Although the skill of managing misbehavior is vital for effective teaching, many Montessori environments seem to reflect an inadequate preparation of teachers in this important area. Perhaps such inadequate preparation of teachers is a result of the notion that classroom management is somehow separate from the regular curriculum of Montessori teacher training and must be provided to teachers as a “supplement” to the curriculum.
Preparing the Environment
IMS asserts that the Montessori curriculum does not lack any aspect needed for effective management of misbehavior in the classroom. Classroom management is not separate from the regular curriculum of the IMS teacher training course but rather is viewed as an expression of the Montessori principle, Preparation of the Environment. In this sense, managing misbehavior is an important aspect of the process of preparing the environment.
Control the Environment, Not the Child
Preparation of the Environment views the environment, consisting of the teacher, physical environment, and other children, as the vital means by which normalization occurs naturally and spontaneously from within the child. Misbehavior in the child reflects the existence of detrimental aspects) in the environment. Accordingly, the source of misbehavior is viewed as in the environment, not the child. Therefore, the basic guide to managing misbehavior is: Control the Environment, Not the Child. As detrimental aspects in the child’s environment are engaged and resolved (i.e., “prepared”), the child naturally reveals its normalized nature, respectful of others and committed to order and harmony in the environment.
Commitment to Montessori Principles
A teacher’s persistent difficulty with misbehavior in the classroom results from an inadequate application of Montessori principles, notably, Preparation of the Environment. Well-meaning, yet ineffective teachers unconsciously allow detrimental aspects in the environment to persist. The teacher’s personality is often a persistent detrimental aspect of the environment which seems quite difficult to control.
Teacher’s Personality
The teacher’s personality (i.e., set of values, beliefs, behavior patterns, feelings and attitudes) can be a major obstacle to effective classroom management, compelling continual unconscious and in appropriate action. In a society where “being busy” and “doing something” urges immediate action to resolve misbehavior, inappropriate reactions can easily occur. Action under stress and frustration is often inappropriate, involving manipulation, threats or physical force. Such inappropriate action aims to control the child, not the environment and is therefore ultimately ineffective. Removal of a misbehaving child from the classroom is a classic example of action inconsistent with the approach Control the Environment, Not the Child.
Appropriate Teacher Action
However, not all teacher action is inappropriate when confronting misbehavior. For example, It is vital for the teacher to communicate responsibly to the children her feelings, considerations and requirements for the classroom. In addition, the teacher must manage the other children and order the physical environment as circumstances require. At times, controlling the environment may require forcibly holding a piece of material to confront a misbehaving child seeking to abuse such material thereby disturbing the order of the physical environment. However, in no case is action taken to control the child itself. Control of the child violates the fundamental Montessori principle, Individual Liberty.
Managing Misbehavior, A Process
Preparing the environment is not a single event, but rather a moment to moment process of examining the needs of the environment and responding appropriately to meet such needs. Misbehavior, viewed as other mistakes of children, is an opportunity for the teacher to demonstrate the effectiveness of Montessori principles. The disruptive child presents the teacher with an opportunity to realize her ability and purpose with regard to the creation of an effective environment through a commitment to Montessori principles.Â
Confronting misbehavior in the classroom is absolutely necessary and requires courage and patience. IMS supports the responsible engagement with such misbehavior through control of the environment, not the child.
Originally published in 1981 in Vol. 2, No. 2 issue of The Montessori Observer