Letting go; why it's essential to allow a child to choose work independently.

It's quite possibly the biggest temptation we face in a Montessori classroom, that urge to suggest what to do next, where to work and even with whom. I wish it were spoken about more at training sessions, at conferences and refresher courses; it is a comfort zone for many adults who have the best of intentions but who are nonetheless sending mixed messages to the community in which they function as a facilitator between the student and the materials (which are the true teacher). When we begin a statement with the words "Please take out the lesson I showed you yesterday.....", "Please take out the ....." or "Please take out some work from the X shelf...." we are often in danger of conveying negative emotion (irritation, impatience or frustration) to the child, as well as of assuming that a student who is not busily engaged in an activity must not be focused on anything at all.

Consider this perspective on such a situation. An "obedient child" who follows an instruction or request (no matter how well-meaning) is absorbing a climate of dependency in which the primary goal could be misinterpreted as quiet co-operation rather than spontaneous decision-making, personal connection to the materials and, as a result, meaningful learning. How long are we willing to patiently observe a child who might enjoy observing others, might like to diffuse nervous energy by walking, might eat slowly, might help others or might process information through conversation? These are behaviors exhibited by almost every child in the environment at some stage of their development. Let's have a discussion on how we can first allow ourselves the freedom to take time and observe their journey throughout the morning. What can we learn about children who prefer to collaborate, who are socially astute or who like to contemplate before they act?

Engagement is the goal in a prepared space for hands-on learning. Our challenge as classroom guides is how to enable this to happen in a way that the child can experience the greatest degree of autonomy possible, in terms of how their work cycle is spent. Without perceived autonomy, the passion for learning is diluted and the sense of purpose is in danger of being lost. What are your ideas on this topic? I would love to hear them.