當我們思考有關“自由”的詞的時候，幾乎所有的詞都是積極的。當我們想到自由，我們會聯系到假期，旅行，等等，沒一個是聯系到學校的。但是當我們思考可以代表“紀律”的詞時，大多數詞都是消極的。在學校，老師總是希望一切在她的控制范圍內。如果學生聽老師的話，那我們會說這個孩子是守紀律的。蒙臺梭利認為：自由與紀律是內在緊密相連的。沒有紀律，談不上自由；沒有自由，紀律也無法實現。

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展。紀律引導我們自主做決定，擁有自由。自由與紀律，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，人與人是無法一起工作和生存的。

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。紀律則可以確保我們在考慮到他人及其權利的基礎上，練習使用我們的自由。在大多數學校里，孩子由于取悅了老師，會得到獎勵，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。孩子們會覺得自己并不是自己的主導，會很容易感到被動。我們教育的目的不是被動，而是需要很好的平衡“自由”與“紀律”，從而幫助孩子們更加充滿自信，更加獨立，變成他們自己想成為的人。

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上。我們需要幫助孩子做明智的和有意義的選擇，而不是完全出于好奇。同時，選擇一項工作了，孩子就需要對他的選擇負責，無論結果如何，都是他自己選擇的。在做選擇的同時，孩子們也在更多更好的了解自己。

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，我們不會告訴孩子，你應該在哪張桌子前工作，或者你的毯子應該放在哪兒。他們有選擇在哪兒工作的自由。但是限制是，他們不可以在已經被使用的桌子前工作，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，他們重復做同樣的工作多少次都可以。同樣，他們也可以以自己舒服的頻率做工作。唯一的限制是每天上午3小時工作周期的限制。

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。在這個時間段里，可以幫助孩子專注，并沉浸在工作中。在這三小時中，一個孩子可以完全屬于他自己，不需要被打擾，他也無需將自己投入在環境中。

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，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利。我們不要影響他們，卻要尊重他們。我們需要相信他們自己的選擇是正確的，他們有能力遵從自己內心的引導。同時，他們也需要為自己“拒絕”的決定承擔結果，一旦已經拒絕了，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。我們需要向孩子示范如何在教室恰當的行走，并且我們期望孩子也會這樣做。他們不可以打擾其他孩子的工作，或者破壞教室里的教具和設施。

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，孩子需要一些轉換的時間來自我調整。我們為他們提供充分的空間來調整和移動。

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生了，我們也不要直接去問孩子：“你的工作呢？”這樣對孩子來說過于消極了。換個方式我們可以說：“我現在要去做一件事，你想加入嗎？”

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。隨著他們慢慢長大，他們會更希望表達自己。關鍵的一點是他們社交能力的發展。但是自由交流其中的限制是，他們需要用恰當的方式交流，并且不要打擾到教室里的其他人和秩序。我們需要向孩子展示如何恰當的交流。有一些時候他們不可以講話，需要保持安靜。但是在教室里的大多數時間，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。他們可以安靜的坐著，在教室無目的地走動，或者休息。我們給他們時間來思考他們下一步要做什么。其中的限制是：不要打擾教室里的環境。

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，我們可以提供的必要的規則：

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。我們設置情景并演示給孩子們如何遵守這些規則。設置這些規則其實正是賦予了孩子們很多的自由。所以在這些規則下，一旦有狀況發生，我們馬上會意識到。在蒙氏的環境中，每個細小的設置背后都需要有一個原因支撐。比如，工作完之后把工作放回原位。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，它就在那兒。遵守規則，孩子們是從中受益的。而且事實上，孩子們希望支持這些規則。

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.

但是太多的規則對孩子并不好，大人們會濫用他們的權利。規則太多，孩子們會記不住，也會覺得沒有安全感和適應感。規則太少，會產生很多混亂。

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.

教室里的限制和規則對孩子來說都要明確易懂。同時，這個環境里的所有規則也需要始終如一，對孩子、成人一視同仁。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，即便是在我們要求他們做某事的時候。比如：“不要打那個人了。”我們也要用尊重的語氣對孩子講話。

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，我們都會準備一個他放自己的衣物，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，并保護他們的工作不被打擾。在孩子工作期間，我們保證有一個地方是屬于他的。

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。

Weare not making assumptions.

我們尊重孩子們的身體，除非有特殊的情況發生。我們不會在沒有經過他們允許的情況下觸摸他們的身體。我們可以對孩子伸出手，邀請他們握手。當一個孩子要擁抱的時候，我們可以擁抱他。但是在孩子要去工作的時候，我們不需要拉他的手。特定的情況下，比如過馬路的時候，我們可能需要拉孩子的手。

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. 對環境的尊重

B. Respect for the physical environment

我們為孩子們準備并保持這個環境，并且給孩子們的概念是：這是你們的地方，這個環境屬于每一個人。他們需要在這個環境中與大家分享一切。在這個環境中，我們不希望孩子們覺得受到威脅，或者有什么是他們不能觸碰的，或者他們在這個環境中需要躡手躡腳。我們要幫助孩子在這個環境中感到自由，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.

自由的結果

Results of freedom

A. 獨立

A. Independence

B. 意愿與服從的發展

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。”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。

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置自己的目標。當一個孩子感到自信的時候，他會覺得：我了解自己，我知道我能做什么。雖然我不太確定但是我還是要試一試。在不斷的重復和練習的過程中，這個孩子完成了自我掌握達到熟練的程度。作為成人，我們需要確保孩子有很多次成功的經歷，這就要我們設置好他們面對的挑戰，并給他們足夠的機會去重復。我們希望幫助孩子覺得自己是一個有能力的，自信的人，一個可以接受挑戰并自己設置挑戰的人。

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

責任感在蒙氏的環境中是自然體現的，它的產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。我們給孩子們充分的自由讓他們運用自己的知識，并且讓他們對身處的環境和整個社區承擔責任。

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

在蒙氏的環境里，成人設置自由和限制的范圍和程度。觀察每個個體和整體的孩子，會讓我們時時發現，是否有更多的方式能讓我們增加他們在這個環境中的自由度。自由度會隨著孩子們的越發適應和穩定性，越來越多的增加。通過觀察，我們發現什么是好的，什么是壞的。好的，我們支持和鼓勵，壞的，我們要制止和說明。作為成人，我們能提供的最大的幫助就是幫助他們發展內在的自由和約束力。每個孩子都是獨一無二的，都是自己內心的引導者，我們相信每個孩子都會引導自己向正確的好的方向進步，都在正確的限度之內發展。我們同時要非常清楚的意識到自己的行為示范作用，我們的言行舉止都應該給孩子以啟迪和鼓舞，和孩子之間建立起相互信任的關系。

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.