As Montessori guides, we know that executive functioning skills like planning, focus, and emotional regulation don’t just happen automatically. In fact, they need thoughtful nurturing to fully develop.
When we speak of executive functioning skills, we’re talking about the set of abilities that help us manage our thoughts, emotions, and actions effectively.
This episode explores how teachers can support the development of executive functioning skills in the Montessori elementary classroom.
by Letty Rising
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Executive Functioning Skills in the Montessori Elementary Classroom
Executive functioning skills like prioritizing tasks, controlling impulses, and making good decisions enable us to set goals and follow through. Disruptions in these processes can create challenges in daily life and relationships. By understanding executive functioning deeply and helping it grow strong, we as teachers can more effectively support children’s success and well-being.
The carefully crafted routines, materials, and environment of the Montessori classroom provide the ideal support for building students’ emerging executive functioning skills. Executive functioning skills such as thoughtful decision-making, strategic planning, attentive focus, responsible self-monitoring, adaptive flexibility, disciplined self-control, robust working memory, efficient time management, and orderly organization are essential to children’s academic achievement and social flourishing.
Within the thoughtfully prepared Montessori learning environment, the practice of freedom within limits allows students the space to strengthen numerous executive functioning skills in ways not typically experienced in highly teacher-directed settings.
As we guide students to take ownership of their learning, it’s important to remember that the development of executive functioning requires sensitive support and guidance.
Executive Functioning Skills: Independence and Autonomy
The Montessori approach places great emphasis on independence and autonomy. Children are encouraged to make their own decisions and take responsibility for their learning and environment. This not only helps to foster self-control and self-monitoring, but it also empowers children to take ownership of their learning experience.
For example, a child might choose to work on a specific project or activity, and then plan out the steps they need to take to complete it. This includes deciding what materials are needed for the activity, whether or not to collaborate with others, and if so, who they will collaborate with. They need to think about where to source the necessary materials, what is the first step, the next step, and so on.
All of the decisions involved within the life cycle of a project help students develop planning skills and a sense of responsibility. An environment that supports independence is a space that offers opportunities to practice various executive functioning skills.
Planning and Goal Setting: Skills in Executive Functioning
Planning is one of the essential executive functioning skills that is nurtured in a Montessori elementary classroom. Children are given the opportunity to set goals and create a plan for achieving them. This may involve deciding on a specific activity or project to work on, or it may involve creating a schedule for completing work over the course of a week or month.
What kinds of materials are needed for the project, and are they readily available or do they need to be acquired elsewhere? How long will this project take, will it be worked on consistently until it’s finished or taken on in bite-sized chunks throughout one or more weeks?
Effective Group Work and Collaboration
In addition to fostering individual executive functioning skills, the Montessori classroom also emphasizes group work and collaboration. Children are encouraged to work together and support one another in achieving their goals. This helps to develop proficiency in social interactions and also helps children learn how to plan and coordinate with others.
Imagine a group of children working together to design a class presentation or project. They might brainstorm ideas, assign tasks, and create a timeline for completion. This not only helps to develop an aptitude for planning but also promotes teamwork and communication.
Flexibility and Adaptation: Key Elements of Mental Agility
Another key aspect of the Montessori classroom is its emphasis on fostering the executive functioning skills of adaptability and flexible thinking. The classroom is set up with a variety of materials and activities that allow children to explore and discover at their own pace. This encourages children to think creatively and adapt to new situations.
For example, a child might decide to take on a huge project and discover early on that they need to scale back their plans or revamp their existing timeline for completion. Another example would be student exploration and experimentation, which gives students opportunities to try new things and fail, then try again. This very process helps develop flexible thinking! Adaptability and flexible thinking increase as the prepared environment helps students foster a growth mindset and encourages them to try new things and persevere in the face of challenges.
Mastering Effective Scheduling and Time Management
In a Montessori classroom, time management, along with other executive functioning skills, is actively supported and developed. Children are free to choose their activities and set their own pace, as well as create a schedule for their day, which helps them learn how to manage their time effectively. Also, the classroom is structured to allow for periods of focused work as well as self-initiated breaks. This helps children learn to balance their workload and prioritize their tasks.
For example, a child might decide to work on a math lesson for 30-40 minutes, take a 10-minute break to have a snack or read a book, and then return to work with renewed focus and energy.
Organization and Order: Essential Executive Functioning Skills
Organization, as one of the essential executive functioning skills, is also significantly nurtured in a Montessori classroom setting. Children are encouraged to keep their work areas tidy and to put materials away when they are finished using them. This helps children develop a sense of order and helps them learn to keep track of their belongings.
It’s not uncommon for a Montessori classroom to have a designated area for each child’s materials, such as a shelf or cubby, which helps to foster a sense of ownership and responsibility. The child’s materials often include a binder or portfolio where students can keep their work organized.
Actionable Ideas to Support Executive Functioning
What can teachers do to support executive functioning skills in the Montessori elementary classroom? Here are a few actionable steps you can take:
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Encourage independence and autonomy:
Allow children to make their own decisions and take responsibility for their learning and environment. This includes, at the very least, offering a range of projects and activities and allowing them to choose what to work on. Ideally, let them choose what, where, when, and how they work. Encourage them to self-assess and self-reflect. -
Foster collaboration and teamwork:
Encourage children to work together and support one another in achieving their goals. This is best introduced by modeling what collaboration and teamwork look like! Whether you model with an assistant teacher in front of the students or become a “child” in some group work, your initial support will help them grow in this area. Also, plan activities that require students to work together to achieve a common goal. Games are wonderful activities, as are small group lessons and projects with a specific goal in mind. -
Promote adaptability and flexible thinking:
Provide hands-on materials and activities that encourage students to explore, experiment, and discover on their own. Emphasize the learning process, rather than just the result, and view mistakes as opportunities for growth and learning, promoting a flexible and adaptable mindset. Help them imagine alternative courses of action, showing them that there is usually more than one way to approach a problem, project, or activity. -
Support time management skills:
Allow children to choose their activities, set their own pace, and structure the classroom to allow for periods of focused work as well as breaks and free time. At the same time, teach students to reflect on how they use their time and to set goals for managing their time effectively. Establish predictable routines for activities such as work periods, transitions, and clean-up, promoting good time management habits. Help children learn how to prioritize their tasks and their time. -
Encourage organization:
Help children develop a sense of order by encouraging them to keep their work areas tidy and put materials away when finished using them. Implement routines and procedures for organizing materials and equipment, and teach students how to categorize, label, and store materials. Demonstrate good organizational habits, such as keeping the work environment clean and tidy. Provide appropriate storage solutions for their materials, such as trays, baskets, and shelves, promoting organization and self-sufficiency. -
Provide feedback and support:
Offer guidance and support as needed, but also allow children to make mistakes and learn from them. Learning happens through practice, even when that practice involves making mistakes! Encourage students to reflect on their work, provide specific feedback that offers actionable steps for growth and improvement, and provide opportunities for students to apply feedback and improve their understanding, promoting a love of learning. This helps to foster a sense of responsibility and helps children learn to self-monitor and self-regulate.
By taking these steps, teachers can create a supportive and nurturing environment that helps children develop the executive functioning skills needed to succeed in school and life.
Letty Rising has been involved in Montessori education for over 15 years. She holds a B.A. in Sociology, a California State Teaching Credential, and an AMI elementary diploma for ages 6-12 and an M.Ed from Loyola University in Maryland. She has held positions as a Homeschool Education Specialist, Montessori Elementary Teacher, School Director, Principal, Montessori Coordinator, and Consultant in several public and private Montessori school communities throughout the years. Letty currently supports schools around the world through professional development offerings, consulting, and mentoring.