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Every School Year Begins with the Process of Normalization

October 3, 2022

Dr. Montessori coined the term “normalization” to describe children who are demonstrating independence, self-discipline, concentration, and joyful engagement. E. M. Standing, in his book Maria Montessori: Her Life and Work writes: “The crowning characteristic of a group of normalized children is joy. It pervades the little community like a perfume; and is as hard to describe as it is easy to perceive.”

At this time of the school year, students are working towards normalization. The multi-age classroom, the prepared environment, meaningful work, an uninterrupted work cycle, Grace and Courtesy activities, and adult observation all support the development of normalization in Montessori classrooms.

Montessori classrooms are multi-age, which means that in any given year, two thirds of the children are returning to the community. These “elders” in the community serve role models for their younger peers, easily folding them into the existing routines and culture of the classroom. Dr. Montessori, in The Absorbent Mind reminds us that children of varying ages work well together: “Our schools show that children of different ages help one another. The younger one sees what the older ones are doing and asks for explanations. There is a communication and harmony between the two that one seldom finds between the adult and the small child.”

Sra. Karla gives a lesson to a Toddler

A toddler sweeps the Outdoor Environment

Children’s House students gather together for a Beautiful Meal

The prepared environment is designed to call the children into work they find meaningful and engaging. The areas of the classroom are organized by subject area and hands-on manipulatives are arranged sequentially on the shelves. Offering many materials of interest at varying levels means that each student has work that calls to them. Guides invite children to lessons just as they are ready for them, ensuring that every child has work that is at a “just right” level of challenge. Practical Life activities in particular help the children build toward and prepare for work in other areas. These activities help children increase concentration, coordination, order, and independence, while also teaching care of self and care of the environment. A child carefully rolling a mat, carrying a tray, or scrubbing a table is building all of the skills needed for work in every other area of the curriculum.

A stretch of protected work time, called the uninterrupted work cycle, allows children to dive deeply into work that interests them. Dr. Montessori observed, “An interesting piece of work, freely chosen, which has the virtue of inducing concentration rather than fatigue, adds to the child’s energies and mental capacities, and leads him to self-mastery.” Dr. Montessori also observed that children work because they enjoy the experience, not the product. When a child finishes a painting, she may hang it on the drying rack and forget about it. After completing the Pink Tower, a child may choose to repeat the exercise many times, each time finding the work as thrilling as the time before. Children use these experiences to construct themselves. 

Upper Elementary teambuilding activity at Echo Hill Outdoor School

Upper Elementary students doing safety patrol

Adolescents during a Community Meeting

We also support the process of normalization through Grace and Courtesy lessons and activities. These activities can help the child become oriented to the prepared environment and serve as tools for functioning in the classroom, using the materials, and interacting with others. Some common Grace and Courtesy lessons at the beginning of the school year include greeting one another, rolling a rug, tucking in a chair, and asking to observe or participate. Grace and Courtesy activities are important for establishing respect for self and others, an important aspect of the path to normalization.
Guides use their observation skills to notice which materials the children are drawn to, what new lessons they are ready for, and what supports would help them to be more independent. Guides then make modifications to the environment and plan accordingly, so that each child is being met where they are.  

At this time of the school year students are working towards normalization. They are beginning to find focus and joyful work. For some children this occurs quickly, and for others it may take time to find their rhythm. The classroom itself also seeks normalization, not just individual children. Dr. Montessori wrote, “The greatest sign of success for a teacher… is to be able to say ‘The children are now working as if I did not exist.’” Students who work independently, are courteous towards each other, focus on their work, and enjoy the work they are doing are all signs of normalization. These characteristics that are developed in the early years don’t just benefit them in school, but for life!

About the Author

Margaret Jarrell

Margaret Jarrell has a long history with Greenspring Montessori School. She was a Guide in our Lower Elementary program for five years before joining the Senior Administrative Team in 2013. Though she now works remotely from Florida, Margaret continues to be integral member of the Greenspring family. Her newest adventure is serving as the Director of the Greenspring Center for Lifelong Learning, whose mission is elevating and supporting the emerging generation of Montessori educators, leaders, and schools. Learn more about Margaret.

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