I am the first to admit that my philosophy of classroom management is a little bit lofty. The education system is full of promises of good behaviour and respect through clip charts or classroom currency. While incentives can be a huge lifesaver in difficult situations, a classroom driven by learning is built and nurtured from the ground up. Simple rules, routines and expectations, consistently enforced, make for a happy and comfortable classroom.
The prepared environment.
The prepared environment is one of the cornerstones of a Montessori education. The North American Montessori Teachers' association defines the prepared environment as the "concept that the environment can be designed to facilitate maximum independent learning and exploration by the child". It is not only the physical classroom that is involved in this massive and deliberate preparation. The role of the teacher in setting the tone of the classroom is key to the prepared environment. Developing deep, meaningful, and lasting connections with students is the beginning of a long process to develop a safe classroom.
I do this through greeting the children through eye contact and handshakes in the morning, and long work periods where I can work individually with my children as I need. I develop connections with parents through greeting them at the door, frequent updates via email and our social media. Being aware of my students' emotional and physical needs will determine what practices to follow in order to support the whole child. As an example, if I have a student with separation anxiety, I create a "goodbye and hello" plan, where the child eases into work with the help of a visual schedule or "transition box" with favourite pictures and toys from home. A child who frequently burst with the need to tell a story will be given many opportunities to converse freely on a topic while learning when to stay quiet (during a circle time) and show respect (when another student is speaking).
Natural consequences and learning from mistakes.
My first rule in my classroom is the "golden rule" that passes through all cultures. "Do only what you would like to have done to you" (this goes very well with "hands to yourself" and "if you have nothing nice to say, say nothing at all"). Building the relationships between my children and demonstrating respect for them and the classroom is at the forefront of my head. My natural consequences system is in tune with a principle I learned with my work as an early childhood educator. I make very clear from the first day that if someone is hurt, physically or emotionally, there will be a natural consequence that follows. This may be doing something kind for the injured child, such as drawing a picture for them or working kindly together during a work period. On a smaller scale, children who break materials are to fix them, or replace them as needed.
Honoring the child.
Children are learning to understand the multitude of emotions that claw at them. A child who is told to leave her unfinished work to come to the carpet for circle time may cry or show anger, demonstrating not necessarily a stubbornness or dislike of circle, but a strong need for order and completion. The best way to honor a child as they grow is to connect and empathize - "I know you wanted to finish your puzzle. I don't like to leave things unfinished either. But I know that my puzzle will be back when I am done with the circle, and I can finish it at work time. You can choose to join us at circle, or sit quietly in the peace corner until you are ready to join us again." Honoring the child in a positive way is also important. Drawing attention to the good qualities and praising is vital to their growth. I learned from an influential family member to "praise ten times as much as you correct". This is a challenge for me, as with some children it can be difficult to find praise. Patience is key, and eventually something worthy of applause (or at least a thank you).