Tags
access, environment, faculty meeting, independence, montessori classrooms, preferences, prepared environment, space, staff
At a recent staff meeting, we conducted a survey of sorts. People were asked to line up along a wall according to their preferences about a variety of things: introvert/extrovert, lots of light/minimal lighting, quiet/background noise, math/language, spare/busy environments, etc. The goal wasn’t to solve a problem or change anyone’s mind about their preferences. It was simply to bring the preferences to light.
In our homes, offices and classrooms, our surroundings tend to reflect what makes us most comfortable or productive. For example, I prefer a very well-lit space at work because it keeps me alert and engaged. However, at home I don’t turn a lot of lights on, using only those for the task I am doing. As teachers we need to have an environment that is comfortable for us, but first and foremost, the environment needs to be conducive to learning for the students we are serving.
The environment serves as a teacher in a Montessori classroom. Through a well-prepared environment, students are able to have great success. They can easily move throughout the space independently, needing a teacher as a guide not a facilitator. They don’t need to ask where to locate materials or how to use them. Once a lesson is given, the children move independently throughout the space, gathering the materials needed to perform a task. The classrooms allow students to experience the same independence adults have; the materials are accessible to all.
In order to allow each child to succeed, teachers need to create an environment that is suitable for their needs. How many teachers have asked their students what they prefer or have experimented to see what leads to greater productivity and learning? Have we observed how children interact with the environment and remedied any glitches that are noticed? Classroom environments must allow for independence and access. They serve their occupants – students and teachers alike. Everyone needs to be comfortable and capable of navigating the space. How do your surroundings reflect your preferences? How do they meet the needs of the students who spend much of their days in them?
When most of us embark on the journey of parenthood, we don’t typically consider the end game, adulthood. We imagine a precious baby, a wobbly toddler and perhaps even a cute elementary student learning to read and write. Rarely do parents envision the adult their child will become, yet everything parents do ultimately prepares children for life as adults. 
Recently, I was having dinner with a friend and her children, and the topic of bedtimes came up. I explained that my daughter and I would argue about bedtime when she was their age. She insisted that everyone in her school stayed up until after 10 p.m., and I unreasonably insisted she be in bed by 8:30. As many parents have experienced, she wore me down, so I said that I would no longer be in charge of her bedtime. She could stay up as late as she wanted as long as she could get herself up and ready for school and have the energy and positive attitude needed to not only make it through her school day but would also return home and be a pleasant member of our family. She stayed up until 11 p.m. the first night… and that was the end of the experiment. She discovered what I knew from years of watching her; she needed more sleep than many of her peers. She wasn’t rested unless she slept at least 9 or 10 hours each night. We no longer fought about bedtimes; she was in charge. I let her decide and honored her choice. We agreed on the limitations of the choices and I stepped out. As you can imagine, the boys with whom I shared this story were delighted to hear this (the parents not as much) and asked their parents to institute “Lisa bedtime” at their house. 
This week I was reminded over and over again how much we rely on others. Most of us consider ourselves to be independent people who can take care of ourselves. As our youngest children are overheard saying, “I can do it myself.” Adults work toward that goal as well. Sometimes though, we need some help. 