Obedience is when children are self-disciplined and want to do the right thing. They take care of their environment because they appreciate order. There are three stages of obedience that a student goes through before they are normalized. Level 3 of obedience is when the child develops self-discipline and joy in their work with no external control from an authority figure. They do it because they find joy in being obedient and disciplined. When a child has reached this level of discipline they are normalized. Normalization in the classroom is successful when the classroom runs peacefully on it’s own with no distractions. In order to aid students in becoming normalized, the guide must prepare an environment where students are free to move around and choose their own lessons during the work cycle. The work cycle must be an uninterrupted time for students to become absorbed in their work.
Three Levels of Obedience
According to Maria Montessori, there are three levels of obedience. Children under three years of age are typically at the first level. They do not have the qualities yet to understand why they should do what someone is asking them, or to understand why they are being asked to do something, so they don’t always obey. Maria Montessori states, in the Absorbent Mind, that at this level the child “can obey, but not always. It is a period in which obedience and disobedience seem to be combined.” (Montessori, 1995).
“The second level is when the child can always obey, or rather, when there are no longer any obstacles deriving from his lack of control. His powers are now consolidated and can be directed not only by his own will, but by the will of another.” (Montessori, The Absorbent Mind, 1995). This means that the child is mostly obeying to please someone else and not doing it to satisfy themselves. Therefore, this is not complete obedience because it is influenced by authority figures.
The third level of obedience is when the child “responds promptly and with enthusiasm and as he perfects himself in the exercise, he finds happiness in being able to obey.” (Montessori, The Discovery of the Child, 1972). This is when the child has reached the highest level of obedience because they are obeying to please themselves and they find joy in doing the right thing.
Characteristics In Ihe Montessori Environment That Aid Children In Becoming Normalized
The beginning of the year is very important for normalization to occur. For the first month in school the guide should teach grace and courtesy lessons so the students know how to take a work out, put it back, and how to care for their environment. Introduction of the peace corner, making silence, and walking the line all prepare the students for the work cycle and developing normalization.
Everything in the environment is sized for the child. This allows the child to be independent in their environment. The environment is an open space where the child can easily move around and there are no obstacles. The environment is beautiful, pleasant, and inviting with enticing materials, beautiful artwork, plants and flowers, soft peaceful music, and neutral colors. The curriculum is sequenced and organized neatly on the shelves. The Montessori curriculum consists of practical life, sensorial, history, language, geography, art, math, and science. There should be a peace corner where children can go for self-reflection and problem solving.
The Work Cycle Aids Children In Becoming Normalized
The work cycle is very important for a child to be normalized. They work on the work cycle everyday in the Montessori environment from when they come to school in the morning until lunch time. The children must be involved in the entire work cycle without interruption. During this time they work at their individual pace and freely choose their own work from the prepared materials on the shelves. The normalized child will choose a work and concentrate intently on it. The student who is not normalized will go from work to work and become bored and undisciplined. Most students usually work alone, but they can work with another student if they choose to. The environment is peaceful and quiet so that students can concentrate and focus on their works. These long and uninterrupted work cycles enable children to experience a sense of unlimited time so that they do not feel rushed. As students work in their work cycle each day, they make progress in becoming normalized. Once normalized, the environment is filled with joyful and engaged children who are all working on something different. The lessons are self-correcting so the student will be able to correct their work on their own and also know when they have mastered a lesson. The inner sense of satisfaction they feel from a job well done is all they need as their reward.
Conclusion
Discipline, Order and Obedience is when children are self-disciplined and want to do the right thing. They take care of their environment because they appreciate order. Normalization is successful when the classroom runs peacefully on it’s own with no distractions. In order to aid students in becoming normalized, the guide must prepare an environment where students are free to move around and choose their own lessons. The work cycle must be an uninterrupted time for students to become absorbed in their work. Discipline, order, and obedience is a beautiful to observe in the Montessori environment.
