Montessori Method

What does this term normalization mean? Normalization is a term that causes a wide deal of confusion and several(prenominal) concern among many sassy Montessori P arnts. Normalization is indeed non the outstrip choice of spoken communication It suggests that we atomic number 18 going to help nestlingren who atomic number 18 non normal to become normal. This is definitely non what maria Montessori meant. Normalization is Montessoris name for the process that takes place in Montessori classrooms around the world, by means of which modern minorren perk to focus their intelligence, concentrate their energies for long periods, and take trem eat upous rapture from their work.In his book, Maria Montessori Her Life and Work, E. M. Standing described the following characteristics of normalization in the chela between the age of three and six A love of order A love of work Profound self-generated concentration Attachment to reality Love of silence and of working simply Sublimation of the possessive instinct Obedience Independence and initiative Spontaneous self-abnegation Joy The power to act from real choice and not on the nose from idle curiosityKay Futrell in her classic little book, The Normalized Child, describes Dr. Montessoris awe when the 60 frightened and ill- train home(a)-city children of her first Childrens House began to respond to the new purlieu. What followed overtakemed incredible even to Dr. Montessori, for the deprived children blossomed under this freedom, and the possibility of doing work suitable to their conveys. They revealed to her not only their enormous capacity for intellectual accomplishment, but a strange character of sweetness and serenity.They displayed a sincerely yours uncorrupted spirit, scorning rewards and punishment, and finding their joy in the prodigious work which involved them. They came from these labours refreshed, as from a creative experience, and as they worked, they grew in inner matte r and peace. The sight of these children, who displayed the truly normal characteristics of childishness, was the force which motivated Maria Montessori for the remainder of her heart.This secret of childhood she pursued with great vitality, and from her tireless observations and efforts, evolved her perception of the childs psychic personality. As she travelled from country to country, lecturing, training teachers, helping to establish give lessons after school, this same phenomenon was observed wherever conditions promoting its growth were perfectly realized. This normalized child is the image which Montessori teachers keep uppermost in their minds. This is what we are striving for, what we commit to achieve.However, this child get out only appear if we conscientiously prepare ourselves and our classrooms and if we trick build on the proper preparation in the childs home. Normalization is an new(prenominal) word for what we call Montessoris JOYFUL Scholars What Outcomes mi nt We Look for If We Give Our Child a Montessori Education? Here are eight primary aspects we normally find in children who have enceinte up with a Montessori education Academic Preparation Montessori prepares students both for higher(prenominal) education and for life.On an academic level, Montessori helps students attain skills that allow them to become individually functioning adults and life-long leaders. Intrinsic Motivation Innate desire drives Montessori children to engage in activities for enjoyment and satisfaction. Internalized Ground Rules and the Ability to Work with External Authority Montessori students are normally comfortable with flat coat rules that shape the boundaries for their interactions indoors the school community.Because these ground rules become internalized, Montessori students normally learn to behave appropriately whether or not teachers are present. Social Responsibility Montessori children melt to be quite reactive to the rights and needs of others. They hunt down to make a positive contribution to their community. liberty Montessori students tend to become self-directed, composed and morally independent. Confidence and Competence Montessori students tend to become confident, competent, self-reflective, and, thereby, successful.They are generally not afraid of failure and learn from mistakes. Creativity and Originality of Thought Montessori students normally become confident in expressing their profess ideas and creativity. They recognize the value of their own work, respect the creative process of others and are willing to share their ideas regardless of the risk of rejection. Montessori students tend to take great satisfaction in self-expression. Spiritual Awareness Montessori students are often exceptionally compassionate, empathetic, and sensitive to the natural world and the human condition.Montessori MethodDiscipline traditionally it is felt that if we want to have assortd children then we must wield s ome gentle of control all over them so that in the end they bow to our superior strength and acquire our way of acting. We do not expect self discipline to tog out spontaneously in children we tend to think it is something that we need to impose on a child. Of course if we set limits for desired behaviour and we make accepted the child stays slap within these limits then what we will see superficially is a child that does as he is told. But this is not self discipline this is the kind of discipline that disappears as soon as the adult exerting their will disappears. Maria Montessori hoped for so much more than this. . Montessori verbalise that if we want to help children set about into self disciplined adults then we need to provide the kind of environment that will help the child to fashion a strong will when self control is born within the child and is not oblige externally it is a lasting discipline that will stay with him through his life. ook at the traditional v iew of discipline and contrast it with the way in which self discipline is developed agree to the principles of Maria Montessori. It will be of interest to all who would like to visualize more about the unmixed Montessori contradiction that self discipline tolerate be nurtured by granting the child freedom. As Maria Montessori says One of the sterling(prenominal) difficulties in securing discipline lies in the fact that it cannot be obtained simply with words Discipline is therefore attain indirectly, that is, by developing activity in spontaneous work. Everyone must learn how to control himself and how to engage in tranquillize and silent activity, for no other purpose than that of keeping alive that inner flame on which life depends. Montessori MethodDiscipline Traditionally it is felt that if we want to have disciplined children then we must exert some kind of control over them so that in the end they bow to our superior strength and adopt our way of acting. We do not ex pect self discipline to arise spontaneously in children we tend to think it is something that we need to impose on a child. Of course if we set limits for desired behaviour and we make sure the child stays rigidly within these limits then what we will see superficially is a child that does as he is told. But this is not self discipline this is the kind of discipline that disappears as soon as the adult exerting their will disappears. Maria Montessori hoped for so much more than this. . Montessori said that if we want to help children develop into self disciplined adults then we need to provide the kind of environment that will help the child to create a strong will when self control is born within the child and is not imposed externally it is a lasting discipline that will stay with him through his life. ook at the traditional view of discipline and contrast it with the way in which self discipline is developed according to the principles of Maria Montessori. It will be of int erest to all who would like to understand more about the apparent Montessori contradiction that self discipline can be nurtured by granting the child freedom. As Maria Montessori says One of the greatest difficulties in securing discipline lies in the fact that it cannot be obtained simply with words Discipline is therefore attained indirectly, that is, by developing activity in spontaneous work. Everyone must learn how to control himself and how to engage in calm and silent activity, for no other purpose than that of keeping alive that inner flame on which life depends.