Christian Montessori Fellowship

It is Ok for the student to do nothing (but not forever.)

Thinking looks a lot like doing nothing! Talking and doing often preclude thinking. To think clearly (and see clearly) you often have to stop the action – and that looks like doing nothing.

“Look before you leap!” is certainly an old proverb that could be addressed to the impulsiveness of children. But giving children the ability (which is opportunity, permission and training) to look before they act is a significant Montessori operation.

Traditional education is focused on action and production. Montessori education adds a major refinement to this approach – contemplation and reflection. So much of our own educational experience has been to do what is asked without any thought about the significance (or even an understanding) of the project or product produced. Why do so many students hate history? Is it the regurgitation of facts and factoids without any meaningful application of understanding?

The absorbent mind is an ongoing phenomenon. The absorbent mind in many ways is like a camera lens recording what is present. Some things are in sharp focus, others less focused – yet recorded. The ‘depth of field” in photography changes, not what is present, but what is noticed. Dr. Montessori records numerous instances of children noting minute details in situations or pictures that escaped the adult attention. Dr. Montessori states that normalization can only begin when the child’s attention and being are captured by some object or activity.

Oft times doing “nothing” is a preparation for engagement. Is doing “nothing” worse than doing mindless activities that preclude meaningful intellectual engagement?

There are many reasons for a child doing “nothing.” And you can’t always determine the root cause. And you certainly can’t determine it if you do not observe and know the child. Some children are shy; others are insecure. Some insecurities are inborn, others have been conditioned by perfectionist or critical adults. Some children are perfectionists, not wanting to do anything until they can do it perfectly. Others aren’t sure what is wanted even when you show it to them. Some are more contemplative than others. Some want to think it through. Others are observers rather than actors. And then some are lazy.

A Montessori classroom becomes a safe and varied environment to enter the learning pool. And like the real swimming pools of life each of our children has their own style. Some enter the pool by jumping straight off the diving board. (Look before you leap? You’re kidding!) Some jump in from the side. Others get their feet wet and slowly immerse themselves while others just sit on the pools side until the allure of the water overcomes their inhibitions.

In the pool and the classroom (and in life) when the allure becomes irresistible you’ll find action. May learning become that irresistible force for our children.