by Emily Shattuck, Children’s House Guide

After the field trip to Rodgers’ Farm last week, a parent commented how amazed she was by the children’s discipline. When it was time to leave the farm to return back to school, the children immediately stopped climbing on hay bales, bouncing on hippity-hops, playing tag and lined up. She said it was as if I had a magic ‘dog-whistle’ and wondered how I achieved this. I am often asked how the Guide disciplines children in a Montessori classroom. My answer is: we don’t discipline the children; the children develop self-discipline themselves through purposeful movement with a determined goal. It is concentration with the Montessori materials that aids the child in creating self-discipline.

I realize that this sounds very mystical and vague. I will begin by stating methods that are NOT used to develop discipline in a Montessori environment. Commands, bribes, praise and threats are not viable methods to help the child develop self-discipline. Discipline is NOT adult-driven. In fact, in order for the child to develop self-discipline, the adult needs to get out of the child’s way! “Children decide on their actions under the prompting of natural laws. Adults do it by taking thought. If the child is to exercise this power, it is necessary that he be not directed by someone telling him what to do at every moment in his life. Inner forces affect his choice, and if someone usurps the function of this guide, the child is prevented from developing either his will or his concentration. So if we want him to acquire these traits, the first thing we must do is to make him independent of the adult.” (Dr. Maria Montessori, The Absorbent Mind, p.218)

By providing an environment with engaging materials, a three-hour work cycle, and minimal distractions, the Montessori Guide creates an opportunity for concentration that will lead to self-discipline. When a new student enters the Montessori environment for the first time, he can be disorderly, resistant to adults, and have a short attention span. The Guide respects the child and recognizes that he has an inner directive and must create his own personality. The Guide gives timely lessons to help the child engage with the materials. The child is given freedom to choose when to have snack, when to spend time with friends, when to work in the garden, when to sit quietly and look at a book, and when to work purposefully with the materials. When the child freely chooses work, he is following his inner directive. “By means of these exercises, children not only exercise their muscles but they also give order to, and enrich their minds. These activities strengthen the will and develop understanding. The child becomes ever more conscious of himself and his environment.” (Dr. Maria Montessori, The Discovery of the Child, p.306)

The child is never rushed, praised, or critiqued. She is given the time and space to develop herself. Even when an error is made, the child is then challenged to problem solve or practice to achieve perfection. For example, a few weeks ago, on Grandfriends’ Day, a child was not moving carefully while carrying a tray and dropped a glass vase on the floor. When the glass shattered, many grandparents rushed in to help the child. I intervened and asked them to step back and observe. The child calmly got a dustpan and brush and cleaned the broken shards of glass. If an adult had rushed in to help the child, she would have been robbed of her independence and the opportunity to problem solve and persevere! I did NOT say, “Now look what you have done! What a mess to clean up!” I knew that this child was capable of cleaning up broken glass because she previously had lessons cleaning up a spill. When something is dropped or broken in the classroom, I have faith that the children will take care of cleaning it up because they are not told to do it, but because it is their choice. When a child concentrates on his work, he develop self-discipline, self-awareness, and self-satisfaction. Discipline begins within the child.

There are occasions when a child is disruptive, disrespectful, or dangerous. When this occurs, the Guide must intervene to protect the concentration of the other children working in the classroom. Disrespectful or disruptive behavior also gives children the opportunity to practice their grace and courtesy skills. If a child is disruptive to another student, the classmate can politely ask that child to find her own work. The children thus develop peaceful conflict resolution skills which are practiced daily via lessons of grace and courtesy. It is also very valuable to have mixed-ages in the class to model peaceful behavior. The third-year students are well-versed in conflict resolution after two years of practice! Third-year children serve as models and help the younger children that have not yet developed self-discipline. Since the three year olds idolize the third-year students, their example is far more powerful than any words of an adult.

Although I do not possess a ‘magic dog whistle’ to beckon the children to do my bidding, I do have faith in the Montessori method and the wisdom of the child (plus lots and lots of patience). Time and time again, I observe the change in a child after she has been engaged with a material. After a child concentrates on a work and fully attends with body and mind, I know that she is on the path to discipline.

I also want to thank you, the parents, for helping us achieve concentration in our environments. By supporting us in our school policies such as arriving on time, adhering to the no-carton clothing guidelines, and leaving toys at home, you help minimize distractions so our children can concentrate on the important work of disciplining themselves.

If you would like to learn more about how Maria Montessori’s century-old observations about concentration are supported by current neuroscience, there are some great explanations in these videos: