Montessori Classroom Management for Teachers

Managing a large classroom full of children of different ages is one of the most challenging aspects of Montessori education. It’s easy to go in one direction or the other: too much freedom and the kids run wild; too much control, and the kids don’t get to make their own decisions. What is the most effective technique to maintain a healthy balance? There is indeed a way to do this. So let us look into some tips for effective Montessori Classroom Management for Teachers.

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Montessori Classroom Management for Teachers: Introduction

You may be impressed when you observe a Montessori classroom as part of your training. Young children focus hard on a variety of tasks while sitting quietly in the classroom. There isn’t an instructor asking them to keep quiet or giving them assignments. Rather, the kids are allowed to select activities at will from the shelves and tidy up afterwards. The kids appear to be having fun and are actively participating!  How can anything like this occur? It appears to be magical! However, it’s not. It’s all due to the Montessori method of classroom management and a certain kind of discipline.

What is Classroom Management?

In essence, classroom management is the process by which an instructor establishes rules that students must follow. It consists of routines, consequences, and regulations that assist in establishing a learning environment in which pupils can thrive.

Effective classroom management requires a great deal of patience, good timing, and the implementation of proper boundaries. Trying to teach a group of young people to control their urges is a difficult task. However, encouraging these guidelines might help kids develop the proper attitude for success in the classroom and their future careers.

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Tips for Classroom Management

The following suggestions can assist parents and aspiring Montessori instructors in creating a peaceful and effective environment:

Suitably Prepared Environment

Montessori educational spaces are stunning. There are lots of interesting and captivating activities on each shelf. Kids are eager to pick things off the shelf and start learning! The root of many behavioural problems is boredom. Children search for activities when they are bored. That occasionally entails getting into trouble! Yet, this is not a problem in a Montessori classroom. There are constantly fresh resources accessible. Instructors are always thinking about how to adapt the classroom to fit the requirements and interests of each student. When there are engaging activities for them to participate in, kids are more likely to focus and be driven to learn. For this reason, establishing a lovely atmosphere was important to Montessori. Every resource ought to be appealing and comprehensive.

When youngsters are engaged in interesting activities, their behaviour problems subside. When professors show kids experiments, the students’ eyes light up. They adore having the opportunity to look after the plants in the classroom. It’s soothing to go through a picture book while lounging in an easy chair. These are only a handful of the entertaining and instructive activities that may be found in many Montessori classrooms. Children anticipate the numerous activities they will enjoy every day. That means there is no time for misbehaviour.

Discipline is Born from Freedom

Although it appears improbable, it is real! Children learn discipline when they are allowed to roam the classroom and select their assignments. They can focus and concentrate. Why? Children who have greater freedom are more engaged in and committed to their task. Adults are not exempt from this. Are you not more passionate about your career when you choose it? This is also true for kids.

This does not imply that rules are absent from Montessori classrooms. There is only one primary classroom rule, as online Montessori training courses teach its students. Respect for oneself, other people, and the environment is the rule. Children are thus not permitted to distract others from their work and must respect others’ time. They also need to take good care of the supplies and the classroom.

Amazingly, youngsters eventually learn to accomplish this. Montessori educators eventually find that they need to step in very little at all! How does that take place? Children “normalize” with time. As part of the process, kids reach the third degree of obedience.

Montessori distinguished between three degrees of obedience. A small child can only comply at the beginning when they are asked to do what they already want to do. A child could accept an invitation from a parent to go outside, for instance, but only if it suits them. The child complains when the parent signals that it’s time to go inside. Children can comply at the second level of obedience if they desire to please the person making the request. A toddler could be asked to put on their jacket by an adult, for instance. The little child will put on their jacket if they feel comfortable with the adult and want to help them. At this level, obedience can, however, also be bent to the will of the individual.

Third Level of Obedience

Everything changes when one reaches the third obedience level. We refer to it as “joyful obedience.” Children now understand the advantages of doing what is required of them, therefore they comply! A youngster at the third level of obedience, for instance, might believe, “If I clean up, the space will be clean and ready to use again,” if you ask them to assist with cleanup. So they gladly assist with cleanup.

All children should aim to reach the third level of obedience, and Montessori teachers are aware of the three levels. To do this, they provide invitations to kids to engage with the classroom community. They gradually follow suit after witnessing enough other kids and adults exhibit appropriate conduct.

Every child, according to Montessori educators, will develop into a significant, polite, and responsible member of the community. It will happen eventually. By adopting this viewpoint, the educator acknowledges that the student requires support and direction during the process.

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Observing First

What exactly does misbehaving look like? It may not be precisely what you believe! Numerous actions are permissible if the primary guideline is that kids must respect one another and the school. A youngster may, for instance, observe others as they move around the classroom and consider which assignments to choose. They are permitted to do so as long as they don’t disturb anyone else. “Respect all the reasonable forms of activity in which the child engages and try to understand them,” was a quote from Maria Montessori. Stated differently, attempt to determine the child’s objective.

Keep an eye on their actions and make an effort to comprehend the “why” behind their actions. A young child who uses the bathroom to play could just want to play with water! Alternatively, a youngster running about the classroom may require some activities that allow them to practice gross motor skills. This Montessori classroom management suggestion exhorts educators—both new and experienced—to closely observe what a kid is doing. Watch before you step in. Then, you’ll know how to handle the issue if you decide to intervene.

Redirecting

Redirecting students is one method of classroom management, particularly in the context of a 3–6-year-old class. What is meant by redirection? It is an effort to jog the child’s memory of proper conduct. For instance, the instructor might tell a student to tidy up if they leave a mess or neglect to finish their task. Saying something like, “I know you’re a very good cleaner because yesterday you cleaned up beautifully,” is a common way for a Montessori teacher to inspire their students. Could you demonstrate it for me? The instructor may even assist the student if needed, saying, “Come on, let’s clean up together.”

Redirecting youngsters gives them a second chance. They got the opportunity to do the right thing! Often, all it takes to bring kids back on track is a brief reminder or an offer to try something new and interesting.

Gluing for Focus

Another method for children who require further assistance is “glueing.” The teacher places the youngsters by their side for a brief period while they are “glueing.” For instance, the instructor may remark, “Watch and remain by my side as I present this information.” We’ll then decide on a joint activity after that. Observing another youngster concentrate, focus, and work on a task might be beneficial for the child. They could even be motivated to follow suit by it! The instructor might then assist the student in locating a stimulating task inside the classroom.

Some pupils may require a lot of “glueing” and redirection since they are new to the school and are not accustomed to the environment. Teachers must, however, also take the prepared environment into account. Is there anything the student could require that isn’t present in the classroom? Maybe they need jobs that are more demanding or that engage their senses. Teachers can identify each child’s requirements via observation and assist in meeting them.

Utilize Constructive Peer Influence

For a youngster, peer pressure may be a very strong influence. Make positive use of it instead of allowing it to take on a bad shape. Assign a youngster who struggles with decision-making to a child who excels at it. When kids are kind and nice to one another, they should be commended and encouraged.

Remain Calm Yet Firm

The simplest way to put it is that although you should lovingly provide orders, the youngster should sense your assurance and confidence. If there are any unfavourable behaviour consequences, they ought to be handled calmly. The kids ought to understand that you love them enough to keep them from hurting anyone, even themselves.

Be Fair and Consistent

Make sure you implement the same consequences for the same conduct you do with one child, as well as all of them. Feelings of pain and uncertainty arise from receiving special attention. In case you find yourself in a scenario where imposing penalties isn’t feasible, such as on a field trip, be sure to address the matter upon your return to school. Don’t excuse bad behaviour because the situation is difficult.

Request an Alternative Viewpoint

Having trouble with a certain child or circumstance? Invite a different educator to watch and offer some commentary. When one is not emotionally invested in a situation, it’s remarkable what they can observe. Be willing to acknowledge that you could be contributing to the issue and to take constructive criticism. Although it’s really difficult to accomplish, facing oneself is frequently necessary before making any adjustments.

Control the Environment

Sometimes the slightest adjustments may have a profound impact. For example,  the instructor sits with her back to the door while conducting line time or reading a tale. As a result, the kids were always looking toward the door and were agitated whenever someone passed by. It made a big difference to flip this over, even if it meant she had to reshuffle a little. What aspect of the surroundings are you able to alter? Think about it.

Establish and Post Ground Rules

Ideally, you should do this at the start of the year. Ask the kids to come up with positive guidelines to follow, such as “be kind” instead of “don’t hit.” Have each youngster write them on a piece of paper and sign it. Put it up in the classroom and make frequent use of it.

Role-play and Talk About Situations

Youngsters enjoy role-playing because it’s an entertaining and safe approach to dealing with inappropriate conduct. Use this strategy: during line time, bring up any negative situations you witness amongst students without naming them. You can even slightly alter the specifics. Select two kids to act out the scenario and come up with a workable solution. Make sure you do not select the original two children! To become unbiased spectators of the dispute, they must observe someone else.

Instruct Students in Conflict Resolution

Youngsters may be taught how to listen to other viewpoints and how to make concessions so that everyone is happy. Having a “peace table” or “peace corner” where children may go to resolve conflict is one of the tried-and-true techniques. Kids can hold a nice thing placed on the table while they converse; the one holding the object gets to speak while the person listening does not.

Take Inspiration from the Young People

Occasionally, children may be a great assistance when you are lost in the circumstance. Their hushed talks during recess can provide more information about disputes in the classroom than the instructor would ever know since they frequently notice things that adults miss. You may ask them for suggestions in a group setting if the majority of the kids are participating, or you can ask them one-on-one. Allow them to recommend strategies for enhancing their connections.

Take Advantage of the Age Differences

Because kids in multi-age classes work at their own pace regardless of grade or age, it can be difficult at times. Nonetheless, having a mix of younger and older kids might benefit you. Older children, particularly those who are accustomed to setting boundaries and handling conflicts, are frequently able to resolve disputes between two other kids. Children frequently confide in one another and open up to one another in ways that they wouldn’t with an adult.

If required, designate a youngster or children to serve as the “peacemaker” in the classroom. You’ll be able to discern who is most suitable to assume that duty with grace. To ensure that the peacemaker is not overburdened with classroom disputes, maintain open lines of communication with them. Tell them you’re ready to assist them at any time.

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Montessori Classroom Management for Teachers: Conclusion

An integral component of your online Montessori education is classroom management. Look for an online Montessori training course that offers more than just instruction on how to utilize the items. To cultivate a peaceful, effective, learning community, you will require training that teaches you the fundamentals of the Montessori method. The greatest way to learn certain classroom management strategies is to see a classroom in action. Entri Elvate provides you with opportunities for this.