Discipline Training in Montessori Classroom

"The scene of a well-disciplined classroom in my mind should be: the children in the classroom are effectively, diligent, and automatically moving without being rude and savage." As teachers, do you and me and Montessori Similarly, do you want to create such an ideal class?

Discipline comes from freedom

In order to make the classroom present a disciplined scene, we often make many norms. Because I firmly believe that children who follow the norms will not go bad! However, it is easy for us to neglect to observe and understand whether children are actively and spontaneously in the process of observing norms and realizing discipline, or are they suppressed and forced?

"Discipline comes from freedom" is a principle that is not easy to understand. How can discipline be cultivated in a free environment? The discipline we want is not to train the child to be absolutely quiet, or to be immobile like a patient who cannot move. Because such a situation violates the child's inner needs and makes the child lose his own nature, how can it become discipline?

Only when a child has the ability to be autonomous and able to appropriately change his behavior in accordance with the necessary norms in life, can he be regarded as a disciplined person and an active individual.

Teachers need some skills and methods to guide children to a free and disciplined life. In the classroom, children do not sit quietly during learning activities. He is not only preparing for school but for his life. Therefore, the teacher must prepare the environment so that the children can correctly express their own words and deeds through the habits and practice in daily life education.

In this way, helping children develop good habits is not only applicable to family and school, but also extends to social life.

Heteronomy and self-discipline

One day, a group of children gathered together to discuss dinosaurs. A pile of books was scattered on the table. Everyone shared what kind of dinosaur in each person's book. The more the discussion, the deeper, they became interested and started their own games.

One of the "leaders" was responsible for the questions and asked other children to look through the books to find the answers. No one was walking around or arguing, only discussions. But when the sound is loud and small, the teacher asks them to read the book by themselves and can no longer play.

This teacher recklessly stopped the child without observing and understanding the child's behavioral purpose. Not only did he interrupt the child's desire to learn spontaneously, but also confuse the child's perception of discipline. The child is ordered to abide by discipline, while the illegal child learns "self-discipline" inwardly.

In my kindergarten, there is a paper mulberry outside the gate. When children are outdoors, they will look at it every day. Sometimes the leaves are fallen, sometimes the branches are dense, and sometimes even the IQ is bare. Once in a nature class, they remembered the name of this tree. Since then, they have observed more about it, and often asked questions, wanting to learn more about the tree.

Spring is here, the children have been looking at the numerical flower, and asked why it only blooms but does not bear fruit? Some people say that it is public, so there will be no fruit.

Later, the tree began to grow fruit. At the beginning, the child counted how many fruit it grew every day, but more and more, it was impossible to count.

On this day, the children are curious why the fruit does not fall? Trying his best to find out, one child climbed up to the topic and reached out to reach the fruit, while others cheered for him. This is, Mudu, I want to walk over to tell them not to pick, and I want to see how they will handle the fruit. So I gave up the idea of interfering with them. When they picked a fruit, they looked at it contentedly and took it to feed the golden rat. I saw faces that were happy, excited, waiting and full of joy.

Teachers should be enthusiastic, observe and respect people in the environment, allow children to freely explore people and things around them in activities, and avoid obstructing children's spontaneous activities. However, when children have dangerous behaviors, such as assaulting others, hurting themselves, or destroying the environment, we must stop them in time and not indulge his inappropriate behaviors.

If the teacher does not stop the child’s misbehavior, he will develop the child’s concept of "As long as I like it, nothing is impossible."

The first thing a child has to learn is to judge "good and evil, right and wrong, right and wrong". Therefore, we must observe children's behaviors and motivations, and clearly tell them right and wrong, so that children can learn to distinguish between good and evil and develop a moral view. We can also provide different learning opportunities through different activities and different venues, so that children's words and behaviors become more and more coordinated in order and discipline. In fact, they learn to think and constantly adjust their behavior.

The observance of the rules in the classroom, and the cultivation of all internal disciplines, contains a lot of care for every small life and cultivation of human life. This is a big project and a long-term goal, which cannot be accomplished by teachers in the classroom alone. All adults who take care of children must have the professional knowledge and quality of nurturing children. We would like to see the work of nurturing the next generation, which will bear fruit in every child.