Montessori Leadership Online • October, 2007

Classroom Management
in a Nutshell
By Terri Sherell

Here is a brief refresher on classroom manage- self constantly and readily available). This
ment. will help the children to develop independ-
ence and problem solving skills and stop
[Link] to use Humor and Drama. precocious children from dominating all of
your time. (This is harder for the adult to
[Link] “sh”ushing the children!!! remember to follow than the child, but is
Sing a quiet song, ring the bell to “practice” SO worth the effort for everyone involved.)
quiet, hold ten fingers up and ask for silence
until each finger is down- so you can “re- [Link] DOWN. (Very important.)
member” what quiet sounds like, have a
child walk around with a sign that says “si- [Link] order- It is the teacher’s job to
lence”, ask a child to be the “listener”, etc., arrange the classroom and manage transi-
but please do not shush them. tions to avoid chaos and provide order.
Think about your procedures. Remove ob-
[Link] chair- Create a procedure for the stacles. Minimize disruptions.
children to follow when they want to talk
with the teacher, (rather than making your-

Photo taken at Desert Garden Montessori School in Phoenix, Arizona by Larry Canner

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 Montessori Leadership Online • October, 2007

[Link] and Courtesy Lessons [Link]-

a. Teach the children to LOOK AT YOU a. The TEST of a true Montessori class-
“in a snap ” when you whisper or call room is iťs ability to function without a
their name. I ask if they will show me teacher present. This is the goal we
how fast they can look when they hear must always be working toward.
their name, then I say, “Man, thaťs
good looking.’” a. Three Stages of Discipline

a. In circle I talk to a chilďs toes, “Davis, 1. Entertain and entice the chil-
what did you have for dinner last dren- Teacher has permission
night?” (giggles). I repeat, talking to the to do whatever is necessary
chilďs knees, then elbows. I ask the to make the children feel
children, “Do we hear with our feet? loved and happy while teach-
elbows? back?” Encourage the children ing the ground rules. Foster
to go “TO their friends, WAIT ‘til sense of belonging. Be pa-
their eyes look at you, THEN talk to tient with chilďs lack of
them softly in their little ear” so others abilities.
won’t be disturbed or interrupted. 2. Class is well behaved, but
a. Show children to put things down children are “good” because
“without making a sound” - Challenge they want to please the
children to be aware of their move- teacher (an outside influence).
ments. Children also still imitate and
can be easily influenced by
a. Show lesson in walking slowly. Stop and others. Discipline is fragile.
look, stop and look –“to make sure you
you do not bump into anyone or step 3. Children have internalized
on anyone’s work.” the habits of goodness and
work from the heart.
a. Placement of rugs- Make sure that rugs
do not block access to the shelves. a. Do not allow the children to MUCK
Make sure that there are “roads” around (talking, playing while half-
around the rugs (teachers may move heartedly doing lessons). If the child is
rugs-even with work in progress- to only working out of an obligation to
make space for other children to walk follow the rules, then NOTHING is
safely), ask children to work on the being accomplished. Children must be
same side of the rug (rather than across absorbed and interested in a task freely
form each other). chosen. Help child to develop the habit
of finding their “true” work.
a. Manners- “May I pass please?”, asking
for a turn, passing an item, observing, a. Power of example- Follow your own
sharing (and “okay, maybe next time”), rules. Walk slowly. Talk softly.
carrying materials properly, etc… a. INTERRUPTING – This is the fine
a. Peace table or procedure for conflict art of Montessori education. Learn it
resolution well because it makes all the difference.
Never interrupt a child that is absorbed.

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 Montessori Leadership Online • October, 2007

[Link] to do when a child misbehaves rupted. Have you been waiting for this
lesson? Would you like to ask ______ to
a. INTERRUPT THEM EVERY TIME!!! please stop interrupting your lesson?
(The teacher or assistant must consis- Continue with the lesson. The precise
tently do one of the following each and movements of the lessons will calm
every time a child misbehaves: go to them. When the lesson is over, ask the
the child, whisper their name from child if they still need to be near you, or
across room, use a hand signal to cor- if they are ready to remind themselves.
rect behavior or motion for them to (I often will have 2-4 children at a les-
come to you.) son that are “watchers”.) Or, you may
a. If possible, give the child a chance to do determine that the child needs to stay
things correctly. with you for a while longer to attend
more lessons, help you with a task, or
a. Refer to the lesson- not the child. (Can just get the idea that freedom is worth
you remember the lesson of walking the responsibility.
slowly? Can you show me? Very nice.
What happens to others when we walk a. If children are having trouble working
fast and forget to watch where we are together without disturbing others,
going in our classroom? [Someone can they can be asked to separate for a
get hurt or something can get broken.] while. Many children will make a con-
I know that you have so much goodness certed effort to control their behavior
in your heart that you do not want to in order to continue making their own
hurt anyone or break anything. Can choices.
you please show me walking in our a. Extreme cases and can be taken out-
classroom? What happens if you forget side or to a different classroom. Some-
again? Yes, I will remind you again. times just a change of scenery can be a
a. What you can say in a sentence, say in a great help in a power struggle. If ALL
word (or a hand signal). other guidelines have truly been fol-
lowed, these cases will be rare.
a. Spend time with the child that is having
difficulties, observing other children Terri Sherell is a Montessori guide and free
and expressing glee in their abilities. lance writer. She currently lives in Orlando,
Help the child to understand EX- Florida.
ACTLY what behaviors you expect and
share your confidence that they will be
able to master these skills also. Hug the
child. Rejoice with them in the possi-
bilities.
a. Ask a child to stay with you or join your
lesson. If a child is disrupting the class,
but you are giving a lesson, motion to
the child to come and watch your les-
son. Do not scold or say anything. If
necessary say, “If you need a teacher to
remind you when I am giving a lesson,
then you will need to come and stay
close to me”. If they protest, say to the
child that is receiving the lesson “I am
sorry that your lesson is being inter-
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