The work cycle is one of the non-negotiable features of a Montessori classroom. During the time spent observing children, Maria Montessori started noticing how their engagement would follow a predictable pattern that was similar for each child in the same conditions. She initially noted how children curiosity and desire to learn drove their interaction with the environment and choices. Moreover, when this inner drive was left free to express itself, children reached a high level of engagement and concentration. Their learning experience, built around their interests and experiences that were meaningful to them, was deeper than any lessons teacher might impose. She finally noticed that children needed at least three hours of uninterrupted, self-directed interaction with the environment to reach that highest level of engagement. The term work-cycle refers to the three hours of free exploration that all Montessori classrooms should offer.
what happens during the work cycle?
Even though all days are different and every child is unique, there is a noticeable pattern common to all work cycles. During the first half an hour, children arrive, get settled and start choosing their first activities. Most of the time, these will be activities that they feel familiar and comfortable with. Some children take some extra time to wander around, touch the shelf or observe what others are doing, before engaging with anything. The classroom, in the first hour, looks mostly busy but calm. After the first section of the morning, children will often demonstrate what Montessori called the “False Fatigue,”. Suddenly the classroom sound louder and children appear to be tired or bored. Finally, after this moment of chaos, most children find something else that stimulate their interest, reach out for more challenging activities and reach an even higher level of engagement.
the environment
For the work cycle to work out smoothly, the environment needs to be prepared with great care and attention to detail. The activities need to be ready to use and complete on the shelves and must respond to the interest of the children. Besides the standard Montessori shelf activities, teachers can be creative and introduce a number of homemade activities that follow the same standards and characteristics. The more prepared and ready the environment is, the more children’s engagement will naturally appear.
the role of the teacher
Within the Montessori classroom, the role of the teacher is to become a link between the children and the environment. We introduce new activities, engage with the children who need support and intervene if they are misusing the material or in case of conflicts. However, when children are engaged and busy exploring, focused on their chosen activity, we take a step back and become invisible, avoiding breaking their concentration. Now and again, we check the environment to ensure that it is still relatively tidy and looking attractive. Even though children are expected to tidy up after themselves, the younger ones won’t be able to put things back exactly as they left them. As a consequence, the classroom halfway through the morning might start looking messy and, therefore, unattractive. Reorganizing the shelves regularly helps children feeling at ease and settled in the environment.
OUTDOOR or INDOOR?
Going back to the basic principles, Montessori believed that children were capable of expressing their inner needs and that they could only thrive in an environment where those needs were satisfied. The purpose of the work cycle is then to let children freely choose activities that are meaningful to them and that respond to their needs. As we all know, all children are different and human beings change every day. I have met children who needed to start their day running, climbing and jumping and for whom being stuck in the classroom was a punishment. As far as Montessori goes, if a child expresses the need to spend the whole work cycle climbing up and down a frame, I am absolutely fine with that. In my experience, only when the need for movement is satisfied a child can engage in focused time.
the benefits
We already mentioned how the work cycle supports children’s ability to concentrate however this is not the only benefit. During this period, children get a chance to practice their skills and consolidate their knowledge. They do this by following their own pace and through activities that they find interesting and stimulating. In a world dominated by adults who constantly tell them what to do, this is a sacred space that belongs to them and no one else, where their choices are finally respected, their voice listened to and their requests become priorities. The experience is empowering, rewarding and supports the development of their self-esteem.
do you need any help?
Are you planning on changing your daily routines? Would you like to offer children more time for free play but don’t know how? Get in touch so I can help you reorganize the classroom!
