Helping children focus in a Montessori classroom isn't difficult, but it does require an understanding and appreciation of Montessori methods and techniques. Respect for the child, his concentration and interests is of utmost importance. "Normalization" -- meaning a child who is joyfully absorbed in his work, cooperative, self-disciplined and independent -- is the goal of the Montessori method. Children who are bored, restless, distracted and distracting to others are considered "deviated." A deviated child has not fully attained mastery of his learning or embraced responsible ownership of his environment.
Not all children enter a Montessori classroom understanding which interests appeal to them. A normalized child will immerse himself in a task, such as beading or playing house, for hours at a time. A child who doesn't recognize his interests wanders from task to task, bored and disrupting others. A skilled Montessori teacher will help the student recognize his interests, which will encourage him to choose an alternative that will engage him. For example, a teacher would say, "I noticed you didn't like the sand letters or the puzzle blocks. I remember last week you enjoyed arranging flowers. Tell me, what did you enjoy most about the flowers?" By allowing the student to articulate his own interests, the teacher is helping him take responsibility for his learning.
Every child is different. While some will willingly occupy themselves for hours with one task, others will require more daily guidance. Although children direct their own interests in a Montessori classroom, they are expected to concentrate their energies in performing the selected task. Daydreaming or chatty children require gentle reminders from the teacher. This may mean bending down and quietly reminding the student about the importance of respecting others' work space or suggesting that she come with you to learn new lesson material.
Materials are precious resources that children must learn to treat with respect and care, according to Montessori philosophy. The materials are aesthetically simple and child-sized, and they encourage touch. Examples are sandpaper letters, buttons, zippers and textured puzzles. Students lose focus when they become bored with materials or distracted by them. Unfocused children begin using material inappropriately or harmfully. Guiding the child back to a place of concentration helps reaffirm the connection between the child and the material. Ask the student to give you a lesson on using the material, or ask him to explain the material to a younger student.