Deviated vs normalized child

Every child is born with a tabula rasa.


If you are a Montessori teacher like me, and if someone describes the child as not normalized, you probably start questioning yourself "why aren't these children normalized?" When you start reflecting, you will begin saying, I have put knowledge into practice. My classroom is clean, beautiful and prepared, I uses the 3 period lessons to guide the children, I speak with a quiet and respectful voice, the children are well behaved, and etc. But why the children are still not consider as normalized?


For weeks I have been looking for the answer and finally,I see the why. Deviation is a term used by Montessori to describe a child who demonstrate certain "misbehavior" as they lack of character or their character is not properly formed, resulting in undisciplined movement. In other words, the child's horme has not diminished much and they are lacking the skills and determination of self control. They still need to be overseen by an adult.


Some deviation examples I picked up with the children I worked with includes wandering thoughts, lack focus thus disturbing peers and some children are struggling in choosing and deciding to work on activities found on the shelves. 


So, what can a Montessori teacher do to guide the child to the of path of Normalization? First, the teacher needs to understand that the child takes 3 process in their development journey. The 1st process involves the work preparation, where the child takes the material to work so that the mind can get started in focusing. The 2nd process is the work itself where the child engage in. Because the child chooses the work himself, he already has his own purpose and the determination to explore and discover the material he is working at. This is where meaningful work takes place. The final process is when the child is satisfy with his work and he decided to keep them back to the shelf and share his accomplishment (which is his discovery of working with the chosen piece of material by himself).


Having understood the process, a Montessori teacher can then identify her roles in guiding the child towards the path of Normalization. During the stage of "deviation", the teacher needs to recognize the child's nature and allow it to grow. A favorable prepared environment is need to provide opportunity for children to engage in purposeful activity. Freedom to choose and move of course is the most vital criteria, but it must come with limit. When the the child are given the freedom to choose his own working material, he will start engaging in a work cycle. In a work cycle, repetition occurs as the child tries to explore, discover and problem solve. Continue concentration were required in his exploration and the inner satisfaction came when they are able to problem solve. Inner self discipline also indirectly developed in the child. Thus, patient is a must for teachers when guiding children.


Next, the teacher will need to know when to take a passive role. It is usually when the child engage in spontaneous chosen activity. This is because the child is focusing and concentrating in their piece of work and we do not want to break the focus and hider his development. The teacher's role now is to protect the moment as the child had found a new outlet in his energy. In addition, the teacher will serve as an observer, interpreting the child's need, the child's progress and evaluate their own work to gauge if it is effective or any modification is required to meet the needs and interest of the child in fulfilling their learning goals.


The teacher is said to have accomplish her task when the children are working as if the teacher did not exist. - Maria Montessori

The role of a Montessori teacher

The role of a teacher changes when the child begins in spontaneous chosen activity. Because the child has chosen his/her own material that correspond to their interest, it opens up a whole new cycle of activity. Concentration begins and the child needs to work alone without being interrupted. It is through the cycle of activity that they learn to experiment and discover and to problem solve. 


In Absorbent Mind (pp257), the teacher needs to help the child to act, will and think for himself. This is called the art of serving the spirit. She continues that the the greatest sign of success for a teacher is:
(1) When the child is working as if the teacher did not exist
(2) The teacher had helped this life to fulfill the tasks set for it by creation


A good point to ponder, reflect and re access our teaching methodology. True happiness and satisfaction comes from within when a Montessori teacher is able to say: "I have served the spirits of those children, and they have fulfilled their development, and I kept them company in their experiences."