Promoting Freedom and Self-Discipline

At the time when society viewed children as either miniature adults and entities to be controlled, seen but not heard, Maria Montessori recognised and advocated for the rights of the child. She called the child the ‘builder of man’ and believed that to achieve any significant social improvement, society must start with its children, the most important agents of change.

Montessori held a profound reverence for the soul of the child – the infinite capacity to learn and to love. She promoted the belief that children have an innate guide – a will to learn, to explore – that adults must protect at all costs while removing any obstacles that may impede the child’s process of self-construction.

There are two fundamental values that are at the core of the Montessori philosophy – follow the child and freedom with responsibility.

These phrases embody the role of the adult and that of the child and the intricate dance that takes place – the self-construction. Following the child means that the educator is responsive, observant, critical and humble. The adult puts the will of the child first and trusts that the child’s inner guide is leading the child towards learning opportunities that will satisfy a particular curiosity – a new brain pathway, a new connection.

Through critical observation, the adult is also responsible for providing learning opportunities that may appeal to that particular interest. The child may or may not choose to engage with these activities, but the choice is there. It becomes clear then, why a teacher must remain humble. When a choice is refused, it is not affront to the adult but the child listening to his own internal guide.

Current research in the field of education as well as employment, shows that there is strong correlation between individuals’ motivation and engagement and perceptions of autonomous decision making and choice. It has to do the individual’s need to feel that he has control over his life – that he can influence outcomes.

We notice when children feel out of control, they may throw a tantrum, they may become uncooperative, angry, frustrated and may even lash out in an effort to gain back the control lost. When children feel out of control in their life, they may exhibit control in their work by becoming perfectionists.

Choice is a very loose term when compared to Montessori’s view. Choice is not a free-for-all banquet. It is given according to the circumstance and the nature of the child.

For example, a child who refuses to take a coat in winter may have a choice of putting it on or carrying it. The coat is still going with the child, but the child has the choice of how he will take it. Note that the choices are limited to just two and the expectation of the coat going along for the ride was never compromised while the child remained in control.

Alternatively, the child may choose not bring a coat, in which case, natural consequences prove a good pedagogue. When the child becomes chilled, he may regret not taking a coat and next time he will be the first to ensure a coat comes along. This is the true meaning of freedom – making informed choices.

Allowing the child room to use his freedom in this manner – understanding the consequences, not just those that directly affect him, but everyone and everything – will help the child develop self-discipline. He will understand that each choice comes with its own set of responsibilities which he must consider before he takes action.

For example, if he spends the whole week working on making an airplane model, he may have to spend more time next week on the tasks he missed out on.

In conclusion, children who have the freedom to choose what activity they want to invest energy and focus on are more likely to achieve deeper levels of concentration and engagement which will deal with most instances of classroom management. However, the goal of offering this kind of freedom is so that children develop self-discipline – the ability to make choices fully aware and willing to assume responsibility for all the associated consequences and outcomes, both positive and negative. This creates a child who is independent, responsible, observant, analytical, critical in all his endeavours.

The pitfalls of offering choices

We understand that building and environment, culture and atmosphere where children can make choices for themselves is a key component of the Montessori philosophy. Making choices that directly affect us gives us a sense of control over our lives. It also helps develop those all-important executive function skills while giving the individual opportunities to get to know oneself - limits, challenges, talents - as well as practise and develop strategies.

There are many parents and teachers out there who took this idea of offering choice to the extreme - endless, unrestricted choice. The result? If you are thinking highly motivated and independent children, then you may be mistaken.

Let me explain.