Cedars Montessori School
Redirection in the Classroom and at Home
Elizabeth Anguamea • Sep 27, 2024

Many times, we think of redirection as equivalent to distraction, but it is much more than that. It offers options, choice and reflection. 

Redirection is a tool we use regularly in the classroom; it is probably one of the tools that we use the most throughout our day. Redirection is how we maintain firm limits while offering options when a child is frustrated she can’t do an activity right now, when she is using a material in an unsafe way, when she is having trouble self-directing, is running in the classroom, is having a disagreement with a friend, is hanging from the tree branches… It is what you can use at home when your child doesn’t want to eat the dinner the rest of the family is eating, demands her brother share a toy he is using, wants something from the grocery store that is not on the list…

 

Redirection is a way to avoid saying “no” and “don’t” and “stop.” It doesn’t feel good as an adult to say no, and it doesn’t feel good as a child to receive no. As anyone who has lived or worked with toddlers know well, no is a way to test boundaries, to gain control, to exert power. No is power, and, when overused, it becomes authoritarian power. It is developmentally appropriate for toddlers to exert power in this way, because they have little control over their lives- they don’t yet have all the language to express their needs, nor do they have the ability to independently take care of their needs. As adults, we don’t have this developmental excuse! No and stop must be saved for those moments when we really need it. In the classroom, we try to avoid these words as often as possible, and so when we use them, their power is felt and respected by the child.

 

One day I was sitting in my chair and across the room I saw a child holding a pair of scissors, reaching out and carefully positioning them at the top of another child’s braid. As their fingers drew the blades of the scissors together, and without time to move across the room and intervene, I had no choice but to call out stop! The child immediately stopped, looked at me and smiled a little surprised, nervous smile. I smiled back and motioned for the child to come over to me, and they came right away. “I noticed you were holding scissors and admiring Anna’s braid. I was worried about her hair getting cut, I don’t think she would like that. Would you like to keep practicing with those scissors? You could do collage and use them to cut paper. Or you could help me cut some fabric for sewing. Which would you prefer?”

 

Stop and no are reserved for moments when there is urgency and no time to offer more language. If a child is nearing an intersection on their scooter and isn’t slowing down. If they are getting too close to the flame on the stove. If they are hurting another child. In these moments we say stop or no, and when the immediate danger has passed, we come back and offer language. We problem solve together. When we use stop, no, don’t, can’t over and over without offering outlets, solutions or alternatives, they become meaningless, and often the child stops registering them altogether. If these words don’t become meaningless, they will likely trigger a meltdown. If they don’t trigger a meltdown, they will encourage the child to find a way to do that thing next time without getting caught. In all of these possibilities there exists a breakdown of trust between adult and child, and that breakdown will only exacerbate these negative behaviors and complicate the resolution.

 

Many times, we think of redirection as equivalent to distraction, but it is much more than that. It offers options, choice and reflection. It allows a child to evaluate the choices they have made and to assess their future possible choices. It allows them to practice problem solving and coping skills. Redirection is less about distracting a child away from what is upsetting them, and more about problem solving, communication, and empowerment. It asks us to model emotional-regulation, creative thinking, and patience. Redirection requires and demonstrates respect. We cannot redirect if we do not first connect emotionally with the child. “I hear how upset you are…” “I see you are feeling frustrated…” “I can tell it is hard to wait right now…” “I’m here when you’re ready to talk…” Redirection shifts us away from the authoritarian adult (demanding full obedience and exerting full control) and towards the authoritative adult (offering high warmth, as well as high control; offering freedom within limits).

 

When we redirect a child, we must first ask ourselves what the root of their behavior is. We must acknowledge the why, and only then can we offer a positive outlet. For example, a child was painting at their table, but then began to paint on the wall behind it. Is the child bored? Are they psychologically finished with their work? Did they want to experiment painting on a different type of surface? Were they missing their easel from school, where they get to paint standing up? Were they testing limits? Needing quality time with their adult? Rather than leading with anger, redirect and offer choices, while still maintaining accountability. “I see that you painted on the wall. Were you interested in painting something other than your paper? Would you like to paint a rock? Or we could tape some paper onto the wooden fence outside? Okay, we can do that, but first we need to clean this up. We always take care of our home. Next time you want to experiment with paint, come find me first and we can think together about what you could paint.”

 

Redirecting is not always clean and tidy; it can be messy. There may need to be a break where the child calms down in their quiet space- a child who is melting down is not cognitively available to reason or learn. Helping them emotionally regulate first does not mean you are letting their behavior go unchecked. Once they have calmed down you can return to have the conversation about choices, responsibility or consequences. Then you can make a plan together about how to fix something that was broken, make amends with a sibling who was hurt, and brainstorm what to do instead/next time. There is no definite answer, we must meet the child where they are in each moment and get creative.

 

Here are some examples of how to use positive phrasing to redirect a child. Positive phrasing moves us away from deficit thinking (thinking about the problems- the can’t, don’t, stop, no) and towards constructive and positive thinking (what can the child do).

 

Instead of: Don’t hang from the tree branch.                                       

Try: Let’s protect this tree and its branches so it can keep growing. You can hang from the monkey bars.


Instead of:  Stop running inside.   

Try: It is so fun to run outside on the playground!  We will go outside to play soon. While we are inside, you can walk. Would you like to walk on the line and balance a bean bag on your head?                                                                                      

                                               

Instead of:  Don’t bang those blocks together.

Try: At school we take care of our work. Would you like to use this carefully or would you like to put it away?

 

Instead of:  You can’t paint on the easel; Emily is using it.

Try: Emily is painting on the easel right now. I can tell you really want to do that, too. Waiting is hard. While you wait, would you like to paint with watercolors or draw with pastels?

                                                                     

Instead of: Stop fighting with your brother.

Try: It seems like you are having a disagreement about who had this toy first. Would you like to try to work it out together or would you like to take some time to play alone? If you can’t come to an agreement, I can hold onto and you can find other toys to play with.

 

When we redirect, we shift away from no and don’t, and towards can. Children thrive when they feel they have choice, autonomy and control. We cannot give them full control over everything in their life, that would be unsafe and irresponsible, but we can offer them freedom within limits, and we can do it with consistency and care. In Montessori from the Start: The Child at Home, Paula Polk Lillard writes that the adult’s work is to “teach children limits with love or the world will teach them without it.” To teach a child redirection is to teach them self-regulation, to help moderate impulse and inhibition, support problem solving, creative thinking, responsibility. It is to set them up for success in the future. To offer redirection is to set up your relationship to be one of trust, love and honesty, so that in the future if your child runs into a challenging situation their first thought isn’t, “My parent can’t find out about this,” but rather, “I want to talk to my parent about this.”


Students and guide in a Montessori classroom

The Role of the Montessori Teacher

09 Mar, 2024
What, exactly, is the role of the Montessori teacher? How is it so different from that of any other teacher? Sometimes it’s easiest to begin by explaining what a Montessori teacher isn’t. A Montessori teacher is less like the traditional idea of an instructor, and more like a gentle guide. They don’t consider it their job to give a child information. They rather lead children in the general direction and give them the tools they need to find the information themselves. Maria Montessori once said, “The greatest sign of success for a teacher...is to be able to say, ‘The children are now working as if I did not exist.’” Montessori Teachers Cultivate Independence In a Montessori classroom, rather than seeing a teacher at the front of the classroom giving the same lesson to every child, the teacher will be working quietly with individual children or small groups. While that is happening the rest of the children are free to spend their time doing the work that calls to them. A Montessori teacher works hard to create structures that allow children to be independent and to trust themselves as learners. One large part of what a Montessori teacher does is to intentionally prepare a classroom environment that is developmentally appropriate, is inviting to children, and supports them on their journey to work independently. This environment is constantly changing in tiny ways as the teacher notices new and evolving needs of the students. Montessori Teachers are Trained to Think Like Scientists Parents should know that Montessori teachers are highly trained. Most have recognized Montessori credentials in addition to their college degrees. Montessori certification programs are intensive and demanding; one might compare them as being the equivalent of another college degree. These training programs don’t just teach Montessori educators how to use the specialized materials; there is extensive coursework about Montessori philosophy, child development, and integrating the arts. When it comes to assessments, Montessori teachers don’t rely on standardized tests; they rely on the power of observation. They have notebooks brimming with evidence of what their students have mastered, need more support with, and are curious about. They are constantly recording what they notice children working on, how that work is being executed, and ideas they might have in anticipation of a child’s next steps. Montessori teachers literally sit beside a child and determine exactly what they know about a wide range of content areas. Montessori Teachers Think Long-Term Because of Montessori’s three-year cycles, teachers have the unique ability to consider their big picture when working with students. There is a natural tendency to allow the children to genuinely learn at their own pace. Getting to know a child and their family well over the course of a few years really supports this approach. Montessori Teachers are Often Called ‘Guides’ ...and for good reason. While children in Montessori classrooms have an abundance of choice in their educational pursuits, Montessori is based on the idea of ‘freedom within limits’. It’s the Montessori teacher’s job to carefully craft those limits. Children rely on having a certain amount of structure in place. This gives them comfort and a safe place in which they can take risks and try new things. Montessori teachers set some boundaries and then carefully help students navigate within them. What if your second grader loves to read but tends to avoid math? Their Montessori teacher will find ways to ensure the math still gets done. Sometimes this involves a gentle discussion with a child about time management skills, priorities, or setting goals. Sometimes the teacher will find a way to integrate the child’s interests into the less desirable work. Sometimes all it takes is a minor change in the environment. Montessori teachers gives children freedom, but they assist children in finding their way to success in this environment. Montessori teachers value independence, self-reliance, and intrinsic motivation. They also value cooperation, kindness, and strength in community. Still curious? Call us to set up an appointment today to observe in a classroom. See what Montessori is really all about.
Montessori students watching sunset near the lake

The Benefits of Multi-age Grouping

23 Feb, 2024
One hallmark of a Montessori education is the use of multi-age classrooms. Infants and toddlers may be together or separate, with a toddler classroom serving children 18 months to three years. Primary classrooms are for children ages 3-6, with preschool and kindergarten-aged children together. The elementary years serve children ages 6-12; some schools separate into lower (6-9) and upper (9-12) elementary, while many split elementary into two groups. Even Montessori middle- and high-school students learn in multi-age classrooms. While Montessori is not the only type of education that utilizes this approach, it’s not what most people are used to. What are the benefits of structuring a classroom this way? Read on to learn more... Learning at an Individual Pace Children in multi-age classrooms tend to have a little more flexibility when it comes to mastering skills within a specific timeframe. We know that learning is not linear, and that learners have periods of significant growth, plateaus, and even the occasional regression. In multi-age classrooms, children are typically able to work at their own pace without the added pressure of keeping up with the whole group, or even being held back by the whole group. When children in a classroom range in ages, everyone has someone they can work with, regardless of their skill level. Children don’t feel left behind if they struggle with a concept, and they also don’t feel bored by repetition of something they have already mastered. Teachers who teach in multi-age classrooms typically have deep knowledge for a range of developmental abilities, leaving them well-equipped to differentiate instruction for each individual child. Building Stronger Relationships Traditionally children move from one class to the next each year. This means not only a new set of academic expectations, different routines, and different classroom structures, but a different teacher. In multi-age classrooms teachers have a longer period of time to get to know a student and their family, and vice versa. When teachers really get to know a student, they are able to tailor instruction in regards to both content and delivery. They know how to hook a specific child onto a topic or into a lesson. They know what kind of environment a child needs to feel successful. Parents have an opportunity to get to know teachers better this way, too. If your child has the same teacher for two or three years, the lines of communication are strengthened. Parents get to know the teacher’s style and expectations. The home to school connection becomes more seamless, and the biggest beneficiary is the child. Mentors and Leaders When a child spends multiple years in the same class they are afforded two very special opportunities. Children who are new to the class are fortunate enough to be surrounded by helpful peer mentors. Children often learn best from one another, and they seek to do so naturally. First and second year students watch as the older children enjoy advanced, challenging work, and this inspires them. They look to the older children for guidance, and the older children are happy to provide it. After a year or two in the same room, students have a chance to practice leadership skills. In Montessori classrooms, the older children are often seen giving lessons, helping to clean up spills, or reaching out a comforting hand to their younger friends. The best part is kids make the transition from observer to leader in their own time. It doesn’t happen for all children at the same time, but when it does it’s pretty magical to observe. Mirroring Real-Life There is no other area in life in which people are split into groups with others who are exactly their chronological age. Whether in the family, the workforce or elsewhere, people ultimately need to coexist with people older and younger than themselves. Doing so makes for a more enriching environment, replete with a variety of ideas and skills. Why not start the experience with young children in school? Moving On While staying in the same class for multiple school years has many benefits, a child will eventually transition into a new class. While this can feel bittersweet (for everyone involved!) children are typically ready when it is time. The Montessori approach is always considering what is most supportive of children depending on their development. When formulating how to divide children into groupings, Maria Montessori relied on her ideas about the Planes of Development. There are very distinctive growth milestones children tend to reach at about age 3, another set around age 6, and yet another at age 12. The groupings in our schools are intentional, and they give kids a chance to feel comfortable in their community, while also preparing them to soar forward when the time is right.
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