當我們思考有關(guān)“自由”的詞的時候，幾乎所有的詞都是積極的滔蝉。當我們想到自由击儡，我們會聯(lián)系到假期，旅行蝠引，等等阳谍，沒一個是聯(lián)系到學校的。但是當我們思考可以代表“紀律”的詞時螃概，大多數(shù)詞都是消極的矫夯。在學校，老師總是希望一切在她的控制范圍內(nèi)吊洼。如果學生聽老師的話训貌，那我們會說這個孩子是守紀律的。蒙臺梭利認為：自由與紀律是內(nèi)在緊密相連的冒窍。沒有紀律递沪，談不上自由；沒有自由综液，紀律也無法實現(xiàn)款慨。
When we think about the words for freedom, almost all of the words are positive. For most of the time, when we think about freedom, we would relate with vacation, holidays, but not at school. But when we think about the words can represent discipline, most of the words are negative. At school, the teacher always wants to make sure everything is under her control. If a child followed the directives from the teacher, we can say the child is disciplined. Montessori thinks: freedom and discipline are inner-linked. Freedom is impossible without discipline, while discipline is impossible without freedom.
內(nèi)在的自由意味著有能力選擇自己認為什么是對的和好的。內(nèi)在的限制意味著有能力約束自己的行為幫助自己的成長和發(fā)展意乓。紀律引導(dǎo)我們自主做決定樱调，擁有自由。自由與紀律届良，這二者都是組建我們社會的基石。沒有一定程度的自由與紀律圣猎，人與人是無法一起工作和生存的士葫。
Inner freedom means the ability to choose what we think is right and good. Inner discipline means the ability to regular oneself in the service of one's growth and improvement. Discipline guides us to make free choices, to have freedom. They are both the fundamental for our society. Without a certain level of freedom and discipline, it is impossible for people to work together.
自由允許我們釋放自己的本性，表達個體的自我送悔。紀律則可以確保我們在考慮到他人及其權(quán)利的基礎(chǔ)上慢显，練習使用我們的自由爪模。在大多數(shù)學校里，孩子由于取悅了老師荚藻，會得到獎勵屋灌，或因為不聽話而得到懲罰。這是兒童教育中很大的一個障礙应狱。孩子們會覺得自己并不是自己的主導(dǎo)共郭，會很容易感到被動。我們教育的目的不是被動疾呻，而是需要很好的平衡“自由”與“紀律”除嘹，從而幫助孩子們更加充滿自信，更加獨立岸蜗，變成他們自己想成為的人尉咕。
Freedom allows us to express our humanity, and to express who we are as individuals. Discipline ensures we exercise our freedom, with regard for the people and recognition with their rights. In most of the schools, children get rewarded for pleasing the teacher, or getting punishment for disobedient. It is a big obstacle in the children's education. The children would feel either complemented or passive easily. The goal for education is not for passivity, it is for making a good balance of freedom and discipline, so the children can act with confidence and independence, to become the person they want to be.
在蒙臺梭利的教室中，我們可以提供的必要的自由：
Necessary freedoms that we can offer in a Montessori classroom:
A. 選擇工作的自由
A.Of choice of activity
對工作的選擇需要孩子建立在自己知識的基礎(chǔ)上璃岳。我們需要幫助孩子做明智的和有意義的選擇年缎，而不是完全出于好奇。同時铃慷，選擇一項工作了单芜，孩子就需要對他的選擇負責，無論結(jié)果如何枚冗，都是他自己選擇的缓溅。在做選擇的同時，孩子們也在更多更好的了解自己赁温。
Choice of activity needs the child choose with knowledge. We want to help them make intelligent and thoughtful choice. We want to let them choose what they want based on knowledge but not out of curiosity. Also choosing the activity set the responsibility for the child. She is responsible for her own choice, and no matter what is the result it is her own choice. They get to know themselves better by making choices.
B. 選擇在哪兒工作的自由
B. Of place of activity
作為成人坛怪，我們不會告訴孩子，你應(yīng)該在哪張桌子前工作股囊，或者你的毯子應(yīng)該放在哪兒袜匿。他們有選擇在哪兒工作的自由。但是限制是稚疹，他們不可以在已經(jīng)被使用的桌子前工作居灯，或者選擇一個會打擾到其他人的地方工作。
We don't set a table or telling the child where to put a rug. They have thefreedom to choose where to work. But the limit is, they cannot choose a place where some other people are already working there, or choosing a place that may disturb other people.
C. 選擇工作時長的自由
C. Of length of time spent with an activity
孩子們可以決定自己想工作多長時間内狗，他們重復(fù)做同樣的工作多少次都可以怪嫌。同樣，他們也可以以自己舒服的頻率做工作柳沙。唯一的限制是每天上午3小時工作周期的限制岩灭。
The children can determine the length of their working time, they can repeat the work any time they like, also they can work at any pace that suits them. The limit is the end of the working period.
每天早上的三小時的工作周期對孩子們來說很重要。這是一段很長的不被打斷的時間赂鲤。在這個時間段里噪径，可以幫助孩子專注柱恤，并沉浸在工作中。在這三小時中找爱，一個孩子可以完全屬于他自己梗顺，不需要被打擾，他也無需將自己投入在環(huán)境中车摄。
The 3 hours working cycle in the morning time is very important to the child. It is awide open time without interruption. It results a lot deeper engagement and concentration. In this 3 hours working time, the child can really belong to herself, without the interruption, she do not need to give herself to the environment.
D. 拒絕邀請的自由
D. To decline an invitation
孩子可以拒絕一個教學演示的邀請寺谤，或者一項集體活動的邀請。他們擁有選擇做某事或者不做某事的權(quán)利练般。我們不要影響他們矗漾，卻要尊重他們。我們需要相信他們自己的選擇是正確的薄料，他們有能力遵從自己內(nèi)心的引導(dǎo)敞贡。同時，他們也需要為自己“拒絕”的決定承擔結(jié)果摄职，一旦已經(jīng)拒絕了誊役，他們就不可以再改變主意重新接受之前的邀請。
Child can always decline an invitation or a group activity. They have the freedom to choose something and not to choose something. We do not want to influence them but respect their choices. We need to believe their choices are right, and they have the ability to follow their inner guides. They also need to be responsible for their own choice to decline. They cannot change their mind to come back after they declined the invitation.
E. 行動的自由
E. Of movement
孩子可以在教室自由的行走谷市。我們需要向孩子示范如何在教室恰當?shù)男凶呋坠福⑶椅覀兤谕⒆右矔@樣做。他們不可以打擾其他孩子的工作迫悠，或者破壞教室里的教具和設(shè)施鹏漆。
The child can move around the classroom as she wishes. We need to show the children how to move appropriately and we expect them to do so. They should not disturb other children or risk harm to the materials.
通常在兩個工作之間，孩子需要一些轉(zhuǎn)換的時間來自我調(diào)整创泄。我們?yōu)樗麄兲峁┏浞值目臻g來調(diào)整和移動艺玲。
Usually a child needs a transition in between the activities, they need to adjust a little bit. We give them the space to adjust and move.
我們不要給孩子無目的地神游的概念。但是假如這種情況發(fā)生了鞠抑，我們也不要直接去問孩子：“你的工作呢饭聚？”這樣對孩子來說過于消極了。換個方式我們可以說：“我現(xiàn)在要去做一件事搁拙，你想加入嗎秒梳？”
We don't want to give the children the idea of aimless wandering. And if that happens, we don't want to ask the child: "Where is your work?" It is too oppressive for a child. Instead, we may say: "I'm going to do something, do you want to join me?"
F. 交流的自由
F. Of social interaction
孩子們在這個年齡段是以自我為中心的，他們不希望被孤立箕速。隨著他們慢慢長大酪碘，他們會更希望表達自己。關(guān)鍵的一點是他們社交能力的發(fā)展盐茎。但是自由交流其中的限制是婆跑，他們需要用恰當?shù)姆绞浇涣鳎⑶也灰驍_到教室里的其他人和秩序庭呜。我們需要向孩子展示如何恰當?shù)慕涣骰Ｓ幸恍r候他們不可以講話，需要保持安靜募谎。但是在教室里的大多數(shù)時間扶关，我們不會給他們“你需要保持安靜”的概念。
Children are ego-centric, they don't want to be alone. As they get older, they want to express themselves more. The key is social development. The limit is talking appropriately and not disturbs the classroom. We need to show the child the appropriate ways to talk. There are certain times they cannot talk, be quiet. But most of the time, we don't give them the idea: "you should be quiet."
G. 思考和回顧的自由
G. To reflect
孩子們不需要無時無刻地在工作数冬。他們可以安靜的坐著节槐，在教室無目的地走動，或者休息拐纱。我們給他們時間來思考他們下一步要做什么铜异。其中的限制是：不要打擾教室里的環(huán)境。
The children don't have to have work out at any moment. They can sit still, wander in the classroom, rest. We give them the time to consider and think what they want to do next. The limit is not disturbing the atmosphere and the classroom.
在蒙臺梭利的教室中秸架，我們可以提供的必要的規(guī)則：
Necessary guidelines that we can offer in a Montessori classroom:
對孩子們的行為有期待是一件好事揍庄。我們設(shè)置情景并演示給孩子們?nèi)绾巫袷剡@些規(guī)則。設(shè)置這些規(guī)則其實正是賦予了孩子們很多的自由东抹。所以在這些規(guī)則下蚂子，一旦有狀況發(fā)生，我們馬上會意識到缭黔。在蒙氏的環(huán)境中食茎，每個細小的設(shè)置背后都需要有一個原因支撐。比如馏谨，工作完之后把工作放回原位别渔。所以當孩子想再拿這個工作，或者其他孩子想要做這個工作的時候惧互，它就在那兒哎媚。遵守規(guī)則，孩子們是從中受益的壹哺。而且事實上抄伍，孩子們希望支持這些規(guī)則。
Having expectations of behavior is a good thing. We set the condition and we present the children how to follow the guidelines. Having guidelines actually give the children freedom. When issue arrives, we can recognize it. Even little things we need to have a reason for it. For example, putting work away after it is done. So when the children want to find it, it is there on the shelf. Children get benefits from following the guidelines. It turns out the children want to support it.
但是太多的規(guī)則對孩子并不好管宵，大人們會濫用他們的權(quán)利截珍。規(guī)則太多，孩子們會記不住箩朴，也會覺得沒有安全感和適應(yīng)感岗喉。規(guī)則太少，會產(chǎn)生很多混亂炸庞。
But too many rules are not good for the children, the adult maybe abusing his power. The child cannot remember all the rules and they would feel insecure and disorienting. But too few guidelines would cause chaos.
教室里的限制和規(guī)則對孩子來說都要明確易懂钱床。同時，這個環(huán)境里的所有規(guī)則也需要始終如一埠居，對孩子查牌、成人一視同仁事期。我們需要讓孩子感覺到他們和成人一樣有平等的待遇和權(quán)利。
Any limit in the classroom need to be clear and comprehensive to the children. All the guidelines need to be consistent followed by all the children and adults. We want the children feel they all have the equal status, everyone has the same rights and privileges.
A. 對人的尊重
A. Respect for people
我們對孩子們使用的語言要保持尊重纸颜，即便是在我們要求他們做某事的時候兽泣。比如：“不要打那個人了⌒菜铮”我們也要用尊重的語氣對孩子講話唠倦。
The language we use to the children are respectful, even when we are directing them to do something, e.g.: " stop hitting somebody." we are always speaking respectfully.
我們尊重他們的個人財物。為每個孩子涮较，我們都會準備一個他放自己的衣物稠鼻，書包或者午餐盒的地方。
We respect their own property. We prepare each child a single place to put her own cloth and backpack or lunch box.
我們尊重他們的工作狂票，并保護他們的工作不被打擾候齿。在孩子工作期間，我們保證有一個地方是屬于他的苫亦。
We respect their activities, we protect them from interruptions. We make sure there is a spot belongs to the child during the activity.
我們不要猜忌毛肋。
Weare not making assumptions.
我們尊重孩子們的身體，除非有特殊的情況發(fā)生屋剑。我們不會在沒有經(jīng)過他們允許的情況下觸摸他們的身體润匙。我們可以對孩子伸出手，邀請他們握手唉匾。當一個孩子要擁抱的時候孕讳，我們可以擁抱他。但是在孩子要去工作的時候巍膘，我們不需要拉他的手厂财。特定的情況下，比如過馬路的時候峡懈，我們可能需要拉孩子的手璃饱。
We respect their bodies except under extreme circumstances; we are not going totouch them without permission. We may offer our hand sometimes, when a child offers a hug, we hug back. We do not hold hands with the child on the way to do a work. But under some circumstances, they may need to hold our hands, like crossing a road.
B. 對環(huán)境的尊重
B. Respect for the physical environment
我們?yōu)楹⒆觽儨蕚洳⒈３诌@個環(huán)境，并且給孩子們的概念是：這是你們的地方肪康，這個環(huán)境屬于每一個人荚恶。他們需要在這個環(huán)境中與大家分享一切。在這個環(huán)境中磷支，我們不希望孩子們覺得受到威脅谒撼，或者有什么是他們不能觸碰的，或者他們在這個環(huán)境中需要躡手躡腳雾狈。我們要幫助孩子在這個環(huán)境中感到自由廓潜，和自信的去探索。我們示范給他們怎么小心的使用和愛護教具。
We prepare and maintain this environment for the children. We also need to give them this very strong idea that: it is your place, the environment belongs to everyone. They need to share this environment with each other. In this environment, we don't want them to feel being threatened, feel there is something they cannot touch, feel they need to tiptoe around. We want children feel free and confident of their exploration. We teach them carefully use thematerials and how to take care of them.
自由的結(jié)果
Results of freedom
A. 獨立
A. Independence
B. 意愿與服從的發(fā)展
B. Development of the will and obedience
蒙臺梭利說：“強烈的意愿會指引向服從的能力辩蛋∩牖”強烈的意愿是：我知道我想要的是什么，我要去努力追求我想要的堪澎。
Montessori said: "A strong will would lead the ability to obey." A strong will is: I know what I want and I'm going to pursue it.
C. 自信與自我掌控
C. Self-confidence and self-mastery
孩子有很多的機會設(shè)置自己的目標擂错。當一個孩子感到自信的時候，他會覺得：我了解自己樱蛤，我知道我能做什么。雖然我不太確定但是我還是要試一試剑鞍。在不斷的重復(fù)和練習的過程中昨凡，這個孩子完成了自我掌握達到熟練的程度。作為成人蚁署，我們需要確保孩子有很多次成功的經(jīng)歷便脊，這就要我們設(shè)置好他們面對的挑戰(zhàn)，并給他們足夠的機會去重復(fù)光戈。我們希望幫助孩子覺得自己是一個有能力的哪痰，自信的人，一個可以接受挑戰(zhàn)并自己設(shè)置挑戰(zhàn)的人久妆。
Children have many chances to set their goals. When a child feels self-confident, she would feel: I’m aware of myself. I know what I can do. I’m going to try to doit even I’m not sure. In the process of repeats and practice, the child can come to self-mastery. As adults, we need to make sure the children have many experiences of success, we need to set right amount of challenges for them, give them the opportunities to repeat. We wish the children can see themselves as capable, confident persons, who are willing to take the risks and set their own challenges.
D. 責任感
D. Responsibility
責任感在蒙氏的環(huán)境中是自然體現(xiàn)的晌杰，它的產(chǎn)生由很多有目的性的工作或活動引起。責任感對個人和集體來說都是好的筷弦。我們給孩子們充分的自由讓他們運用自己的知識肋演，并且讓他們對身處的環(huán)境和整個社區(qū)承擔責任。
The responsibility is emerging naturally, it engages purposeful activities.Responsibilities are for ourselves and for the good of our group. We give the children freedom to act with knowledge and let them be responsible at his place to do good for the community.
成人的角色
The Role of the adult
在蒙氏的環(huán)境里烂琴，成人設(shè)置自由和限制的范圍和程度爹殊。觀察每個個體和整體的孩子，會讓我們時時發(fā)現(xiàn)奸绷，是否有更多的方式能讓我們增加他們在這個環(huán)境中的自由度梗夸。自由度會隨著孩子們的越發(fā)適應(yīng)和穩(wěn)定性，越來越多的增加号醉。通過觀察反症，我們發(fā)現(xiàn)什么是好的，什么是壞的扣癣。好的惰帽，我們支持和鼓勵，壞的父虑，我們要制止和說明该酗。作為成人，我們能提供的最大的幫助就是幫助他們發(fā)展內(nèi)在的自由和約束力。每個孩子都是獨一無二的呜魄，都是自己內(nèi)心的引導(dǎo)者悔叽，我們相信每個孩子都會引導(dǎo)自己向正確的好的方向進步，都在正確的限度之內(nèi)發(fā)展爵嗅。我們同時要非常清楚的意識到自己的行為示范作用娇澎，我們的言行舉止都應(yīng)該給孩子以啟迪和鼓舞，和孩子之間建立起相互信任的關(guān)系睹晒。
We set perimeters for freedom and limits in the classroom. It is always good to observe individuals and groups of children, to see if in some ways we can increase or offer more freedom to them. The amount of freedom should be getting greater and greater. Through observation, we get the resource from the children. We recognize what is good what is bad. For good, we support; for bad, we illuminate. The greatest assistance we can give to the children is to develop their inner freedom and discipline. Every child is unique, we trust each child’s uniqueness and inner guide, that she can guide herself to be on the right path, she can follow the right discipline. We also should be aware of the model of behavior. Our movements, language, manners should inspire the children and establish a trusting relationship with the children.
