Normalization

Kim Philo

What is normalization and what does it look like in our Montessori classrooms?

Maria Montessori coined the term “normalization” to describe children who are demonstrating independence, self-discipline, concentration, and joyful engagement.


At this time in the school year, students are working towards normalization. The multi-age classroom, the prepared environment, meaningful work, an uninterrupted work cycle, Grace and Courtesy activities, and adult observation all support the development of normalization in any Montessori environment.


Montessori classrooms are multi-age, which means that in any given year, two thirds of the children are returning to the environment. These older students in the class serve as role models for the younger peers, easily folding them into the existing routines and expectations of the classroom. The children of varying ages work very well together.


The prepared environment is designed to call the children to the work they find meaningful and engaging. Offering many materials of interest at various levels means that each student has opportunities for exploration.


A stretch of protected work time, called the uninterrupted work cycle, allows children to engage deeply in the work that interests them. Dr. Montessori observed that children work because they enjoy the experience - not the product.


We also support the process of normalization through Grace and Courtesy lessons and activities. These activities can help the child become oriented to the prepared environment and serve as tools for functioning in the classroom, using the materials, and interacting with others. Some common Grace and Courtesy lessons at the beginning of the school year include greeting one another, rolling a rug, tucking in a chair, and asking to observe or participate. Grace and Courtesy activities are important for establishing respect for self and others, an important aspect of normalization.


Montessori educators use observation skills to notice which materials the children are drawn to, what new lessons they are ready for, and what supports would help them to be more independent. The educator then makes modifications to the environment and plans accordingly, so that each child is being met where they are.


At this time of the school year, students are beginning to find focus and joyful work. For some children this occurs quickly, and for others it may take time to find their rhythm. The classroom itself also seeks normalization, not just the individual children. Students who work independently are courteous towards each other, focused on their work, and enjoy the work they are doing; these are all signs of normalization.


By Kim Philo, Lower Elementary Educator

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At the heart of Montessori education lies a profound respect for individual growth and the interconnectedness of communities. One of the hallmark features of Montessori philosophy is its embrace of multi-age learning environments, fostering collaboration, mentorship, and a deeper understanding of social responsibility. At our school, we take this principle a step further by partnering with a local retirement community, creating opportunities for our students to learn, connect, and grow alongside older generations. The Power of Multi-Age Learning in Montessori Classrooms In Montessori classrooms, students are grouped into multi-age communities, typically spanning three years. This unique setup allows younger children to observe and learn from their older peers, while older students reinforce their knowledge through teaching and mentoring. This dynamic creates a culture of mutual respect, patience, and empathy, as students build meaningful relationships and develop life skills that extend beyond academics. Multi-age learning also mirrors the diversity of real-world environments. By engaging with peers of different ages and abilities, students cultivate adaptability, leadership, and collaboration - qualities essential for thriving in any community or workplace. Extending Learning Across Generations Our school’s partnership with the local retirement community exemplifies the real-world application of Montessori principles. Through activities such as shared reading, storytelling, singing, and art projects, students and seniors connect in ways that enrich both groups. Students bring youthful energy, curiosity, and fresh perspectives, while the seniors share their wisdom, life experiences, and a sense of history that fosters reflection and gratitude in our students. These interactions emphasize the importance of respect for every stage of life. They also break down barriers between generations, cultivating a sense of belonging and shared humanity. For students, this is an opportunity to practice communication, compassion, and social responsibility - attributes that align seamlessly with the Montessori ethos. Why Multi-Generational Connections Matter In a fast-paced world that often isolates generations, creating opportunities for meaningful connections can profoundly impact both young and old. Seniors benefit from the companionship, mental stimulation, and sense of purpose that comes from engaging with children. Students, in turn, gain insights into the value of experience, perseverance, and interdependence. These partnerships also echo Maria Montessori's vision of fostering peace and harmony. By building bridges across age groups, we inspire a culture of empathy and understanding - a crucial step toward creating a more compassionate society. A Celebration of Community The collaboration between our school and the retirement community is a testament to the enduring relevance of Montessori principles. It shows that education is not confined to the classroom; it is a lifelong journey shaped by the people we encounter and the relationships we build. Together, our students and senior partners demonstrate the power of community, reminding us that learning and growth are beautifully boundless when generations come together.