Montessori materials that you removed temporarily so
you can begin to present lessons with these activities as well.

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 Day by day, throughout each work period, try to ensure that your
individual lessons and general manner support your students' natural
inclination towards independence. Remember that it is important to avoid
interfering with a child's work if it is constructive to his development.
Unnecessary praise, help or even a look may be enough to interrupt the
child. Montessori warned us that this is the most common
error that we, as Montessori teachers, make. She stated that as soon as
a child begins to concentrate, we should act as if he does not exist. We
are not to interfere, even to solve problems, unless asked by the child.

The teacher’s skill in not interfering comes with practice, like everything
else, but it never comes very easily.
 Maria Montessori

Although you need to avoid interfering with any constructive work, it is

just as important to break the flow of disruptive activity as quickly as
possible, especially when it is compromising another student's ability to
work successfully. It is your duty to re-direct any child who is
misbehaving or annoying others. Dr. Montessori stated that we should
not fear to destroy evil but only all that is good.

Regardless of the time that it takes or the setbacks that occur as you
work towards normalization, do not give up. With proper care and
attention to the prepared environment, classroom procedures and the
activities of the children, normalization will develop. The day will come
when you will see the majority of your students engaged in meaningful
and satisfying activity that they have chosen freely and happily. In short,
you will see normalization. Then, stand back and marvel at its creation!
If the teacher meets the needs of the group of children entrusted to her, she will
see the qualities of social life burst surprisingly into flower, and will have the joy of
watching these manifestations of the childish soul. It is a great privilege to be able
to see them and when they appear, the teacher, by whom they had been
foreseen, welcomes them with the joy of faith rewarded.
Maria Montessori

What a wonderful day it is when you realize that your class really is
normalized! Depending on the nature of the mixed-aged group, the
organization of the prepared environment and your skill, normalization
can occur within a few weeks time. It may take longer if you have a lot of

50
new students, if you are having difficulty engaging your students or if you
discover that you have not prepared the environment carefully enough.
However, if you hold true to the procedures that I have described,
normalization will certainly occur.
Maintaining Normalization
Once normalization has been established, there is a good chance that
the remainder of the school year will unfold in a positive and nurturing
way for most of your students. This is particularly true if you have a good
balance of mixed ages in your classroom and if you are skilled at giving
meaningful lessons to students at the right time. However, it is important
for you to recognize that there is always the possibility that things will go
awry.

Normalization is not a static condition - it can only be sustained by ongoing

faith and a nurturing attention to detail in the prepared environment.

The calm state of normalization can be temporarily upset by any

number of circumstances. Sometimes, a few students 'lose their way'
and disrupt the overall classroom energy. Perhaps a child has been
absent for a while and causes excitement when he returns. It may be
that one or two new students have joined the class part way through the
year and their needs have interfered with your ability to sustain
engagement with other students. A child with special needs may require
more attention that you anticipated. Perhaps a special event has
occurred in the classroom, and the children have become distracted. You
or your assistant teacher may have been away from class for a little while
and your students have missed the guidance that is normally provided. It
is inevitable, that, from time to time, the calm of normalization will be
overtaken by one or more negative influences. The trick is to not become
discouraged. Ups and downs in the casa class are not unusual.
In order to restore normalization, it is necessary to uphold two
fundamental principles. First, you must sustain the prepared
environment. Caring for the physical elements in your classroom requires
you to look after all the Montessori materials on a daily basis and
beautify your space with a variety of interesting cultural artifacts, inspiring
music, artwork and books.
Equally important is the requirement to protect each child's ability to
direct his own learning. Every child, who has focused his energy in some

51
constructive way, should be left to concentrate. Even if his work is
somewhat misguided or incorrect, the child's effort should be respected.
Perhaps, through repeated attempts, the child will discover the error of
his ways and experience the wonderful pleasure of fixing the problem on
his own. If however, the child is given unsolicited help from a well-
intentioned adult, he may never discover the true extent of his ability and
quickly seek assistance when he next encounters a challenge.
While the first task of preserving the prepared environment is
relatively straightforward, the same cannot be said of the mandate to
protect the young child's inclination for self-sufficiency. In fact, it is in
trying to help our students direct their own learning that we are most
likely to cause harm! As adults, we are naturally inclined to offer help to
young children. After all, we are bigger, stronger and more experienced
in every way. It is always difficult for us to stand back and allow a child to
struggle. However, we must remember that our instinct to help often
prevents the child from furthering his own abilities. Dr. Montessori
advised us to intervene only if the child asks for help or is misbehaving
and causing harm. Instead of fostering dependency and complacency,
we are called to reinforce our students' natural inclination for
independence. It is when young children are given time and the
appropriate degree of liberty that their resilient, resourceful tendencies
begin to flourish.
Not only do we need to regulate our own actions with regards to
intervention, we also need to prevent our students from causing harm
through interruption too. Interestingly enough, young children seem to
respect each other's right to uninterrupted work better than most adults.
Perhaps this should not surprise us since we know that all children are
born with a strong inner drive for self-sufficiency. Montessori believed
that young children are governed by an unconscious need to make the
maximum effort. Perhaps this is why our students recognize when an
offer of help is an obstacle to growth better than we do.
Knowing when to leave a child to manage on his own does not come
naturally to adults. For us, it is always a continual learning process
requiring self-analysis and self- discipline. Every child and every situation
is unique and it is necessary to observe and assess with the greatest
degree of care in order to discern what real assistance is and how it
should be administered. If you work at developing this skill you will be
rewarded with remarkably self-sufficient students who really are able to
direct their own learning.

52
 Helpful Tips
The following strategies will help you to establish and preserve
normalization throughout the school year:
1)      Remember the importance of the collective preliminary exercises that
you employed during the first few weeks of school. Take the time to role-
play and practise these important exercises whenever necessary.
2)      Be on the lookout for children who are consistently having trouble
selecting suitable work. Wandering or disruptive children need your
assistance. Remember, you are the "vital link" between the child and the
prepared environment. Be tireless in your efforts to offer new
opportunities to students who are not suitably engaged.
3)      Do not confuse the phenomenon of "false fatigue" that often occurs part
way through the morning with the unsettled and unfocused behavior that
typically occurs at the beginning of the school year.
4)      Preserve the independent work period, especially when a holiday like
Christmas or Halloween approaches. Holiday celebrations can be
overwhelming to young children and order and routine are critically
important at these times. Limit the scope of any special holiday activities,
stories or songs so they fit comfortably into the regular daily routines.
Avoid elaborate crafts that require adult supervision and lengthy dramatic
productions and rehearsals that will interfere with the child's opportunity
to continue his work with the Montessori materials.
5)      Let art activities be child-directed and not teacher driven. Simple
exercises that are prepared like practical life exercises and can be
managed independently by the children are best. When you discover a
seasonal activity your students love and can manage well, feel free to
repeat it from year to year. Young children enjoy traditions and benefit
from repeating tasks they love.
6)      When a new student enters your class part way through the year,
maintain your normal classroom routines. It is not necessary to go
through a formal orientation period with a new student who starts school
part way through the year. Simply demonstrate and practise the
fundamental orientation exercises with him individually and give the child
lessons with appropriate Montessori materials from various areas of the
classroom during work periods. In all likelihood, he will begin to
participate in the everyday routines and classroom activities quite readily
If he is hesitant, allow him to shadow you or your assistant teacher so he
feels supported. Invite him to participate in small group lessons
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 frequently so he becomes familiar with other classmates. Offer individual
lessons according to his interests. Ensure that you connect with his
parents ahead of time so that they are well informed and comfortable
with how their child will be introduced to the class.
7)      Do not be afraid to ask for professional assistance if you are not able to
provide sufficient care for a student. If it is possible to find a way to meet
the needs of a child who is having difficulty in the casa classroom, the
benefits for the child almost always outweigh the challenges involved.
8)      Whenever, possible, try to arrange for a consistent substitute to
supervise your class when you must be away. Ideally, your assistant
teacher will be this person since she can provide consistency and the
least overall disruption during your absence.

Classroom
Management
     As Montessori educators, we believe our classrooms are functioning

properly when our students direct their own activities in a mutually

beneficial manner. We work tirelessly to nurture independent, self-

disciplined students and we measure our success by how well the

children manage without our help.

At the beginning of the school year, directing the casa classroom is
very challenging because all of your new students (and perhaps some of
the returning students) will not be sufficiently prepared to work
independently. As we have seen, it is necessary to give full attention to
the prepared environment and your role within it in order to develop
normalization.

54
 The environment is fundamental; it must facilitate the expansion of the being in
process of development by a reduction of obstacles to a minimum, and must allow
free scope for a child's energies, by offering the necessary means for the activities to
which they give rise. Now the adult himself is part of the child's environment; the
adult must adjust himself to the child's needs if he is not to be a hindrance to him and
if he is not to substitute himself for the child in the activities essential to growth and
development.
Maria Montessori

In other words, both the physical classroom elements and the role of
the adult contribute equally to the development and maintenance of
normalization.

The Physical Elements

Sometimes, I wonder how many directresses really appreciate how
much the physical elements in the prepared environment contribute to
the successful management of their classrooms. This question crosses
my mind whenever I visit a casa classroom that lacks organization,
cleanliness or beauty. These elements are critically important because,
to a large extent, they create the necessary structure that enables young
students to work freely and independently in the casa classroom. The
proper balance between structure and freedom cannot be achieved
unless the physical environment provides order, inspiration and
appropriate limits. If it does not, you will be forced to make up for this
shortcoming yourself. In all likelihood, this will cause you to lead the
children instead of following them.
Although your students should be able to rely on consistency in the
prepared environment, sometimes it may be necessary to change the
position of a shelf, table, material or even a procedure. If you need to
alter any physical element in the classroom, explain the change that you
are going to make to your students before doing so. Young children
adapt more readily to change if they understand the reason for it and are
involved in the process. After an appropriate trial period, remember to re-
assess the change you have made to confirm its effectiveness.
The following physical elements create structure and order in the
prepared environment:

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1.          adequate space - but not overly large space that accommodates
shelving for the Montessori materials, the children's furniture, open
floor areas for rug-work and the ellipse.
2.          sturdy, appropriately-sized furniture that provides various seating
arrangements - some small tables for individual work and a few
larger tables to enable 2 or 3 children to sit together.
3.          careful, furniture arrangement that provides easy access and
viewing of students and promotes an orderly flow of movement.
4.          a complete set of Montessori materials set out in a logical,
sequential, and aesthetically pleasing manner.
5.          Absence of distracting "extras".

From time to time, try stepping back, perhaps with a colleague, to take
an objective look at your classroom. Although there may be some
features that are beyond your ability to change or improve, there will
always be many others that are possible to work on.
The Role of the Adult
As mentioned previously, the role of the adult, in comparison to the physical care of
the casa classroom, is quite complex. There are many intangibles with regard to your
conduct and that of your assistant that play an important role in classroom
management. Furthermore, these intangibles are subjective in nature and therefore
not easily assessed. Elements such as the degree of polite and graceful social
behavior you model and expect, your ability to support normalization, the attention
you give to the child's need for routine and independence, the consistency of your
manner and your willingness to continually examine your motives and actions all
contribute to successful classroom management. An examination of these important
"intangibles" as well as the role of the assistant teacher will provide further helpful
insight.

Grace & Courtesy

The way in which your students learn to interact in the classroom will have a
significant impact on your ability to assume the desired, unobtrusive Montessori
style of classroom management. Consequently, it is very important for you to
consistently model and demonstrate the kind of behavior that you want your
students to adopt. A calm demeanor, a quiet voice, an attentive manner and graceful
movements should characterize your presence and personality in the classroom. It is

56
during the first plane of development that children are particularly receptive to the
"dos and don'ts" of polite social conduct. This is why grace and courtesy
lessons should be emphasized as much as the procedural group presentations and
the individual lessons with the Montessori equipment, particularly at the beginning of
the school year.

We often assume that our students recognize and respond to social

cues in the same manner that we do. However, we must consider
their limited social experience. Grace and courtesy lessons
highlight the important social cues that we take for granted but that
may not have been discerned by our little ones...

Behavioral Expectations
In terms of behavior, it is very important to set the bar quite high from
day one. The best way to do this is by slowing things down at the
beginning of the school year and paying loving and meticulous attention
to the details of correct procedure and behaviour. Do not be overly
concerned with the multitude of individual Montessori lessons that may
be beckoning to you and your students. Instead, concentrate on
fundamental classroom procedures and grace and courtesy for the first
several weeks in September. By doing so, you will direct your students'
attention to the correct standard of behavior for every situation,
procedure and activity. Never ignore a disruption or infraction early in
the school year - instead let it become the springboard for corrective
lessons in grace, courtesy, responsibility and thoughtfulness.
Undesirable patterns of behavior can become set quite quickly if left
unchecked in September. Fortunately, young children are particularly
receptive to behavioral learning when they are in a new situation -
particularly if they are helped to feel empowered.

The liberty of the child should have as its limit the collective
interest...
E.M. Standing

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 Once normalization had been achieved, continue to put a stop to
disruptive behavior whenever possible. However, if a disturbance occurs
at a time when you are in the midst of a lesson, you will have to
determine the best way in which to respond. Ideally, your assistant
teacher will be available to handle the difficulty so you can continue with
your lesson. However, if the assistant teacher is already busy with an
important task, you will have to decide whether to finish your
presentation, or deal with the disruption.
Depending on the situation, either response may be appropriate.
Sometimes, if the difficulty is acute, you may decide that it is fruitless to
continue your own lesson, especially if the attending child has already
become distracted. However, if you still have the full attention of the child
(or children) that you are working with, you may decide to complete your
lesson. This response is particularly justifiable if you are at a critical
juncture with the attending child. Furthermore, by not stepping in, you
give the students who are having difficulty a chance to see if they can
solve the problem on their own.
Before reacting to a problem, try to evaluate its overall impact first. If
the situation is threatening to cause problems for many students,
sacrificing one lesson in order to preserve the work of many is probably
advisable. Like so many other classroom management issues, you must
weigh the pros and cons and base your actions on maintaining the
greater good.
With regard to establishing appropriate standards of classroom
behavior, the benefits of role-modeling social graces and nurturing
compassion cannot be underestimated. Remember that your students
develop awareness for the needs of others and an appreciation for
kindness through their own personal experience of social values. When
you are consistent in modeling and expecting patient, respectful
behavior, your students will likely respond in a similar manner.
Initiating a Conversation/Requesting Help
During the course of each school day, students will seek you out for
assistance, to ask a question or simply to tell you something. They will
also initiate many dialogues with each other. The manner in which they
do so will either preserve or interfere with the integrity of your lessons
and the overall classroom atmosphere. Probably no other social skill is
as crucial to the preservation of a peaceful classroom as learning how to
speak politely with others.
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 We know that it is difficult for young children to stop themselves from
interrupting when they want attention or help. This is why most of our
students need some degree of assistance initially to learn how to request
and receive attention politely. If you fail to provide this help, you will have
to manage many interruptions that will interfere with your ability to give
effective lessons. Additionally, opportunities for student engagement will
be thwarted because of interruptions from children who do not recognize
the importance of non-interference. When your students are helped to
acquire polite conversational habits, they will also develop the desirable
traits of self-discipline, patience, resourcefulness and empathy. This, in
turn, will contribute to the smooth functioning of your classroom.
Here is a description of a short group lesson that effectively highlights
the correct manner of initiating a conversation:
Gather your students together so they will be able to watch how you
conduct a conversation with one of the older students. During your
dialogue, turn your head away from the child as you are speaking to him.
Then turn your face back towards the child again while you continue to
talk. Repeat the process of turning your face towards and away from the
child a few more times while you are speaking. The children who are
watching this little role-play will likely be amused. At this point, ask your
students if they think it is important to face the person you are speaking
to. Many of your students will realize that it is. If you practise this little
scenario from time to time, your students will begin to understand that it
is impolite to start speaking to someone unless you have made eye
contact first.
Some directresses teach their students to tap their shoulder when
they want assistance or attention. I have found however, that touching
often seems to increase a child's impatience. Furthermore, being
touched can be very distracting, particularly if you are in the midst of a
practical life lesson or other important task. I believe that it is important
for young children to learn not to expect immediate attention from a
person who is already busy. It is equally important for our students to
know what to do when adult help is not readily available to them.
Here are some suggestions for helping your students manage
successfully when they want attention:
•       Pay attention to your manner in the classroom. An unhurried pace and
brief lesson-giving will go a long way in conveying that everything will be
tended to and no one will be forgotten.

59
•       Explain that everyone has to wait from time to time. This will help your
students develop a patient attitude.
•       Make sure that your students realize that, except in cases of safety or
illness, they are seldom in real need of immediate attention from you.
•       Ensure that your students know that you are not their only source of
assistance. Encourage them to look for another classmate who is not
busy and who may be able to help. They can also see if the assistant
teacher is available.
•       Remind your students that if they persevere while waiting, they might
solve their own problem.
•       Tell your students to keep their eye on you to see when you are
available. Explain that if you are busy, you will not be able to give your
attention to them even if they stand right beside you. Help your students
understand that waiting at a little distance for the right opportunity to
speak with you is much more polite than crowding around you when you
are already busy.
•       Make sure that every child understands that he can put his work away
and choose another activity if he doesn't want to wait for assistance.
Remember that learning to wait is an important developmental
milestone for young children. If a child tries to gain your attention in an
impolite or intrusive way, you may momentarily disregard his entreaty in
order to emphasize the inappropriateness of his manner. When you are
ready to respond to the child, make sure you tell him why you did not pay
attention to him immediately Explain the importance of letting an
individual finish what he is doing before requesting attention. Remind
your students that if they are willing to wait near-by for a minute or two,
they may see or hear something interesting. Help them realize that an
immediate demand for attention is only appropriate when someone's
wellbeing is at risk.
Finally, make a conscious effort to avoid lingering over lessons during
the independent work period. We do a disservice to our students if we
involve ourselves too much in their work. Hovering often inhibits young
children and it can also foster dependency. Remember - it is not your
duty to dispense copious amounts of information. Instead, we are to
provide "keys for learning" by giving brief lessons and stepping away as
soon as the child is sufficiently prepared. Your students should sense
that you expect them to work freely with the materials they have chosen
and request help when they need it. By establishing this protocol from
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the beginning of the school year, you will maximize student
independence and increase your ability to observe and direct
unobtrusively.

Support of Independence and Normalization

Montessori's greatest commandment to educators was that the efforts
of the young should be respected, even if they seem misguided to us.
She warned that we, as adults, are the most common impediment to
normalization. In our "hurry to help", we often rob the child of the chance
to further his own development. However, when we refrain from offering
unsolicited help and provide the child with the opportunity to
persevere, he has the chance to empower himself through his own
efforts. Allowing the child to experience the wonderful pleasure of
correcting his own mistake or solving a problem himself is one of the
greatest gifts we can give to our students.
The right path for the teacher to take - the golden mean- lies in
giving just enough help - no more- the “indispensable minimum” -
“the perfect dose.” To give less would mean that the teacher had
abandoned the child; to give more would destroy his spontaneity
and diminish his interest... The whole art of being a Montessori
directress lies in knowing when to intervene and when not to.
E.M. Standing
Knowing when to step back and watch carefully, learning how to
prevent interruptions and understanding when assistance is truly helpful
is no easy feat in a class of many children! And yet this is what we must
strive for in order to achieve the kind of learning environment that sets us
apart from all others. The self-discipline of the directress, who refrains
from interference, contributes to the development of self-discipline within
her students. This, in turn, promotes a child-centered, correctly
disciplined classroom and the management of it becomes an edifying
experience for both the directress and the child.
Purposeful Activity
Purposeful and engaging activity is the basis for normalization.
Consequently, your ability to promote meaningful activity versus
complacent activity is at the heart of successful classroom management.
One clue to determining the degree of meaningful activity within your
class is the noise level. It generally provides a pretty good indication of
how engaged your students actually are at any given moment during a
work period. Although engaging work does not necessarily mean quiet
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work, children who are focused tend to produce a steady "hum of
activity" rather than loud, erratic noises that frequently disrupt the work
period.
If you feel that the noise level in your class has escalated to the point
that it is interfering with productive work, it is a good idea to regroup the
children in order to help them find their way back to a state of calm.
Review and practice with the familiar preliminary exercises is often what
is needed. Walking games, tucking chairs, rolling rugs and carrying
materials are always helpful in re-establishing order. It is also a good
idea to spend a little time discussing manners and polite behavior. Role-
playing little scenarios that emphasize grace and courtesy is always
worthwhile
Another helpful strategy is this: When you notice that many of your
students are not meaningfully engaged, ring the bell and tell your
students to leave their work and sit with you in a circle. Explain that you
have stopped the work period because you noticed that the classroom
was not peaceful anymore. Tell the children you would like to help them
return to their work in a better way. Invite one child to resume his work
while everyone else watches. Since all eyes will be on him, there is a
good chance this child will undertake his work with care. Point out how
beautifully the child is working and then challenge another student to
resume his work in the same manner. Once again, comment on how well
the child is working alongside his classmate. Gradually invite a few more
students to return to their work while the rest of the children watch. As
you continue to make reference to how peacefully the children are
working, you will inspire the rest of your students to follow suit. I have
found that this little game heightens the children's awareness of their
individual role in preserving a calm classroom environment.
Aline Wolf’s wonderful book, “Our Peaceful Classroom”, is a lovely
story that can help your students appreciate their unique learning
environment. This book always seems to charm young children,
especially when they realize that the book is about a classroom just
like theirs and has pictures drawn by other Montessori children.
Although your students may initially go back to their work quietly, calm
and focused activity will not be sustained without engagement. This is
the crux of the matter. It is your observational skills that help you
determine which children are not sufficiently engaged. Only by perfecting
your ability to offer meaningful lessons to unsettled children will you
develop the ability to sustain a child-directed, well-managed classroom.

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Observation and Supervision
Monitoring your actions according to what you observe is one of the
most crucial factors in classroom management and the maintenance of
normalization. Giving
consideration to how and when you introduce particular materials to your
students and observing carefully to evaluate the responses to your
lessons are the two essential processes that will help you examine the
effectiveness of your teaching methods.
The most efficient prevention of misuse of the material lies in its
presentation at the right moment of the child’s development.
Another guarantee of proper use lies in the exactness of the
presentation.
Maria Montessori
In order for you to analyze your observations accurately and respond
to your students effectively, you need to have a good understanding of
the normal work pattern that generally occurs during the independent
work period in a normalized classroom. Most children begin their day by
working with a few familiar tasks that are enjoyable and relaxing for
them. It is almost like a warm-up. By mid-morning, the phenomenon of
"false-fatigue" may become apparent as the children stretch to find new
activities that will sustain their interest. This can be a challenging time for
you because many children will be in need of direction and lessons
simutaneously. If you manage this unsettled period well, a calmer, more
productive period of renewed concentration usually follows.
Understanding this pattern of behavior and being prepared for false
fatigue will help you adjust your expectations so that you can support the
children's efforts rather than struggle against them.
Observation is most effective when it involves both an outward and
inward examination. Outward observation requires careful study and
analysis of the child's activities and responses to your lessons. Inward
observation requires you to examine and reflect on your lesson
presentations and your interactions with the children in your class. How
and why did you approach various children? Did you give an effective,
careful presentation? Are you serving true needs or involving yourself
unnecessarily? Are you readily available to those who require help? Are
your expectations related more to your own ideas or a parent's idea of
what should be happening rather than by accurate observations of the
child? Asking questions like these can be a humbling experience that
leads to greater understanding and improved Montessori management.

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A Glimpse of the Directress at Work
The following description of a directress at work illustrates how
student engagement can be nurtured and sustained through continual
observation and small offerings of instruction. This description reflects a
classroom under the direction of a trained Montessori teacher who must
care for her students without the help of an assistant teacher. Although
most casa teachers direct their classrooms with the support of an
assistant, there are some who manage casa classrooms by themselves.
I have included this passage to emphasize the interactive relationship
that a directress must establish with her students if she is to achieve a
child-directed classroom under her sole direction.
The directress is sitting to the right of a child who is learning to write a
few letters on the chalkboard. While overseeing the correct formation his
letters, the directress also welcomes a young child who wants to identify
the initial sound of little objects that he is bringing back and forth to her.
When the directress notices a student who requires a new challenge with
the number rods, she encourages the child who is writing on the
chalkboard to keep practising while she moves away to provide
inspiration to the student who is ready to learn something new with the
number rods. The directress initiates the game of finding the rod that is 1
bigger or smaller than another. This activity attracts the attention of a
student who is adept at this game and eager to join in. After encouraging
this student to take over her role in the game, the directress returns to
the child who is writing on the chalkboard. When the directress sees that
this student has mastered the formation of several letters, she increases
the challenge by turning the sandpaper letters over to see if the child can
write the letters by memory. Noting that the child is now focused on this
new challenge, the directress moves away after encouraging him to
continue for as long as he likes. A little girl who is holding a tray with
locks and keys approaches the directress and requests a lesson. While
following this child to a table, the directress notices a student who wants
to spell more words with the moveable alphabet and another student
who wants to show her the map of the world that he has just completed
for the first time. She stops for a brief moment to place a few phonetic
objects on the moveable alphabet rug so that the child can construct the
words that correspond to the objects. Next, after admiring the map of the
world, she invites the student to close his eyes while she mixes up the
continents so that he can build the map of the world again. After these
small offerings (given to encourage further engagement) the directress
proceeds to give the requested lesson with locks & keys.
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It is evident from this passage that the actions of this directress
sustained student engagement. She responded to various children
by offering small amounts of guidance and new little challenges
while continually scanning and moving around the classroom.

Since it is always difficult to evaluate yourself in an objective manner,

it is a good idea to invite a colleague or your principal to observe you at
work from time to time. Seeking guidance through peer observation is
particularly important if you are having difficulty managing your class or a
particular student or situation. The observations from teachers who are
not personally involved with your students are often enlightening and
may prevent you from developing negative patterns of behavior. A follow-
up discussion with your observer will encourage you to consider new
ideas that may be of benefit to you and your students.
Another effective way to improve your classroom management skills is
to observe experienced directresses who create and sustain normalized
classrooms year after year. Even better is the opportunity to work
alongside a master teacher. If you have just earned your teaching
credentials and have the opportunity to work with an experienced
directress, I would encourage you to do so. The opportunity to learn by
following the lead of an experienced teacher is one of the best training
experiences you can have.

The Assistant Teacher

One need only to be in the position of directing a casa classroom
without the help of an assistant teacher to realize the true value of her
presence. Without her help, your ability to observe adequately, give
uninterrupted lessons and maintain a calm, unhurried demeanor will be
significantly compromised. If you have any students with learning
challenges or behavioral issues, it will be even more difficult for you to
maintain a stable learning environment while providing adequate support
for these children.
In her writings, Dr. Montessori discussed the role of the trained
directress in great detail. However, her references to the assistant
teacher give little information about what her exact duties should be. It
seems logical that Montessori would have wanted the assistant to
support the directress in aiding the natural development of the child. In

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order to fulfill this goal, the assistant has to become adept at observing
and responding to the needs of both the children and the directress.
The specific duties of the assistant teacher vary from school to school.
In most Montessori classrooms, the assistant teacher is actively involved
in maintaining the classroom environment and assisting children who
need to be comforted, disciplined or re-directed. At times, this may
require her to work some of the Montessori materials. I believe that a
child should receive his first presentation with a new piece of equipment
from the trained directress. However, an experienced assistant, who has
proven herself to be proficient with various materials and who is
confident in her ability, is well able to offer guidance and review to
students who require practice. The important factor is that the assistant
must be able to determine when she should or shouldn't intervene and
her lessons and overall manner should be consistent with those of the
directress.
Although some assistant teachers have training from Montessori
centers, many are hired without any background at all. In either case,
you should prepare your assistant as much as possible before she
begins to work with you and your students. If your assistant is hired prior
to the end of the school year, encourage her to observe your class
whenever she can. Ask her to document her observations and list any
questions she may have. Her impressions and questions will provide you
with an excellent starting point in the training process. It will also help
your assistant recognize the value of observation in the Montessori
approach to education.
After you have helped your assistant develop an understanding of the
basic tenets of Montessori education (the absorbent mind, sensitive
periods, independence, normalization & adaptation etc.) start to
introduce her to individual Montessori materials. She will need to
understand the general purpose of most of the Montessori exercises so
she can offer guidance to children when you are not able to. Keep in
mind that your assistant will not be able to correctly implement all that
she learns without many hours of practical experience. Her training must
continue, over a long period of time until she is comfortable in her role
and able to provide the kind of help that truly aids you and the children.
Even if your assistant already has experience or training, she will need
time to become familiar with your manner, the general classroom
situation and your specific expectations of her. Try to ensure that your
assistant does not take on more responsibility than she is ready for.

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 Ideally, an almost "invisible" communication between you and your
assistant will develop over time, as both of you watch each other and
adjust your actions as needed. In fact, if your assistant has worked with
you for many years, her role may seem almost indistinguishable from
that of yours to an untrained observer. Like you, she circulates quietly
through the classroom and remains unobtrusively available to the
students. When she sees that you are busy with a lesson, she remains
available to the rest of the children and keeps a "pre-emptive" eye on all
of them to prevent unnecessary interruptions to your work. Essentially,
your assistant teacher provides a second set of adult eyes, ears and
hands in the classroom and with these she strives to preserve your ability
to give effective, uninterrupted lessons.
When illness or other circumstances prevent you from working in your
classroom, your assistant is the best person to sustain the children in the
prepared environment. No other person will be as familiar with your
students and the classroom procedures and the children will benefit from
the consistency of a familiar adult. In your absence, your assistant will
temporarily take over your role as the vital link between the prepared
environment and the children. This does not mean that she needs to
know the intricacies of each and every Montessori lesson. However she
should know the general purposes of most of the classroom materials
and the approximate level of development that is required for each
activity Otherwise, she will not be able to preserve the correct learning
environment for very long.
It is your responsibility to mentor your assistant teacher in a way that
enables her to comfortably direct the class on a temporary basis when
necessary. It is also your responsibility to ensure that her presence never
overshadows the self-directed activities of your students. Strengthened
by your good example and careful guidance, your assistant can become
gifted in the Montessori art of observation and nonintervention.
Other Factors
In addition to the physical elements of a classroom and the intangible
qualities of the teachers, there are several other factors that influence
classroom management. The classroom schedule, student/teacher ratio
and the balance of your student's ages and sexes will all exert an
influence on the classroom dynamics. Although some of these factors
may be beyond your control, you should be aware of their influence and
adjust your classroom management techniques accordingly.
Classroom Schedule

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 As we know, normalization in the casa classroom is primarily
dependent upon the engagement of the children. This necessitates that
your class is well equipped with the full range of Montessori materials for
the three-year cycle of learning and that a long, uninterrupted work
period is provided each day. Sometimes, school administrators and/or
teachers succumb to the temptation of "enhancing" the Montessori
experience by offering group activities, (often led by non-Montessori
specialists), during the morning and afternoon work periods. However,
during the first plane of development, lessons from specialists that
interrupt the independent work period detract from, rather than enhance,
a child's development.
Enlightened Montessori educators recognize that when casa children
enter their classroom, what they really want to do is put their hands on
the Montessori materials. After all, it is through independent work that the
child integrates his whole personality. Students in the children's house,
who have the opportunity to focus their energies without interruption for a
long period of time, have the best chance of developing concentration,
self-directed learning and self-discipline. A typical work period in the
children's house should last between 2 V2 -3 hours.

When your classroom begins to normalize, start each day with the
independent work period. If you continue to gather your students
together at the beginning of the morning after the class has normalized,
the children will become restless very quickly. The time to share a story,
song or group discussion is after the students have had the opportunity
to work constructively and independently for several hours. Thus
satisfied, they will be ready to enjoy a bit of common time together before
dismissal.

Allowing the children to work with the Montessori materials as soon

as they enter the classroom will go a long way in helping you
sustain normalization.

Student/Teacher Ratio

The student/teacher ratio has a significant impact on your ability to

sustain normalization in an unobtrusive manner. Although you may not
be able to change the number of students in your class, it important that

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you understand the influence of your student/teacher ratio on classroom
management.
A large student population ensures that a wide variety of activity is
always underway, there-by increasing the opportunity for children to
learn from each other. A classroom of 20-30 students also has less
social and academic competition because the student population is more
diverse in terms of ability and interests. Furthermore, a high
student/teacher ratio reduces the adult presence in the classroom and
fosters greater student independence and resourcefulness. In contrast, a
small enrollment seems to deplete the dynamic, spontaneous spirit that
is so integral to successful casa classrooms. In this scenario, the
likelihood of stagnation increases.
Some people find it surprising to learn that Montessori educators actually
find it easier to manage a large number of students in the Children's
House than a small number. Having taught in classes ranging from 43 to
14 children, I can honestly attest to the fact that my smallest class was
the least successful overall. I am reminded of the adage that speaks of
children growing up in spite of us! How difficult this message is for us to
swallow. Appreciating the superior intelligence of the child and
the advantages of a class of many students really does require a humble
teacher and parents of great faith. If governmental requirements in your
locale necessitate that more than two adults be present in
the casa classroom, try to find creative ways in which to use your
assistant teachers so that their presence will not exert an undue
influence on your students.
Size matters! Classes with fewer than 20 students do not seem to
run by themselves the way classes with more students do.

Mixed-Ages
In addition to a large student/teacher ratio, classrooms that have an
equitable mix of 3 - 6 year olds are easier to manage. The mixed-aged
grouping of Montessori classrooms encourages student-to-student
mentoring and less competition.
 Montessori wrote about this in the "Absorbent Mind":
What matters is to mix the ages. Our schools show that children of
different ages help one another. The younger ones see what the older
ones are doing and ask for explanations. These are readily given, and

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 the instruction is really valuable, for the mind of a five year old
is so much nearer than ours to the mind of a child of three, that the little
one learns easily what we should find it hard to impart. There is a
communication and a harmony between the two that one seldom finds
between the adult and the small child.... There is between them a natural
mental osmosis. All the older ones become heroes and teachers, and the
tinies are their admirers. Envy is unknown to little children. They are not
abashed by an older child knowing more than they do, for they sense
that when they are bigger their turn will come. There is love and
admiration on both sides; a true brotherhood.

A proper mix of 2.5 - 6 year olds, promotes a non-competitive learning

atmosphere and it also creates many opportunities for leadership,
mentoring and diverse shared learning. As classmates of various ages
work alongside each other, they begin to recognize that all work is of
equal value in the Montessori community and the strengths and
weaknesses of various students are of little significance. Classes in
which one age group is separated from another do not provide these
advantages and are not authentic Montessori learning environments.
Summary
Our goal as Montessori educators is to help our students help
themselves. When we encourage our students to assume many
responsibilities in the casa classroom, we are really providing them with
opportunities for optimal personal development. This is why classroom
management in the casa classroom needs to be a shared by the
directress and her students. Initially, the directress prepares the
environment and nurtures the development of normalization. Then she
retreats so her students can lead the way.
    
 Essentials for Effective Classroom Management
1.       An ordered, attractive and well-maintained prepared
environment: The physical environment should provide structure,
inspiration and adequate space for movement, work and social
interaction.
2- Consistent. Unobtrusive Adult Supervision: Adults are readily
available to students who require direction and unobtrusive to
those who are already focused.

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3.       Long. Uninterrupted Work Period: A 2.5 -3 hour long independent
work period should be offered each day as this provides the best
chance for student engagement and normalization.
4.       Routine: Every day should unfold in the same manner. Routine
satisfies the young child's need for order and familiar daily rituals
provide structure and security that encourages the child to engage
confidently in the prepared environment.
5.       Role-Modeling: Collective preliminary lessons that demonstrate
correct procedures should be reviewed regularly so that graceful
and courteous behavior is sustained. Normalized students should
be encouraged to assume a leadership role.
6.       High Student/Teacher Ratio and Mixed-Aged Grouping. Both of
these factors promote stimulating, diverse and non-competitive
learning environments.

Discipline
 Discipline and The Child
Having considered the important elements of successful classroom
management, we now come to the topic of discipline. Once again, it all
comes back to normalization. Time and time again, Dr. Montessori
observed that when young children have the opportunity to work freely in
the prepared environment, a special kind of "internal discipline" develops
within them. This is what she referred to as "normalization".
A normalized child will manage his own behavior, interact successfully
with his classmates and willingly seek out positive learning experiences.
Essentially, with regard to discipline, there is little for us to do with
normalized children. The same cannot be said for children who are not
yet peaceful. When a child is unsettled and unfocused, it is unrealistic to
expect self-disciplined behavior. Instead, various disciplinary strategies
need to be employed in order to help the child discover his true potential.

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 Montessori referred to children who are not yet normalized as
"deviant". Undoubtedly, this word seems a little harsh by today's
standards. Nowadays, a child who has behaviors that hamper healthy
development is sometimes referred to as a "special" or "unique" learner.
From year to year, one or more of your students may be professionally
assessed and identified as having particular learning/behavioral
impairments. Although not all students who have learning challenges
and/or behavioral difficulties will be disruptive, they will all require special
care and attention to benefit from the Montessori programme. Care will
also have to be taken to mitigate any negative influence that poor
behaviour may have on other students.
Discipline as a Means of Help
Montessori assured us that taking charge of a child and limiting his
freedom when he is misbehaving should not be viewed as a punishment
but instead as an offering

of assistance to a child in need. Unsuitable or harmful activity should

always be stopped, but it is just as important to provide an opportunity for
success through redirection. For example, if a child is interrupting or
interfering with another child's work, the offending student should be re-
directed with an engaging invitation for productive activity. Likewise,
when a child is misusing a material and is not responsive to correction,
he should be helped to put the activity away and given guidance to find
meaningful work.
If ...a mistress sees material being used in such a way as to render it
valueless for its purpose, that is, that it does nothing towards the
development of the child's intelligence, she must put a stop to the work
She will do this with the utmost sweetness if the child submits quietly and
with good temper, but if he shows a tendency to being ill-behaved, she
will restrain him energetically, not so much as a punishment for noise
and disorder, but offering him the help of her authority. Authority, in fact,
becomes, in such a case, the support that is needed by the child, who,
having lost control of himself owing to temporary lack of balance, needs
a strong support to which he can cling.
Maria Montessori

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Let us always remember that our task is to show the way to self-
discipline, for inner discipline is something to come and not
something already present. Self-discipline is born when a child
focuses his attention on some activity that provides him with an
appealing, useful exercise and a control of error. Then a wonderful
integration takes place in the child's soul and he becomes calm,
radiantly happy, busy, forgetful of himself and indifferent to
material rewards.
When dealing with a student who has not yet harnessed his energies
in a constructive manner, observe and study him in order to identify and
curtail any influences that are counter-productive to his development.
Remember that your own preconceived ideas and the manner in which
you and the other students respond to the child may be part of the
problem. This can be a humbling, but important discovery. If a change
from within is needed, do your best to develop a new mindset. Improving
your attitude towards a troubled child will, at the very least, help both of
you feel better and will likely influence the rest of your students in their
interactions as well.
Disciplinary strategies in the Montessori classroom should include
some form of positive re-direction. Then discipline becomes a
vehicle for learning.

Effective discipline and support for wayward children is most effective

when it is delivered with a combination of tact, discretion,
encouragement, persuasion, and humour. Offer as much time as
possible to difficult students so that their interests and abilities become
apparent to you. Most importantly, make sure that your response to
troubling behavior always includes an invitation for worthwhile activity.
Fugues and Barriers
There are two broad categories of unsettled behavior that Montessori
identified as detrimental to the development of the child. She described
aggressive, disobedient and disruptive behaviors that are characteristic
of strong children as "fugues". Passive, idle, clingy, easily bored or
hesitant children were classified as having weak "barrier" behaviors. Of
the two, Montessori felt that the barrier behaviors were more challenging
to deal with. Although these two categories of behavior are quite distinct,
Montessori believed that they both stemmed from one single cause -
namely the "insufficient nourishment for the life of the mind."

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 The following strategies may prove helpful to you as you work to
support children who are not yet peaceful:

Remedies for Strong "Fugue" Behaviors

Children with strong behaviors are easy to recognize because they
almost always demand attention. "Fugue" children are often disruptive
and noisy and you may sometimes feel that they leave a "path of
destruction" in their wake. Some strong children also have a tendency to
work with materials that are beyond their developmental level. Dr.
Montessori advised that a firm response is required when dealing with
these children. Here are some strategies that may prove helpful.
1.      Do not hesitate to stop disruptive or destructive activity immediately.

2.      When redirecting a student, offer a limited choice of activity - ("Would

you like to do this or that?") Try to engage the child by making your
suggestions seductively appealing.
3.      If child is misusing a material, give him the choice of using it correctly or
putting it away. Give one warning only. If the child does not comply, then
tell him he must put his work away. If he is unwilling to put his work
away, quietly take over and begin putting the materials away yourself
while still offering him the chance to help you.
4.      Large, physical movements can be very helpful in focusing a child's
energy productively. Provide student with the opportunity to clean a
shelf, window, table etc.
5.      If child persistently misbehaves, have him "shadow" you as you give
lessons. Tell him he will have to follow alongside you and quietly watch
your lessons until he is ready to manage his behavior and select an
appropriate activity. Hopefully some exercise or material will catch his
attention and offer an opportunity for engagement. If he makes a good
choice, let him leave your side but remind him that you will be watching
closely and will call him back again if he does not manage successfully.
6.      If child is very disruptive, upset and/or physically rough, he may require
a little time outside of the classroom so he can regain his composure.
Avoid leaving a child by himself for a "time-out". Instead take him (or
have your assistant take him) for a little walk or read a book to him in
another area of the school. Sometimes a change of scenery will help the
child compose himself. Wait until he has calmed down before inviting him
back to class. Ask him to tell you what work he is going to undertake

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 when he returns to class. You may need to give him a few suggestions
so that he can re-enter the class with a clear purpose. Review your
expectations with him so that he fully understands how he is to behave
when he returns to the classroom.
7.      When a child frequently selects tasks that are too difficult or rushes
through work without engagement, try to "slow the child down" by
pointing out the details of true importance. Carefully show the child what
he needs to practise and stress the importance of attending to details
and working through exercises in a thorough manner. Take the child on a
little classroom tour and point out all the materials that will prepare him
for the activities he is keen on. Emphasize the value of effort, patience,
persistence and practice. Offer lots of extensions and little games that
highlight particular points of interest to make practice enjoyable for the
child.
8.      Offer child a chance to prove himself by giving him an opportunity to
handle a special responsibility. Most strong children love to rise to a
challenge.
9.      Ensure that your class has a least one quiet area or calming influence -
(reading corner, aquarium, plant care centre, peace table etc.)
Remedies for Weak "Barrier" Behaviors
Children who are aimless and wandering, hesitant and/or clingy often
"hide" behind familiar safe activities so as not to attract any attention.
Although they may not be particularly disruptive, they are just as much in
need of assistance as the "fugue" children. It can be difficult to assist
these children because of their reluctant attitude and fragility. You need
to actively seek out these "hidden" students and handle them with
particular care. Here are some guidelines:
1.      Be discreet in your persuasion. See if you can find a way to
"seductively" engage these students in an unobtrusive manner that
preserves their freedom and dignity Do not centre child out or force him
to comply.
2.       Initiate contact and offer lessons regularly but do not react negatively if
your suggestions are declined.
3.       Invite hesitant children to join group lessons frequently or pair up a
reluctant child with a capable, normalized student. A reluctant child often
finds engagement through social interaction before he discovers a
meaningful connection with a material or activity.
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4.       Offer child the chance to be the first to work with a new exercise or
activity.
5.       Be sensitive to the child's personality. Find out what the child likes and
dislikes. Build slowly on positive responses.
6.       Be patient but persistent - try to offer several new learning opportunities
each day.
Nurturing Social Cohesion
The development of a pleasant social atmosphere in the casa
classroom is dependent upon your students developing a co-operative
and considerate manner. Keep in mind that learning to get along with
others is a huge learning curve that begins in early childhood and
continues into adulthood for most of us. Our young students are just
beginning this journey and so we must adjust our expectations
accordingly. This does not mean that we should tolerate poor behavior or
make excuses for it. Instead we must commit to setting high standards
through our own example. Young children automatically view their
teacher as an important role model and pattern much of their behavior
according to her example. How often do we discover that our students
have incarnated our exact words, mannerisms and expressions? Our
influence, and resulting obligation, is truly immense! To paraphrase
Ghandi, "we must be the change we desire!" Perhaps this is why so
many of us are "transformed" by our work as Montessori educators.
The lessons of grace and courtesy are fundamental in the
development of social cohension because they provide the "language" of
kindness to our students. As much as possible, allow your students to
take ownership of the inevitable little power struggles, disagreements
and hurt feelings that occur from time to time. The 3rd year students, in
particular should be given as many opportunities as possible to hone the
skills of open communication, negotiation and fair play. It is only through
real social experience that the virtues of kindness, patience, generosity
and forgiveness take root within the hearts of our children.
I have found that the use of a peace rose, as outlined in Alicia Jewell's
book entitled "The Peace Rose", is particularly helpful for older students
who are ready to take responsibility for solving social problems on their
own. The peace rose offers these children a concrete method for talking
about disagreements and hurt feelings. When two or more children are
involved in a difficulty, each child takes a turn holding the peace rose
while explaining his own point of view. The other child/children must
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listen until it is their turn to hold the rose and talk. The passing of the
peace rose seems to help children realize that they need to listen to one
another if they are going to solve their own difficulties.
Whenever my five year olds rush over to me to complain about
someone else's behavior or actions, I remind them that I am not the
person they need to speak to. Instead, I direct them to the peace rose so
they can sort out their feelings by talking and listening to each other. I
have found that with time and experience, casa students gradually
discover that verbal negotiations and a bit of "give and take" can help
them solve their own problems. They sometimes even begin to realize
that telling the teacher about someone else's actions is not a caring way
to treat a friend.
I smile when I see children spontaneously reaching for the peace rose
when a difficulty arises. I also find it interesting that once they have taken
the time to talk about the problem they often forget all about the trouble
they were having and continue to work together with ease. Perhaps it is
the opportunity to explain oneself that empowers children and validates
them. It is as if they subconsciously realize that working through the little
disagreements they experience is the necessary vehicle for learning the
art of friendship.
In addition to modeling kind and courteous behavior at all times, be
ready to consider that your own actions and adult perspective may
impede your ability to offer the right kind of social guidance to your
students. It is very easy to make assumptions about a child's behavior
without fully appreciating his limited social experience, emotional
development and the context of his situation. Your students are just
beginning to acquire social skills in a complex learning environment that
requires a high degree of individual responsibility and courtesy. Try to
avoid laying blame, making hasty judgments or involving yourself too
quickly in the affairs of your students. Instead, ask yourself if your
response to a child who requires discipline is governed by anger,
frustration, or an unwavering faith in the child and the prepared
environment that serves him.
  
When dealing with disciplinary issues, remember that every child and
every situation is unique. What works with one child may not work with
another. A two-to three year old will probably not show much interest in
explaining his actions with the peace rose or understanding someone
else's response. In contrast, a five-year old is often very determined to
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have his say and is also capable of listening, taking turns and
empathizing.
The capacity for empathy is rooted within each of us. It comes to life when
we discover needs and interests beyond our own...

Discipline Issues and Parents

The ideas we have about our students are largely based on what we
observe at school. However, it is important to remember that the child is
the product of his/her entire experience that extends far beyond the
school day. There will always be a range of outside factors that
contribute to the child's behavior at school. If you have concerns about a
child, gather information and seek advice from a number of sources
before making any assessment or plan of action. Invite another teacher
or your principal to observe in your classroom on a number of different
occasions. It is always beneficial to gather suggestions and ideas from
your colleagues before deciding how to proceed. Documentation, of
course, is also of critical importance in this process. Make sure you keep
detailed records of your observations and concerns. Your records will
provide you with accurate information that will help you determine the
nature of the child's difficulties and possible strategies that may help.
When you are sure that, in spite of your best efforts, a child is still
experiencing difficulty, it is time to meet with his parents. No one will
have better knowledge of the child or have more influence on him than
his parents. Furthermore, without the support of the parents, all of your
efforts may be in vain.
Raising a discipline issue with the parents a young child requires tact
and discretion, so make sure you initiate your discussion on a face-to-
face, personal basis. Invite the parents to meet with you at a mutually
convenient time so you can discuss your observations in private. Review
your records with them and outline the specific concerns you have about
the child. Find out if the parents see similar behavior at home and
discuss the techniques they use when it is necessary for them to
discipline their child. Remember to ask lots of questions so you can
develop a better understanding of who the child is. You may wish to
include your principal in this initial meeting, particularly if you feel that
parents may become upset. Having an experienced educator at your
side will provide you with a supportive partner who can guide the
conversation and document what is discussed.

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 If the parents have not observed in the casa classroom recently, invite
them to do so. It is important that they have a realistic awareness of the
general expectations for student behavior and activity in the Montessori
classroom. In all likelihood, the parents will want to observe their own
child's class, but unless a 2-way mirror is available, they will probably not
see the typical behavior of their child. Children usually behave differently
when they know they are being watched by their parent(s). Try to
encourage parents to observe in another casa classroom before they
observe their own child's classroom.
After your parents have viewed one or more casa classrooms, they
may have some thoughts about why their child is experiencing difficulty
in the classroom. Hopefully, their observations will confirm your concerns
and generate discussion as to what might be helpful for the child. Listen
attentively to what the parents say and try to gauge whether or not their
expectations are realistic and compatible with the goals of your
Montessori programme.
Sometimes parents are unwilling to accept observations of their child
that are undesirable. At times, parents can also become defensive, angry
and un-co-operative. In this situation, it is very important for you to
maintain your professional composure and avoid becoming defensive
yourself. You may also need to refer the parents to the principal so that
they have the opportunity to express their views with another
professional.
Unfortunately, without parental support, your ability to effect
meaningful change will likely be compromised. You should continue to
work with the child in the manner that you feel is in his best interests as
long as the parents do not object. Hopefully, through on-going, co-
operative dialogue, you will be able to support the child and satisfy his
parents as well.
Whenever new strategies are to be undertaken, make sure that the
parents understand that an adequate trial period of at least 1 month will
be needed before the effectiveness of any new strategy can be properly
evaluated. Set a date for a follow-up meeting and keep the parents
informed as to how things are going during the trial period.
Occasionally, you and your administrator may come to the conclusion
that a child in your class requires more help than you are able to provide.
If it is not possible to meet the needs of a child within your particular
Montessori environment, you have a professional obligation to explain

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this reality to the parents. It should not be seen as a failure on your part
or the part of the parents. Helping the child receive the proper care and
maintaining your ability to provide a safe and nurturing Montessori
learning environment for your other students is what really counts.
Before a suggestion to move a child to another care situation is made,
make sure that you have given all other options a fair chance. One
particular situation involving a former student of mine illustrates this
point. I once had a little student who cried every day when he was
delivered to my class. He thrashed out angrily and refused any offer of
comfort or care. To make matters worse, this particular child was quite
big and would not hesitate to use his full strength to push anyone away
who tried to offer assistance. After several weeks of difficulty, we met
with the parents to discuss the situation. It soon became clear that they
were as much at a loss as we were. They noted similar kinds of behavior
at home and it was evident that they were challenged and somewhat
frustrated in parenting their child. I was aware that both parents had
demanding jobs and their child was cared for by a number of different
people both before and after school each day. I decided to explain the
importance of order and routine in a young child's life. Fortunately, the
parents were receptive to my suggestion to have just one caregiver who
would provide consistent care and daily routines for their child. Shortly
after the parents made the necessary arrangements, it was as if a new
child was born! This underlies the importance of examining the child's
whole situation rather than his school situation only.
Working with a difficult child is undoubtedly challenging. However,
every exceptional child provides an opportunity for personal and
professional growth. When I experience a moment of success or despair
with a difficult student or when a parent expresses gratitude for my
efforts, I am reminded to be grateful for the special children who have
helped me stretch and accommodate to the best of my ability.
The Gift of the Memorable Child
The child that is my challenge is a gift Only he can give me
The gift of patience, tolerance and acceptance-
 If I let him
He will be the one to make me into a true teacher
And challenge my very soul
I can learn more from this child
Than from much of my college coursework –

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If I choose to
A child is not something that is "broken"
For me to fix
This child comes to me a unique individual
Worthy of love - just as he is
Will I choose to rise to the occasion?
Or be yet another to throw my hands up?
Do I have it in me to maybe be the one That can make a difference?
Is he maybe the one
That will make a difference in me?
Will I choose to let him?
Catherine Abraham

Anger
In any discussion of discipline, the topic of anger must be addressed.
Dr. Montessori believed that anger should not infiltrate the Montessori
classroom. Although your understanding of the development of young
children will undoubtedly help to reduce the frustration and impatience
you might otherwise feel, it is still possible that, on occasion, your actions
or words will convey displeasure, frustration or anger towards a child.
When this happens, two things must happen as quickly as possible:
you must offer the child a sincere apology and you must forgive yourself.
(Keep in mind that a sincere apology will also go a long way in helping
you forgive yourself). If you ensure that the child understands that your
anger was wrong, you will undoubtedly be forgiven. I have always found
that little ones are quick to offer their loving hearts in a forgiveness that is
sweeter than any other. It is as if, in their smallness and weakness, they
know so well how it feels to make a mistake. They rejoice in their ability
to restore the bond they share with their adored teacher. You are
blessed by their sweet forgiveness and all is right in the world again!
With regard to the anger that a child sometimes feels and expresses
towards an adult or classmate, I would like to relate a lesson I remember
learning from Renilde Montessori. She explained that just as we do not
force our own choice of activity on our students, we should also refrain
from forcing them to react and respond to difficulties as we would. After
all, they have not yet had the chance to formulate their own personalities
completely and they have very limited social experience. When a young

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child is angry, he does not know whether the anger is good or bad. For
him, it is just how he feels.
Usually, a child's anger is initiated by an event that prevents him from
doing what he wants. We, as adults, have the ability to discern whether
or not our anger is justified in any particular situation. Children however,
do not have this same ability because their experience is so limited.
Although we may feel that the child should apologize for his rude or
mean behavior, we must first ask ourselves if he is able to empathize
sufficiently in order to give a sincere apology. A forced apology is
fruitless. If the child does not understand how his actions have affected
someone, he will not feel genuine sorrow for his actions. It is enough for
you to explain what went wrong and what would be helpful. You can
express your sorrow for the unhappy event and your hope that the
offending child will not repeat the behavior again. You may even want to
suggest that you hope he will offer an apology the next time he
misbehaves or causes a mishap. Leave quickly and quietly so that the
children realize that the matter is now over and that the correct model of
behavior has been given. When your students begin to realize that even
when they misbehave, you still genuinely love them and believe in their
capacity for goodness, the seeds of empathy will take root in their hearts
and influence their behavior.
Like all aspects of Montessori education, discipline can only be
established according to the natural laws of childhood. When the children
in our care are given unconditional love and proper social lessons during
their formative period of adaptation, the graces of self-discipline,
empathy, compassion and unselfishness will develop gradually from
within. We must refrain from imposing your own standards on the child
as this does nothing to support the child's own ability to acquire self-
control. This does not mean that we can permit the child to do whatever
he pleases. Instead, by providing a learning environment that
encourages individual choice while protecting the collective good we
enable every child to discover his own innate ability to discipline himself.
A room in which all the children move about usefully, intelligently and
voluntarily, without committing any rough or rude act, would seem to me
a classroom very well disciplined indeed.
Maria Montessori

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Personal Reflections
To live day by day, month by month, in such a joyous company - for joy
is the keynote; to be surrounded constantly by so much innocence and
charm, by such engaging candour; to see her children's characters
deepen, as they acquire more and more the admirable traits of
"normalcy" - all this makes the vocation of the Montessori directress a
singularly enviable one.
E.M. Standing
About 20 years ago, I wrote the first few pages of this book. Then I put
writing aside for a long, long time. The idea that I would be able to
produce a resource manual for Montessori teachers seemed so unlikely
that my inclination to write was not sustained. For many years, my
ambitions did not involve more than trying to be a good parent, wife and
teacher.
It took a certain combination of life events to make me think about
writing again. The turning point came 7 years ago when I was faced with
the possibility that the school where I was teaching might close. It was
then that I began to write in earnest.
Fortunately, a new administrator purchased the school and I was able
to continue teaching. I also continued to write. I had a renewed
appreciation for my work and a strong desire to pass along some of what
I have learned.
It has taken 7 summers of reflection and writing to prepare the
manuals in this series for publication. Coincidentally, during those years,
events in my personal life demanded more from me than ever before. My
writing became a welcome distraction that temporarily took me away

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from some difficult personal struggles. What started as a book to serve
the needs of others also became a service to me.
    Dr. Montessori wrote of the hope and salvation that young children
provide for the future of mankind. I have come to believe that children
also provide an immediate and personal salvation to those who allow
themselves to be guided by their wisdom. The salvation I refer to comes
from learning to live as the children do - in the here and now of the
present moment.
As you work with your students in the prepared environment each
day, you will discover that the outside world no longer prevails. Instead, a
different world, the world of children, surrounds and takes hold of you.
Children move to a different drummer and we are called to follow suit.
Presenting lessons, helping children engage in meaningful tasks and
being available to assist when needed leaves no time for adult concerns.
The simple, events of childhood become our reality. How fortunate for us!
For the past 32 years, my students have pushed my adult concerns
out of the way for a little time each school day. They invite me to notice
their discoveries, understand their experiences and value their efforts.
They remind me that the greatness of the human spirit resides in their
unending drive for all that is good. They prove that a well-lived life really
does consist of a multitude of simple, little moments that are shared and
appreciated. When I am with my young students, I am at my best.
Let me leave you now with a little story that sums up how I feel about
my work. I once accepted a temporary teaching position to cover a
maternity leave for a friend of mine who operated a small Montessori
school. As the end of the school year approached, a new young teacher
was hired to replace me. Her name was Holly. Holly spent the month of
June in the classroom, working alongside me. She was young,
inexperienced, naive and wonderfully enthusiastic. In her, I saw who I
once was!
My friend arranged a year-end party so that the students and their
parents could officially welcome Holly to the school and wish me farewell.
At this event, Holly told me, rather wistfully, that she wished she could
bring the same level of experience to the classroom that I had been able
to give. Little did she know that I was secretly wishing that I could trade
places with her. I wanted nothing more than to be in her shoes so that I
could take the same journey of discovery upon which she was
embarking. I still wish I could do it all over again!

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 I must admit that I am no longer surprised by the amazing
achievements of young children. Although I sometimes miss the
excitement the first few years of teaching brought, I am grateful for the
calm assurance that has taken its place. I now have no doubt that our
children will indeed lead us to a better world.
May your journey of discovery bring you to the same conclusion!
Mary Flewelling-Pinchen

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Books Worth Reading
Look at the Child - Aline Wolf
Nurturing the Spirit in Non-Sectarian Classrooms - Aline Wolf
A Parent's Guide to the Montessori Classroom - Aline Wolf
One Hundred Child Development Tips - Heather Pedersen
How Language Comes to Children - Benedicte de Boysson-Bardies

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Montessori Madness - Trevor Eissler
What's Going on in There? - Lise Eliot
The Scientist in the Crib: What Early Learning Tells Us About the
Mind
-                 Alison Gopnik, Andres N. Meltzoff, Patricia K. Kuhl
Endangered Minds, Your Child's Growing Mind, Failure to Connect
- Jane Healy
Good Start in Life: Understanding your Child's Brain and Behavior
-                 Norbert Herschkowitz, Elinore Chapman- Herschkowitz
The Tao of Montessori - Catherine McTamaney
Punished by Rewards, Unconditional Parenting - Alfie Kohn
Inside the Brain - Ronald Kotulak
Understanding the Human Being - Silvana Quattrocchi Montanara
Hold on to Your Kids - Gordon Neufeld & Gabor Mate
How the Mind Works - Steven Pinker
The Science Behind the Genius - Angeline Lillard
Montessori in the Classroom - Paula Polk Lillard
Maria Montessori - A Biography - Rita Kramer

Maria Montessori - her Life and Work - E.M. Standing

Mi Casa es Su Casa!
Unfortunately, it is not possible for me to thank all of the children and
adults who inspired me to write this book. However, I will never forget the
individuals who played a very direct role in helping me complete this
volume. Their time and talent brought my book to life in a way that far
exceeds what I could have achieved on my own.
First and foremost, I would like to thank Aline Wolf and her daughter,
Catherine Maresca, who, after reading a very preliminary draft,
convinced me that my book was worth completing. I also offer sincere
thanks to Jessica Green, Paula Glasgow, Maureen Harris, Shaza
Tehseen, Janet Flewelling and my son, David, and daughter, Laura, for
their encouragement, indispensible editing advice, and technical know-
how. I am grateful to Cathy Abraham, Clay Bennett and the Cartoon

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Bank of the New Yorker Magazine for allowing me to reproduce the
poem and cartoons that captured a few of my ideas so succinctly
The wonderful photos that grace these pages are the work of Allan
Davey. His artistic talent and commitment to Montessori education
enabled him to capture the heart and soul of my casa classroom in
Stratford, Ontario. I will always be grateful to my willing students and
their gracious parents who granted permission for the images that
appear in this book.
I couldn't have asked for a more beautiful cover than was provided to
me by the administrators of Clanmore Montessori School in Oakville,
Ontario. How I wish that children and teachers everywhere could spend
their schools days in such beautiful surroundings!
When it came time to publish my book, I was fortunate to be guided
by Jennifer Sallans and her colleagues at Volumes Publishing Ltd. This
team of professionals handled all the design details that transformed my
manuscript into this book. I am thrilled with the results of their efforts.
My deepest thanks are reserved for my husband, Craig, whose
unselfish love and unfailing support guide me and my son and daughter
every day.

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References
Montessori,M. (1967). The Montessori Method. Robert Bentley, Inc.,
Cambridge, U.S.A.
Montessori, M. (1998). The Secret of Childhood. Orient Blackswan
Private Ltd., India.
Montessori, M. (2007). The Absorbent Mind. Montessori-Pierson
Publishing Company, Amsterdam, The Netherlands.
Montessori, M. (2007). The Discovery of the Child. Montessori-Pierson
Publishing Company, Amsterdam, The Netherlands.
Standing,E.M. (1998). Maria Montessori - Her Life and Work. Penguin
Putnam Inc., New York, U.S.A.

Jewell, A. (2006). The Peace Rose Parent Child Press Inc.

Hollidaysburg, PA U.S.A.

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