How can I reduce impulsive behavior in children during circle time in a Montessori classroom

I am a certified Montessori teacher and have been teaching for four years in a Montessori school. Through my past experiences and observations in the Montessori program, I\'ve learned that all children have a natural inclination toward self-learning. Children have the opportunity to develop and cultivate a sense of integrity and achieve their highest possible potential throughout their environment. The Montessori program has always intrigued me. Throughout the years I have seen how children have been nourished in this surrounding and I want to learn the ways in which I will be able to help other children in this curriculum. Montessori classes are organized to encompass an age span, which allows younger students to experience the daily stimulation of older role models, who in turn blossom in the responsibilities of leadership. Students not only learn with each other but also from each other. This year I will lead cultural topics (science and social studies), as well as assist in language arts and math. The K-1 class of'10-'11 is comprised of 23 kindergarteners (14 boys and 9 girls) and 15 first graders (6 boys and 9 girls) as well as three Montessori certified teachers. The individualized approach of the Montessori method and materials allows each child to grow independently. The mission of the school is to provide a personalized education of unparalleled excellence for students of diverse backgrounds. As a student-centered, parent-supported independent school that promotes joy in learning and positive character development. We believe that the Montessori approach provides the best foundation for children as they become productive citizens of the world and the Montessori method offers the instillation of a passion for learning in children of all ages. Helping and teaching our students to think critically and creatively, to express themselves clearly, and to have the courage to act on and defend their convictions; and affirming that the responsibilities of education are shared by the home and the school. My research will be conducted in the classroom, three times a week for six weeks. In a Montessori environment, the teacher prepares and presents the materials needed for the child to carry out his/her great work, and offer them to the child in the form of individual or small group presentations. Once an initial presentation or lesson has been given the activities are freely chosen and frequently repeated according to a child\'s needs. At times, it is natural for young children to show excitement during a presentation. On the other hand, it is extremely difficult when children interrupt or blurt out when a lesson is presented. Some even seem upset and frustrated when not given a chance to ask questions or make comments. But with these interruptions, the teacher loses focus and has to regain her thoughts. This takes away instruction time and loses time on work period. Redirecting student behavior in a Montessori classroom relates to how a Montessori teacher interacts with a child when she is misbehaving. Because of the importance placed on the well-prepared environment and well-prepared teachers, there should be relatively little misbehavior when the teacher is experienced and the children are normalized. Dr. Montessori said "Discipline is therefore attained indirectly, that is, by developing activity in spontaneous work." (Discovery of the Child) As children concentrate on their work, their need to misbehave decreases as they move toward normalization. The term normalization is a term borrowed from anthropology and means "becoming a contributing member of society\" (Dr. Rita Shaefer Zener, 2006). Normalization describes the process that occurs in the Montessori classroom, where young children (usually with short attention spans) learn to focus and concentrate for sustained periods of time, while deriving self-satisfaction from their work. Normalization occurs when development is proceeding normally. An important part of growing up is learning how to show emotions at appropriate times and in appropriate ways. Children who learn to control their frustrations, and who use words to express their feelings, gets along better with others. Lack of impulse control and an inability to manage anger are often the cause of behavior problems in children and contribute to problems with friendships during the school years. If we expect students to learn and act appropriately, we must structure the learning environment so that these skills can be addressed and practiced. It is necessary to target specific behaviors for appropriate instruction and assessment to occur. Action Plan I am going to try to have a smaller group during presentations. Instead of 38 children all in one setting, I will divide them up into smaller groups. Also I will have my colleagues on hand to assist with the more difficult child/children. If a child does interrupts during the presentation, a reminder of “quiet time” and asks him/her to sit at a table to listen quietly. Data Collection For three times a week I will collect data and write down what I observe after each presentation. With the collected data I will need to examine how the lesson was presented and the topic that was introduced to the children. I will have checklists to remind myself of the steps on how the teacher presented the presentation. Also, a journal will be log with the date and time of each presentation and the result from the students. Did they seem interested? If not, could I have made it more interesting? What happens after the presentation? I might need to do a follow up on how effective and how much retention each child gain. Doe a child need the presentation repeated? Maybe a child needs a one on one lesson? With these observations, I will reflect on my teaching and ask my two co-teachers to critique and give feedbacks on how I can improve my lessons so that the children can sit quietly and focus on me. Also I will get the other teachers observation reports on the children as well and how they seem to relate to the group. Next Steps From my findings I will implement the effective ways in which I can help my teaching and to better each child. Also, I can share my finding with my colleagues at the faculty meeting each month.