One five year old prepared the workspace and the other carried the beautiful chain, threaded with white glass beads, to their chosen spot. Their intent was to count every bead, all 343 of them. This was the long chain of seven, demonstrating in concrete terms the concept of the number seven, cubed. In a Montessori primary classroom such adventures are embraced by children as joyful tasks, and are usually selected independently (and not by the adult).

After some time I noticed that only one of the children walked back and forth, matching the tiny arrows to the beads. Why this hierarchy, I wondered? Had some kind of social pecking order been established, in which one was to be spared the physical effort of engaging in a collaborative project?

Then, instead of intervening, I took a moment to watch a little closer. Together the children counted each group of seven beads; then, one of them translated the number into another language and the other repeated this word earnestly, before fetching the corresponding arrow. Clearly, each child was motivated to participate based on a different goal, or a different “point of interest.”

It’s a reminder to me, no matter how long I’ve been living my days in a learning environment such as this one, that every child has their own reason for harnessing their energy on a task. And their reasons are sincere.

There is a direct aim and at least one indirect aim for every activity in a Montessori classroom. Maybe seven of them. And, if we think about it, the same applies for every activity in our daily life.

Live out your day today with an open mind.