In all our programs at Trillium Bilingual Montessori, we believe in empowering the child and
guiding the child towards a path of independence, self-discipline and success in every area of his/her
life. We commit to developing and caring for the whole child as a complex human being
learning to one day become a thriving adult.
Discipline Methods at Trillium Bilingual Montessori
Our main goal for the children at TBM is to have them achieve a level of self-discipline
where teachers are not required to intervene as often to impose external discipline. A
successful classroom should be functional with minimal interruptions from the teacher,
allowing the children to self-discipline and also allowing them to assist other children
by giving them gentle reminders when needed. This is always done under the surveillance
of the teachers to ensure that children are respecting each other and that it remains
a safe, positive, learning environment.
When adult intervention is needed, our staff are required to use gentle, non-degrading,
positive and effective discipline methods in all programs in order to keep it consistent and
clear for the children of all ages. We utilize positive discipline methods, redirection, giving
choices, modeling and role playing as well as natural and logical consequences. Our teachers
never use punishment of any kind. We reserve the word 'no' to use in limited situations where
a child is in danger, endangering others or intentionally harming materials, breaking them.
''Positive Discipline is a program developed by Dr. Jane Nelsen. It is based on the
work of Alfred Adler and Rudolf Dreikurs and designed to teach young people to become
responsible, respectful and resourceful members of their communities. Positive Discipline
teaches important social and life skills in a manner that is deeply respectful and encouraging
for both children and adults.''-https://www.positivediscipline.com/
Since positive discipline techniques align so well with the Montessori philosophy, TBM uses
techniques pulled from this method.
Children engaging in negative behaviors are often redirected towards a more positive and productive activity. For example the 18 month old who wants the exact material that another child is using may be offered other similar materials that will satisfy his/her needs. This method is very successful with younger children or when a situation can be dealt with quickly and effectively.
At TBM, we encourage and allow children to make choices whenever possible. We encourage them to choose between limited options such as option A or option B, making sure that both options are good, not giving a good and bad option. As the children get older and can understand making the right/good choice, more options are given or a good option and a better option are presented as choices.
Modeling and Role Playing
As part of our Montessori environment, teachers will take opportunities when they happen, to guide children through a situation by modeling or role playing for them. For example, a child wants to join a small group of children playing ball. Instead of asking to join, the child runs into the game and kicks the ball away. The teacher can takes this opportunity to assist the child who wants to join by modeling the words and action he/she can use to ask the children to join their game, then encouraging the child to use those same words to 'ask' to join the group.
There are also times when our teachers will 'present' small lessons to the group of children or a small group during periods of classroom discovery time or work time. The teacher sets up various situations where the children are invited to participate in modeling or role play what/how the scenario should play out. Under the guidance of the teacher, children learn useful skills during a calm, relaxed time of day.
A natural consequence is anything that happens naturally, with no teacher interference. When you stand in the rain, you get wet. When you don’t eat, you get hungry. There is no need for an adult to intervene or make shameful remarks to the child such as 'I told you so' since the consequence has already been inflicted naturally. Instead, we help the child understand and realize that his action, or lack of action, resulted in a undesirable outcome. Though natural consequences are a great way for the child to learn how his actions have consequences, it is sometimes impractical, dangerous or pointless to allow a natural consequences. For example a child playing in the street or a child throwing rocks at another child or if a child eats too much ice cream, it may not seem like the consequence of not being hungry for dinner is a problem for the child.
Logical consequences are different from natural consequences since they require the intervention of an adult. A logical consequence differs from punishment since it allows the child a chance to stop the behavior before a consequence happens. A logical consequence is one that is relatable for the child, is respectful to the child, is reasonable and helpful to the child. It is a solution rather than a punishment. For example, a child spills his milk at lunch time, the logical consequence is for the child to help clean up the spill.