Putting the Normal Back in Normalization

Normalization may be the most misunderstood and underutilized concept in Montessori philosophy.  If that statement surprises you, consider this: if/when we talk about normalization, the conversation most often centers on observed behaviors that indicate that our children are not normalized – what is not going well in the classroom.  We speak longingly of the time when the class will normalize – a time when all our struggles will be wiped away. 

What if we had a clear understanding of what normalization is and how to foster it in our children?

Normalization Isn’t…

It is surprisingly easy to get some funny implicit ideas about normalization.  If you start listening, you will hear them everywhere!  They can actually impede our efforts.   Normalization isn’t about:

• children following all classroom rules and expectations without redirection.
• children being work-centric, socializing only at snack, lunch, and recess.
• children completing everything on their work plan. 

In truth, any of these can be an outcome of having normalized children in the class.  But if we are chasing these conditions, it is a classic case of the tail wagging the dog.  Normalization has a much more profound meaning – a transformation that takes place within the child, allowing them to find their true nature and flourish.

Normalization is…

Dr. Montessori listed 4 characteristics of the normalized child:

• love of work
• concentration
• self-discipline
• sociability (the ability to have empathy for the group and individuals)

Normalized children show an intrinsic love for learning, not because of external rewards or pressures, but because they are genuinely interested in what they are doing. They find satisfaction in the process of work itself, which gives them a sense of accomplishment, purpose, and inner fulfillment. This leads naturally to enhanced concentration.  When combined with genuine empathy for others in the community, self-discipline replaces the need for externally imposed discipline. Normalization is not rigid conformity, but a reflection of the child’s inner peace and connection to their work.

Here is the Rub

Most of Dr. Montessori’s descriptions of normalized children and deviations from that path focus on Early Childhood-age children (3 to 6-year-olds).  This is the source of part of our confusion about normalization. The four characteristics of normalization manifest quite differently in an EC child than in an elementary child.  If our vision of the normalized elementary child at work is them being deeply engrossed in individual experimentation, repeating until they have achieved a sense of self-satisfaction with the material, we will be sorely disappointed.  We must tailor our expectations to the Plane of Development of the child. 

For a free downloadable chart comparing normalization across the first two Planes, go to https://lockhart-learning.com/product-category/leadership/

The Path to Normalization

The path to Normalization is gradual.   Dr. Montessori called steps along the path “Normalizing Events”.  These are cycles in which

• work is freely chosen
• work is completed
• work is returned to the shelf for another child’s use

Modern Cognitive Neuroscience tells us that each time we experience a task well completed, our brains release a rush of dopamine, the “feel good” hormone.  Our human brains are hard-wired to seek out this sense of pleasure and satisfaction.  This triggers the desire to “do it again”, even in older children and adults.  This is why one Normalizing Event leads to the desire for another, ultimately leading to Normalization.

Just as Normalization looks different in different Planes of Development, so do Normalizing Events.  In the elementary years, not all work is freely chosen.  This means that we must inject as much choice as possible into required work and encourage children to follow their own interests and passions through inspired work. 

Of course, Montessori children typically choose when they will complete a work and who to work with.  There is also a choice of where to work (table, 1-person desk, floor, bean-bag chair…)  While that offers a great deal more choice than children in traditional pedagogies, to foster normalization, we must find additional ways to infuse work with authentic choice. 

Infusing Choice into Children’s Days

Cultural lessons are ripe with possibilities: share the direct aim of the lesson with the children and ask how they would like to show their mastery of the new content.  For example, “Today’s lesson introduced terms for the parts of a volcano.  How would you like to work with these terms to show that you understand their meaning?” 

At first, it will be necessary to offer suggestions:

• Make a booklet with parts labeled.
• Make a 3-D model with parts labeled.
• Create cards for a Concentration game (terms pair with their definitions) and play the game with a friend.
• Create flashcards with a picture of each feature on one side and the term on the back. Then practice the terms with a friend.
• Write a story using all of the terms.  Your lead character might be a volcanologist leading a tour or it might be the volcano itself.
• Create a skit where a journalist interviews a volcano – maybe one that is considering erupting!
• Create a poster with photos of volcanos around the world, showing all of the different features.
• What can you think of?

Of course, if the lesson is on dynamic division using the test tubes, the follow-up activity must involve dynamic division using the test tubes – there is less latitude when building a particular isolated skill on a particular material.  But even there, we can offer some choice:

• Ask children how many repetitions (problems) they think it will take to internalize the new isolated difficulty. Check back to see if the number of repetitions was sufficient.  If it was not, remember to negotiate for a higher number of repetitions for the next lesson.
• Invite children to do material-based work with a partner or alone.  (I always ask that children do abstract work individually.)
• Invite children who are avid writers to write detailed instructions on how to do the type of problem shown in the lesson.  (Sometimes math finds an easier entrée to the brain through the language centers!)

Leading from Behind

In all of this, it is well to remember that we do not normalize children.  We only provide the conditions where normalization is possible.   If we are to stay in our Circle of Influence, where we are most effective, we funnel our energy into fostering conditions that lead to normalization.  Here are a few sample goals:

• Increase the number of Normalizing Events in a day.
  • Teach children a bit of metacognition, including the concept of a Normalizing Event and the “feel good” chemicals that result.
  • Encourage children to pursue personal choice (personal interest) work where the options of what to learn and how to learn are infinite.
• Foster Love of Work
  • Increase choice wherever possible.
  • Encourage collaboration when appropriate.
  • Use children’s passions to hook them.  For example, design follow-ups for writing assignments that apply the new writing skill to whatever each child is most passionate about rather than to a teacher-provided prompt.
• Nurture Sociability (empathy for others)
  • Give Grace and Courtesy lessons on basic respect.  Frequently.
  • Create empathy for characters in fictional literature during book groups and read-alouds.
  • Create empathy for others through conflict resolution and current events.
  • Foster self-reflection through (gasp) journaling

In the meantime, let Concentration and Self-Discipline rest for a while.  When Love of Work and Sociability are optimized, they naturally enhance these other characteristics of normalization. 

Normalization is “the most important single result of our whole work.”

Maria Montessori, The Absorbent Mind, 1949

Journal Reflection For Guides:

With your “scientist” hat on, choose one thing to change this week that will foster normalization.  Implement it and then observe.  Mindful of the human brain’s estimated 80% negativity bias, actively watch for evidence of love of work, sociability, and even concentration and self-control!

Journal Reflection for Children:

When do you most experience a true love of learning?  Is it one particular subject?  Anything that you can learn by doing?  Any learning that happens outside? Anything new?