There is always a busy hum of activity in a Montessori classroom because the use of the materials involves many motions-walking, carrying, pouring, speaking and particularly the constant using of the hands. All activity, however, is guided by a respect for the teacher, the work of others and for the materials themselves. Dr. Montessori never equated goodness with silence and immobility. Self-discipline, she felt, should be acquired gradually through absorption of meaningful work. When a child becomes vitally interested in a particular classroom activity, his behavior almost always matures.

Montessori and Mixed Aged Groups

If classroom equipment is to be challenging enough to provoke a learning response, it must be properly matched to the standard which an individual child has already developed in his/her past experience. This experience is so varied the most satisfying choice can only usually be made by them. The Montessori classroom offers him/her the opportunity to choose from a wide variety of graded materials. The child can grow as his/her interests lead them from one level of complexity to another. Having children 18 months through six together permits the younger children a graded series of models for imitation, and the older ones an opportunity to reinforce their own knowledge by helping the younger ones.

Non-Competitive Atmosphere

In a Montessori classroom each child relates only to his/her own previous work and his/her progress is not compared to the achievements of other youngsters. Dr. Montessori believed that competition in education should only be introduced after the child has gained confidence in the use of the basic skills. “Never let a child risk failure,” she wrote, “until he/she has a reasonable chance of success.” Therefore, competition is with self. The child constantly competes to increase his/her knowledge and ability at his/her own pace.