Sometimes children are drawn to one area at the exclusion of others. The child’s purpose is not to complete the task as much as to construct the self. We must not look upon this method as inconsistency or laziness but rather cumulative mastery of abilities. She may scrub a table in the classroom every day for weeks, then turn her attention to some other activity to master. Adults will usually choose to do things the most efficient and quickest way and to rush through or avoid anything labeled “work.” A child, on the other hand, is working (subconsciously) to master the activity and to practice and perfect her abilities. The child’s reason for, and way of, working is different from ours. Montessori recognized the best time to learn is when interest is heightened and this is one advantage our classrooms offer. For example, a child gets a lesson in measurement and decides to measure everything in the room! No teacher would stop such a wonderful challenge as the child goes about the room, ruler in hand, pencil and list at the ready, to record the findings. As the child’s work repertoire increases and work cycles lengthen, his independence grows and his day is filled with work of their own choosing, often expanding beyond a basic lesson.
Montessori’s famous quote, “Follow the child,” means that a teacher must be prepared to go in a completely different direction if the child shows more interest in another area of the classroom than what was originally planned.īecause repetition leads to internalization, new lessons occur with regularity but not on a daily basis.
Children are never interrupted when they are working by the teacher or the assistant, even to give a lesson work time is sacred. Through careful observation of the child at work, the teacher determines the appropriate time to give a lesson and what the lesson will be. The teacher plans lessons for each child based on the child’s readiness and interests. Exploration and repetition are ways in which the children internalize the concepts. They may work with the materials as long as they wish. The teacher will reply by phone or send an email later in the day.ĭuring work time children move about the room freely choosing activities from the shelves that they are interested in and have had a lesson. If you have a question or comment keep it brief or jot down a note and place it in the teacher’s basket. This is not a time to have a lengthy conversation with either the teacher or the assistant because their focus is on the children who are working in the classroom. If the children are in the classroom, you may fnd that your child’s teacher is giving a lesson. This simple gesture not only reinforces a courtesy but is also a sign that your child is in our care. One of the adults will greet your child, often with a handshake. In most classrooms, the day begins with a handshake so allow your child to enter independently if the teacher is not near the door when you arrive. Check with your child’s teacher regarding schedule and greeting procedure. The greeting process differs slightly in each classroom depending upon the daily schedule. If the class is inside, children are encouraged to hang up their own coat, change into their slippers and put away their own materials. Children arrive between 7:30 and 8:30, joining their classmates either inside in the classroom or on the playground.
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