As we’ve headed back to school, I’ve been doing some reviewing of my own with the Montessori 3-period lesson. It’s one of those things that I got use to and then…a little too relaxed on. Sometimes I’d find myself showing a new work and forgetting to follow the 3-period lesson. Not always a big deal, but I like to think if my kids ever transition to a traditional Montessori school most of the order and routine will be the same (if not familiar), so my goal is to maintain that structure.

I’ve pulled out two of my favorite Montessori books: The Montessori Method and Montessori: A Modern Approach to review the actual lesson and the reasoning behind it.

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The Why Behind the 3-Period

The lesson is a brief time when the teacher takes the initiative and directs the child. This is probably one of my biggest struggles in our classroom. Without having the community of other children, Joey is more hesitant to choose his own work and stay focused. In turn, I end up introducing or suggesting more activities.

Quoting Montessori, Lillard writes,

“The Fundamental Lesson is defined as “a determinate impression of contact with the external world; it is the clear, scientific, pre-determined character of this contact which distinguishes it from the mass of indeterminate contacts which the child is continually receiving from his surroundings” (Lillard, 66).

In order for the child to best receive the lesson, the teacher must be practiced in giving a lesson and the material as to not distract from the child absorbing the material and/or concept.

The lesson should be short, simple, and to the point. The teacher’s aim is to give the lesson with as few words as possible.

“By using few and simple words, the teacher can more readily convey the truth that lies hidden in the materials” (Lillard, 66).

As the teacher remains small, so to speak, the child is able to focus on the material.

The teacher demonstrates the lesson and then invites the child to use the material in the same way. At this time, the teacher sits with the child to observe their actions, but not interfering. By observing the child, the teacher will know whether the material interests the child and if is, in fact, ready for the material.

Of the lesson, Montessori said,

“If, therefore, the lesson rigorously prepared in this brevity, simplicity, and truth is not understood by the child, is not accepted by him as an explanation of the object, the teacher must be warned of two things: first, not to insist by repeating the lesson; and second, not to make the child feel that he has made a mistake, or that he is not understood, because in doing so she will cause him to make an effort to understand, and will thus alter the natural state which must be used by her in making her psychological observation.”

In other words, the child’s lack of interest shows that he or she is not ready for the material, don’t push it. Put it away and do it again another day. If the child did show readiness, the teacher can make a simple encouragement and leave the child with their work. The teacher then looks for repetition of the activity, knowing that “repetition occurs only if the child has understood the idea the exercise represents, and if this idea corresponds to an inner need of the child” (Lillard, 67).

I think the hardest adjustment for me is the continual realization that it’s not about getting through the most material and finding some measurable success in the child. When I do that it becomes more about me than the child and his development and needs! I need to leave room for my children to make their discoveries at their own pace and milestones, not mine.

Another point Lillard makes is to let the child discover the materials in new ways. During repetition, the child will naturally create new ways to use the material by combining several interrelated activities or comparing the material to others in the environment, thus coming up with “creative possibilities hidden within the design of the materials” making a burst of “creative activity possible” (68).

The goal is to not to “pre-empt the child’s right to make his own discoveries with the Montessori materials, by showing him more than their basic idea and robbing the joy of creativity (Lillard, 69).

The 3-Period Lesson

After the concept has been established in the child, the teacher introduces the exact nomenclature to correspond to the new concept (69). Lillard seems to be saying the child is given a demonstration of an activity and invited to do the activity, before having the actual 3-period lesson. This was the first time I’d heard this. I’d be interested to hear what your thoughts, experience, and opinions.

The First Step, “This is…” (Naming)

The teacher associates the name of the object with the abstract idea it represents. Once again, the teacher is careful to keep the language simple.

Using the sandpaper letters as an example, the teacher would lay 2 – 3 letters on the mat and pointing to one letter would say, “This is c.” The teacher would then trace the letter c 2-3 times saying the phonetic sound each time. The teacher would then invite the child to do the same. The teacher would then repeat this cycle with each letter.

The Second Step, “Can you show me…” (Recognition & Association)

“The teacher tests to see if the name is still associated in the child’s mind with the object” (Lillard, 69). Continuing the with the example of the sandpaper letters, the teacher would ask, “Can you show me c?”

If the child doesn’t notice the association, don’t repeat the lesson, but wait for a more opportune time.

The Third Step, “What is this…” (Recall)

At the final step, the teacher asks the child to name the activity or concept or as Lillard says, to “pronounce the appropriate vocabulary” (70).

Pointing to sandpaper letter c the teacher may say, “What is this?” The child, if ready, will respond with the phonetic c.

Videos of 3-Period Lessons

• Three-Period Lesson with the Stamp Game
• Lesson with Sandpaper Numbers
• Lesson with the Pink Tower
• Lecture on Teaching Words using the 3-Period Lesson by Margaret Homfray, student and colleague of Maria Montessori.

Further Reading:

• Montessori: A Modern Approach, Paula Polk Lillard (Chapter: The Montessori Method, pages 65 – 70)
• The Montessori Method, Maria Montessori (Chapter: How the Lesson Should Be Given)
• The Three-Period Lesson from NAMC Montessori Teacher Training
• How to Give a Montessori 3 Period Lesson from Montessori Print Shop
• Montessori Basics 1: The 3-Period Lesson from Montessori for Everyone

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Last week we started our first week of school and things went pretty smoothly. I haven’t put us on a timetable, since our family typically functions better on routine. My goal is to spend at least 3 hours doing school and wrap up before lunch (between 12 – 12:30). This week we had a few later mornings and didn’t get in a full 3 hours, but I’m happy that we were able to focus on finding a school routine and for the boys to become interested in their work.

What do we do?

After breakfast, the boys get dressed and we head down to the school room. We start our morning with the calender, which is probably their favorite part. We add the current day to the calender, move our arrow to the correct day of the week, and switch the day of the week label.

Then, using our golden unit beads, we add a bead to the days we’ve been in school and switch the number for the days of school board. Last, Joey writes what day of school it is on our 100 Days of School board.

After we’re finished with the calendar, we move on to our poem of the month. I read the poem aloud once, while the boys find pictures of key words in the poem. Then they (or, rather, Joey) say it along with me a second time through. We’re working on learning a stanza per week.

After our morning routine, I give a lesson to one of the boys while the other chooses his own work. In my planner, I have written down what I’d like to focus on each day with the boys whether it’s a new lesson or a work I’d like them to review.

Learning to Unroll & Roll a Mat

I’m still trying to figure out the flow of our school mornings. I’m looking at when there’s a natural break in activity and reoccurring times of redirection. When I’ve noticed these lulls, we spend some time reading books, do our theme unit (this month is All About Me with Grace & Courtesy), or art activities.

What did we do this week?

How to Carry a Chair

Working on their All About Me books

Hole Punching

 Making Music

Metal Insets & Spooning

 Otto working on spooning. Very concentrated.

Pegs on a Rim

Touch Tablets

Boxes with Lids

 Pouring Beans (One struggle this week is that Otto wanted to do exactly what Joey was doing, even if he wasn’t quite there yet. I still let him try.)

Practicing Carrying a Tray & Returning Work to the Shelf

Hanging Bead Stair

What did you do this week?

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Some people may wonder out of all the educational philosophies, why did our family choose to pursue the Montessori method? After being in a Montessori environment (at school and home) and studying the method for nearly 7 years, I still have a hard time articulating our reasons. I tend to stumble over my words and end up saying something like, “You just have to see it” or “It just makes sense.”

I think you really do have to see the Montessori method in action to see the benefit. There are so many facets and real-life benefits outside the classroom that are hard to explain in 1 to 2 sentences. But, if I had to explain why a 100+ year old philosophy is still current and works even amid changing culture, this is what I’d say.

1. Montessori moves from concrete to abstract.

The first thing I noticed and appreciated about the Montessori environment was how all the materials and subject matter moved from the concrete to the abstract. The child is able to interact with concepts and ideas rather than simply memorize facts.

The child quantifies a number in math, understands place value by having a visual representation of ones, tens, hundreds, and thousands, develops their senses by tactile experiences with rough and smooth boards, sound cylinders, color boxes, and learns land and water formsby pouring water into miniature land and water formations. I could go on and on.

2. Montessori facilitates a natural love for learning.

I’ve heard some say Montessori is too strict and others say it’s too free. The truth is really somewhere in between. I love the idea of following the child, it’s hard to adjust to from our society that demands the child adapt to the adult’s pace, but once you begin you really do see how much more the child sees, enjoys, and discovers about the world.

The Montessori materials naturally bring about the inquisitive nature of the child and allows them to think of new ways to do things. They open up the child to learn for the themselves. It teaches them how to discover, but doesn’t give a step-by-step direction.

3. Montessori seeks to educate the whole child.

Montessori takes the child’s education outside the classroom. It affects how they interact with others, the freedoms they have in the home, teaches them to care for their self, their environment, and others, and teaches them how to be an active participant in their learning and environment.

Montessori equips the child for everyday life, giving them practical skills which gives them purpose and enables them to be a contributing member of their family, classroom, and community. Montessori sees the child not just as a miniature person, but as a able-bodied and capable person.

4. Montessori abstains from rewards.

There are no gold stars in a Montessori environment. No grades. No “Look how smart you are!” No reward for learning other than the intrinsic joy the child receives when they discover something new or realize they’ve acquired a new skill. (When Montessori does praise, it’s very specific. For example, “I like how diligently you’re working on your penmanship.”)

One of the defects of our education system which has, in turn, affected our society is the idea we need to have a reward for every accomplishment. Whether a child being toilet trained receives candy for eliminating in an appropriate way, or if a child hasn’t thrown a fit they can have dessert, etc.

It all conditions the child to perform for a reward. The child then expects a handout when they do well or what is expected from them rather than doing well for the joy of learning or behaving appropriately because they realize it’s what a contributing, helpful member of society does.

When we offer rewards we are training them to perform for the reward rather than the intrinsic value of learning, possessing a skill, or contributing to their community (family, class, etc).

5. Montessori focuses on the individual child and their potential.

The biggest problem I see with traditional schooling is having a set curriculum based on the child’s age and expecting all children to study and progress through that material at the same pace and each attain optimal results. It just doesn’t happen. It won’t happen.

Why? Because no two children are at the same spot in their development.

Just think of the student who is bored in a subject matter, because he or she already understands the concepts and the work is too easy for them. While on the other hand, another student may seriously struggle with the same concept. The problem comes with the bored child getting in trouble and losing interest in learning and having to wait for his or her peers to catch up, while the struggling child feels less than or embarrassed that they are “failing.”

In a Montessori environment, both students can meet their full potential and work at their own pace. They don’t have to wait for other students to catch up or feel like a failure for not understanding fractions. Each child learns differently and at a different pace, that’s why Montessori’s recognition of sensitive periods in the child and the teacher’s daily observation are so important.

While some may say this causes more work for the teacher, in a Montessori environment it doesn’t. The scope and sequence of each subject area (math, language, practical life, sensorial, culture/geography, botany, zoology, etc) is the same for each student. The materials are already prepared and present on the shelf. All the teacher has to do is be aware of where the student is and be ready to give the next lesson in the sequence.

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These are just a few of the reasons why my husband and I love the Montessori method. As I was writing this post I found myself going on and on, but stopped short for brevity’s sake.

I’d love to hear,

Why do you love Montessori?

*Disclosure: This post contains affiliate links. If a purchase is made from the link, Our Montessori Home would receive a percentage.

Tomorrow is our first day back to school and I just finished putting on the finishing touches to our classroom today. (Though it seems there could always be something else to add or improve!)

Our family is in a bit of a life transition right now. This summer we moved from Kentucky to South Carolina and are staying in my parent’s garage apartment until we get settled in a job and house. We’ve turned the downstairs garage into a classroom. This is the biggest space we’ve had dedicated to schooling. Ever since we started Montessori, our school area has been a few shelves in our living room (we’ve grown from just one shelf!). This much space is such a blessing.

I keep reminding myself not to get too comfortable, because it’s most likely whatever house we find won’t have this much space. Perhaps if we find a decently priced 4-bedroom or a house with a formal dining area, we could turn the extra room into our Montessori homeschool room. But I keep reminding myself it’s okay if we go back to our four shelves in the living room, storing the rest, and rotating work and supplies as needed.

I’ve organized our classroom by the four main Montessori areas: sensorial, math, practical life, and language. Not all the Montessori materials are in the proper sequence, since Otto still likes to put things in his mouth and I’ve moved some things (like bead work) out of his reach. I’ve added in a couple extra areas as well: listening area, art center, and poetry corner.

Welcome to Our Classroom

Listening Area:

Here we have our classroom music, mostly classical with a few kids cd’s, audiobooks, and a hand-me-down cd player that’s simple enough for Joey to operate on his own.

Art Center:

This shelf holds all our art supplies. The basket has watercolors, paintbrushes, chalk, crayons, colored pencils, pencils, an eraser, pencil sharpener, rulers, compass, and protractor. The container next to the basket has our markers and scissors.

Otto still likes to taste test things, so I glued the lids of the markers, chalk, and crayons shut. Joey can still screw the lids off and make art on his own. Otto has to have an adult sitting next to him, otherwise things get a little messy (and dangerous).

The file divider has 4 sheets of each color of construction paper, white copy paper, and watercolor paper. Each week I’ll check the supply and replenish them.

1 – Art Supplies 2 – Art Inspiration Book

3 – Folder with Color-Coded Scrap Paper 4 – Art Journals for each boy

Our Library:

I read something recently that suggested having a quiet reading area (which we’ve always had), but with a limited number of books. I noticed the boys hadn’t really been picking books from our personal library, so I packed up two boxes of books and left the bottom shelf with a variety of favorite books (mine and theirs). The top shelf has our recent library books showcasing our author of the month.

Our Calendar:

On the left side I have a list of the months of the year and an arrow pointing to the current month. Underneath is the days of the week and an arrow pointing to the current day. Both of these are to help Joey (and Otto) get acquainted with the sequence of months and days. Joey knows months and days, but not always in the correct order.

In the past, we’ve used the golden beads to count the days we’re in school, but only up to the end of the month. I saw this idea to keep track of the days of school from Homeschool Creations, we’ll still use our golden bead materials, but instead of starting over each month we’ll continue through the school year.

For the ‘100 Days of School’ board, each day Joey will write the number of the day until we reach 100 and then we’ll celebrate.

Our Traditional Montessori Shelves

1 – Cutting, Pin Poking, Hole Punching 2 – Pencil Sharpening 3 – Chalkboard 4 – Sand Tray

1 – Beginning Sounds for Toddlers, Pre-Reading Cards, Pink Series 2 – Sandpaper Letters 3 – ‘I Spy’ Basket 4 – Beginning Sound Boxes

(When I finish our moveable alphabet, it’ll go here too.)

Poetry Corner:

Here we have our ‘Poem of the Month’ board with a picture of the poet, a mini biography, and the poem we’re learning. In the basket are books of children’s poetry and the box holds picture cards for key words in the poem, as a tool for memorization. (I know the board still says ‘Poem of the Week,’ I was a bit ambitious when we first started off. I just haven’t changed it yet.)

Can you guess who this month’s poet it?

Music Area: Behind the couch we have our music area with a child-size guitar, a basket of wooden instruments, and our keyboard. We still haven’t found the cord for the keyboard since moving, so it just sits there looking pretty and useless. Eventually, I’d like to start doing some type of rhythm or music lessons, but we’ll work our way there.

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I’m off to review our plans for the first day of school tomorrow and head to bed! Feel free to share in the comments about your homeschool classroom–no matter what it looks like–and include a link if you’ve written a post about it!

Join us on Facebook, that’s where you can find little pieces of our days and I’ll often ask your thoughts.