This week we will continue to focus on the Wildflower principle which encompasses the power of authentic Montessori experiences, inside and outside of the classroom.
“Oh I love Montessori! Kids are so free and choose whatever they want to do!” This is a line I often hear when I tell people that I am a Montessori educator. Yes, a child experiences a unique freedom, not typical in most traditional classrooms. However, this freedom is carefully taught through a progression of grace and courtesy lessons that guide children to trust themselves, others and their environment. Only after these relationships have been built is a child totally free in a Montessori classroom.
Montessori training is an intense and exciting experience. Dr. Montessori created a progression of works for the areas of the curriculum in which each concept moves from concrete to abstract. As preschoolers, children manipulate blocks to make a cube that represents algebraic equations they will solve in the elementary program. Children refine their pouring skills in practical life so they can measure out smoothies and pour the liquid accurately into glass cups. Each lesson has a purpose.
Completed Montessori binomial cube
The ‘freedom’ children experience in a Montessori classroom comes after several presentations from guides. However, an educator’s job doesn’t end at the presentation. The most important part of the presentation, or lesson demonstration, is the observation. The most rewarding and challenging part of working in any type of classroom is taking the time to sit down and observe, uninterrupted. This type of uninterrupted observation is a defining feature of an authentic Montessori classroom. This is the time when educators learn who children are in relation to themselves, others and the environment.
Dina and the Bead Cabinet
After six years of teaching, I finally made a pact with myself that I would observe everyday for ten minutes. I placed my stool in my observation spot and grabbed my notebook and clipboard. Aniya quickly announced to the class, “Ms. Reusche is about to observe. DO NOT INTERRUPT HER!” She definitely understood the teaching point of my lesson from the day prior about why it is important that I take time to watch the class learn on their own. A few students came up to me and laughed because I wasn’t interacting with them. The novelty quickly wore off and the children began to settle into their learning time.
Oh, the temptation to get up and correct a child’s work was so strong. However, I simply wrote down what I saw and made a note to check in with Lennie later on in the morning. Honestly, it is so hard to sit still and just watch, listen and learn.
After a few minutes, I noticed Dina. Dina was our class observer. She rarely chose a work on her own; rather she preferred to watch others. She was four and had been in our class for a year. Sometimes I was frustrated that she did not choose the works I presented to her but I really strove to trust the Montessori process.
All of a sudden, I noticed something! Dina kept walking by the beautiful bead cabinet, rubbing her hand against the beads. She spent about five minutes taking the beads between her fingers, counting the rows, and listening to the way the chains hit the back of the cabinet. Early in my career, one of two things would have likely occurred. Option one - This behavior would have been deemed a bit disruptive and I would have redirected Dina towards works that I had previously presented. Option two (the more likely one) - I would have completely missed what she was doing because I was too busy helping other children and trying to manage the class.
Glimpse of a Montessori bead cabinet
To her, this was a mesmerizing experience. She was aware that she was not ready for the bead cabinet yet but she was still drawn to the beautiful hanging chains. That day, I did not choose option one or two. After spending years improving my own observation process, I immediately wrote down her interest and planned a bead stair lesson in preparation for this larger work.
Reflections on Observations
If I hadn’t sat down for that ten minute period, I would have completely missed Dina’s interest in the bead cabinet and I would have still felt frustrated by her inability to choose work. Rather, the time I took to watch and learn for myself was all that I needed to make a connection with her. After I revealed what I saw during my observation, she was instantly engaged and excited to work.
Taking time to observe is hard. As someone who loves to be active in the classroom and with my students, it can feel challenging to step away. However, disciplining myself has led to more freedom. More freedom to see children for who they are, be present and attentive without interrupting.
You can do this, too!
This practice is not just limited to the classroom! You can take the time to observe your own children, Likely, you already are and you just do not know it. Observing is a great way to solve problems or questions that are coming up for you at home. Here are some quick tips for getting started with observation.
Just start. Do not overthink it! Just watch your kids in any environment for five minutes.
Ask yourself what you notice. Sometimes when we take away subjectivity, we can see children more clearly.
Write some notes - if you want! There isn’t pressure to take any notes but sometimes families start a journal to remember anecdotes they’ve collected over the years.
Share what you saw. “I was watching you just now on the playground and I noticed that you helped another child tie their shoes. How did that make you feel? That made me feel proud to be your mom.”
Authentic Montessori schools value the gift of observation. At Mountain Laurel Montessori, we commit to this practice in order to promote freedom, equity and joy for learning.
Observing my son gently examine a pumpkin in our backyard garden
Comentarios