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Foundational Techniques

"Children Often Test The Ground Rules To Understand Their Boundaries And For Them To Feel Secure And Safe Within the Classrooms." Putnam, S. (2009)

       The essence and the secret ingredient for creating a great classroom experience lie in the accurate planning and implementation of the “Foundational Techniques”. Foundational techniques are commonly known as the ground rules or social rules, or standard classroom management procedures. When these techniques are appropriately placed, children take ownership, thus eliminating heirarchy in the classroom. Thus, normalization naturally happens among children. Normalization is a term introduced by Maria Montessori, which means that children become immersed in the environment and its growth. No other relationship will matter to the child but that of its mind and the hand in action to reach a level of proficiency. 

         Foundational techniques are further divided into materials techniques and social-emotional techniques. 

  • Planning phase

  • Social-emotional techniques are introduced as needed and as children normalize.

  • Implementation Phase 

Benefits include but not limited to​:

  • Children experience a sense of security and safety. For example, notice the patience of the child gracefully waiting for its turn. Children know they will receive one of one full attention from the guide when it's their turn. Children thus are respectful of giving that attention to their peers and their needs.

  • Trust in the environment and the relationship they form.  

  • Recognize their strengths and weaknesses. When the classroom is orderly, children have the time and space to organize their thoughts. Thus they focus on their purpose to be in the environment. 

  • Internally motivated.

  • Self-directed learning.

         We believe parents and school leaders working as a team can bring monumental benefits for children. Parent education and advisement are available from our school leaders and educators whenever necessary. Teachers' social-emotional learning plays a bigger role within our school community. Research and studies have shown when educators practice self-reflection and self-care they are self-motivated fostering continuous learning and growth not only among children but also among their peers and school leaders. Mentoring and providing continuing education and support for staff and parent families reinforce these foundational guidelines within the school community. 


Putnam, S. (2009). Educational Director, Meeting House Montessori School. Significance of Classroom Ground Rules Within Classrooms. New England Montessori Teacher Education Center.

2017 -2018, MHMS
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