On Giving Lessons

Lessons are an essential part of the Montessori classroom.  A vast majority of the lessons given are actually informal, quick connections.  But whether they are brief connections or formal lengthy lessons, they all follow a pattern of presentation.



Step One:  Observation
The first step in presenting any lesson is observation.  First movement is observed - how a child sits, stands or moves across a room gives information on what a child is ready for.  Child can’t sit for any length of time? Find an activity the requires the child to purposefully move around the room.  Child still hasn’t mastered how to hold a pencil?  Choose work that forces the child to practice “pinching”.  Observation is also used to determine what sensitive period(s) the child may be in.  Can’t lure the child away from the sensorial materials?  She could be in the sensitive period for order -get your sensorial extensions ready to fulfill the need!


Step Two:  Presentation
You’ve watched the child and know what lesson you want to give -it’s time for the presentation!  In a classical presentation (or lesson) the teacher presents the materials, demonstrates the activity, puts away the material, rolls up the rug, then invites the child to use the material.  A less formal method of presenting a lesson is to observe which materials the child is drawn to then give a lesson using knowledge of what the child is capable of doing.  


The presentation itself is all about making a connection with the child and not about the content of the material.  The goal is to make a positive experience between the child and the material.  We share the fun and the pleasure of the work.  After the material is presented, we watch to see what happens.  If a child becomes engaged we leave.  We also assume that the child won’t come back to us if they need help, so we make a point of checking in on the child.  We lend a hand if they need moral support.


Step Three:  Analysis
After the presentation comes the analysis.  We ask:

• Is there a better way to present to this child?
• Did I show too much?
• Did I show too little?
• Will they repeat the activity?

Step Four: Observation
Then there is more observation.  Does the child apply the experience?  Will they do this activity with others?  Is the child mishandling the materials to the point that useful exploration is finished?  It is time to step in and invite the child to another lesson in order to redirect the child or even perhaps encourage the child to move on to different work.  You can always represent another day!


When a lesson doesn’t work it could be that the timing was off and the child wasn’t ready for the material.  It may be necessary to be inventive so that the lesson can be represented as often as necessary.  It will be OK if not all your lessons are solid gold.  Relax, because you never know when the child will surprise you several days later by perfectly performing the lesson.  Or when other children will repeat the task by indirectly observing your presentation.

Pattern of Lessons

Observation Presentation Analysis Observation Repeat

Montessori Sensitive Periods

In her observations of children, Maria Montessori discovered patterns of behaviors shared by all children. She called them “Sensitive Periods” and we use this knowledge even today to determine what work to offer children. Sensitive periods could also be thought of as developmental stages or windows of time when children have a special capacity for a particular area in their development. They may demonstrate such an energy to repeat actions that it is impossible to stop them! Unless it is a matter of health, safety or well being it is best to get out of the way and not interfere. Once a sensitive period is fulfilled, the child drops the activity and moves on. Unmet needs lead to frustration and difficulties. All ages mentioned are approximate and stages vary by individual. Sensitive periods overlap so a child may be in several stages at once.

From birth to about age 5 is the sensitive period for sensory perception. As a child's "equipment" is new the senses are sharper and children explore richly and deeply. What we may see as foolishness or recklessness with materials is in someway a sensorial exploration. To assist the child during this phase, provide access to a variety of natural objects, tastes, sights, scents and sounds -but not all at once!

Birth to age 6 is the sensitive period for language. You can help during this phase by naming things in the moment or what is currently present to enrich vocabulary. Know names of things. Avoid fantasy and abstraction. Tell your children what is going to happen. Language is not fully developed until the age of 7 so model proper grammar (but don’t correct - they will eventually get it!)

From 1 to 3 is the sensitive period for order. During this time children depend on consistency to know what to do. Whereas adults crave variety, children find variety threatening. When life is predictable, it is easier to become autonomous. Especially in the beginning of the school year we try to stick to a predictable schedule to help meet these needs. Order in the environment is also necessary so items need to be exactly the same every day.

Also happening during this time frame is the sensitive period for small detail. You may notice that imperfections bother your child or that they are fascinated by small things. For example, if your child is captivated by a ladybug, let them observe uninterrupted.

From 2 ½ to 4 is the sensitive period for the coordination of movement. It is natural for children at this stage to walk around carrying things. Children work on the mechanics of moving first with the whole body and then the hand. Teach your child to carry one object at a time. Not only will there be fewer breakages, but you give the child more opportunities to walk.

The sensitive period for social relations occurs from 2 ½ to 5. Children watch us to see how we behave as well as how we move and how we treat others. In this stage children become conscious of how others make them feel. Give your child ample opportunities to play and be around other children outside of school times.

Following close to the social phase is the sensitive period for grace and courtesy. At this stage children are open to lessons on grace and courtesy. Remember, seeing gracious behavior happening in real life situations has more of an impact than lessons in courtesy alone. This means model the behavior you wish your child to learn!

Children have a tremendous capacity for self-construction. By understanding the sensitive periods in a child’s life we can help them to do so successfully.