{"id":11827,"date":"2022-11-08T14:19:11","date_gmt":"2022-11-08T19:19:11","guid":{"rendered":"https:\/\/pdmc-montessori.org\/ne-rien-faire-vraiment\/"},"modified":"2025-06-10T21:55:45","modified_gmt":"2025-06-11T01:55:45","slug":"ne-rien-faire-vraiment","status":"publish","type":"post","link":"https:\/\/pdmc-montessori.org\/fr\/ne-rien-faire-vraiment\/","title":{"rendered":"Ne rien faire, vraiment ?"},"content":{"rendered":"\t\t
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La surveillance g\u00e9n\u00e9rale et l’enseignement individuel, dispens\u00e9 avec pr\u00e9cision, sont deux moyens par lesquels l’enseignant peut contribuer au d\u00e9veloppement de l’enfant.  Dans cette p\u00e9riode, elle doit veiller \u00e0 ne jamais tourner le dos \u00e0 la classe lorsqu’elle s’occupe d’un seul enfant. Sa pr\u00e9sence doit \u00eatre ressentie par tous ces esprits, errants et en qu\u00eate de vie. ~ Maria Montessori, L’esprit absorbant, page 271 <\/em><\/h3>\n

 <\/strong><\/p>\n

Miao et son assistante, Laura, tenaient leur r\u00e9union hebdomadaire avant l’\u00e9cole.  Miao avait observ\u00e9 Laura en train de \u00ab r\u00e9orienter \u00bb les enfants qui perturbaient les autres enfants pendant le cycle de travail du matin.  Apr\u00e8s plusieurs de ces \u00ab\u00a0r\u00e9orientations\u00a0\u00bb, l’\u00e9l\u00e8ve r\u00e9orient\u00e9 cessait temporairement son comportement perturbateur.  Quelques minutes plus tard, l’\u00e9l\u00e8ve se remettait \u00e0 l’ouvrage et Laura traversait la classe pour rediriger \u00e0 nouveau.  Ces \u00ab\u00a0r\u00e9orientations\u00a0\u00bb ont eu pour cons\u00e9quence involontaire que les d\u00e9placements de Laura dans la classe ont \u00e9t\u00e9 aussi perturbants, sinon plus, que ceux de l’\u00e9l\u00e8ve qui distrayait les autres en premier lieu !<\/p>\n

 Miao a fait part de ces observations \u00e0 Laura et lui a sugg\u00e9r\u00e9 d’observer l’enfant et de compter lentement jusqu’\u00e0 dix avant d’essayer de le r\u00e9orienter. La semaine suivante, lors de l’\u00e9valuation, Laura a d\u00e9clar\u00e9 : \u00ab\u00a0Je n’arrive pas \u00e0 croire \u00e0 quel point cela a bien fonctionn\u00e9. Dans plus de la moiti\u00e9 des cas o\u00f9 j’\u00e9tais sur le point de r\u00e9orienter l’un des enfants et o\u00f9 je me suis arr\u00eat\u00e9e pour compter, il s’est corrig\u00e9 avant que je n’arrive \u00e0 dix\u00a0\u00bb.<\/p>\n

Le simple fait d’observer et d’\u00eatre pr\u00e9sent peut souvent suffire \u00e0 l’enfant pour r\u00e9orienter son propre comportement.  Lorsque j’ai d\u00e9couvert ce concept pour la premi\u00e8re fois, j’ai \u00e9t\u00e9 tr\u00e8s surpris.  Il ne m’\u00e9tait jamais venu \u00e0 l’esprit qu’il s’agissait d’une option.  Un matin, j’\u00e9tais assise sur le bord de la salle de classe, observant ma classe \u00e9l\u00e9mentaire, lisant avec un \u00e9l\u00e8ve et prenant quelques notes.  James, \u00e2g\u00e9 de 8 ans, faisait le tour de la classe, rendait visite \u00e0 ses amis assis \u00e0 diff\u00e9rentes tables, faisait des blagues, socialisait et perturbait les autres enfants.  Dans le pass\u00e9, je me serais lev\u00e9, j’aurais travers\u00e9 la classe, je me serais adress\u00e9 \u00e0 l’enfant et je lui aurais demand\u00e9 de retourner \u00e0 son travail, ce qui aurait souvent entra\u00een\u00e9 une lutte de pouvoir ou une dispute.<\/p>\n

  Cette fois, je suis rest\u00e9e sur mon si\u00e8ge et je l’ai regard\u00e9, sans rien faire.  Finalement, il a senti mon regard et ma pr\u00e9sence de l’autre c\u00f4t\u00e9 de la pi\u00e8ce et s’est tourn\u00e9 vers moi.  Il s’est ensuite remis \u00e0 parler et \u00e0 plaisanter avec son ami.  J’ai continu\u00e9 \u00e0 observer.  Il a de nouveau lev\u00e9 les yeux et m’a vu en train de le regarder.  Il se retourne vers ses amis et poursuit sa conversation.  J’ai continu\u00e9 \u00e0 regarder.  De nouveau, il a regard\u00e9 et a vu que j’\u00e9tais toujours en train de regarder.  Cette fois, il haussa les \u00e9paules, soupira et retourna \u00e0 la ligne temporelle sur laquelle il travaillait.  Il avait pris sa propre d\u00e9cision, j’avais fix\u00e9 une limite avec tr\u00e8s peu d’efforts, et nous avons tous deux pu conserver notre dignit\u00e9 dans cette situation. De plus, j’ai pu rester pr\u00e9sente pour l’enfant qui me faisait la lecture. <\/p>\n

 Le Dr Montessori a sugg\u00e9r\u00e9 que l’une de nos t\u00e2ches les plus importantes en tant qu’enseignants \u00e9tait d’observer les enfants dans l’environnement de la classe.  Cependant, si nous sommes honn\u00eates avec nous-m\u00eames, nous devons admettre que beaucoup d’entre nous prennent tr\u00e8s peu de temps pour s’asseoir et observer.  L’une des r\u00e9ponses les plus fr\u00e9quentes des enseignants, lorsqu’on leur demande pourquoi ils ne passent pas de temps \u00e0 observer leur classe, est qu’ils n’en ont pas le temps.  Ils donnent des le\u00e7ons, redirigent les enfants et s’occupent des probl\u00e8mes de comportement.  Est-il possible que nous cr\u00e9ions ou invitions \u00e0 cr\u00e9er de nombreuses perturbations dans la classe en pensant qu’il faut r\u00e9agir \u00e0 chaque mauvais comportement ? Pouvez-vous \u00e0 la fois donner des cours et observer ? <\/p>\n

\u00ab\u00a0Sa pr\u00e9sence doit \u00eatre ressentie par tous ces esprits errants et en qu\u00eate de vie.  <\/em><\/p>\n

La prochaine fois que vous aurez l’occasion d’observer la classe d’un autre enseignant, remarquez \u00e0 quel point les adultes perturbent involontairement les enfants.  Souvent, les adultes se d\u00e9placent dans la classe pour faire face \u00e0 une situation et ne voient pas le sillage qu’ils ont laiss\u00e9 derri\u00e8re eux en traversant la classe.  Sans le vouloir, l’enseignant va non seulement interrompre son cours ou son travail avec un enfant, mais aussi perturber les autres \u00e9l\u00e8ves de la classe en voulant \u00ab rediriger \u00bb le mauvais comportement d’un autre enfant.<\/p>\n

Les adultes ont une pr\u00e9sence tr\u00e8s forte dans la classe, quel que soit l’\u00e2ge des enfants.  Leurs mouvements, le ton de leur voix et leurs interactions avec les enfants se r\u00e9percutent dans tout l’environnement.  Lorsque j’observais James, je ne le faisais pas passivement.  J’ai \u00ab rempli la pi\u00e8ce de ma pr\u00e9sence \u00bb.  Lorsque les enfants sentent la pr\u00e9sence d’un adulte, ils se sentent en s\u00e9curit\u00e9.  Lorsqu’ils se sentent en s\u00e9curit\u00e9, ils sont plus performants !  Souvent, un sourire complice de l’enseignant suffit \u00e0 r\u00e9orienter un \u00e9l\u00e8ve distrait ou d\u00e9concentr\u00e9. <\/p>\n

Pr\u00e9parer l’environnement pour l’observation<\/u>: Envisagez de d\u00e9signer quelques zones dans la classe pour que les adultes puissent simplement s’asseoir, \u00eatre pr\u00e9sents et observer activement les enfants, en remplissant la pi\u00e8ce de leur pr\u00e9sence afin qu’ils puissent rediriger avec leurs yeux plut\u00f4t qu’avec leur corps et leur voix.  De nombreuses salles de classe disposent d’une chaise d’observation.  Que diriez-vous d’un couple pour des points de vue diff\u00e9rents ?  Nous avons suivi la suggestion et les r\u00e9sultats ont \u00e9t\u00e9 \u00e9tonnants.  \u00c0 notre grande surprise, lorsque l’assistant s’asseyait et observait activement les enfants et la classe dans son ensemble, les enfants cessaient le plus souvent leur comportement perturbateur sans qu’on le leur demande, ou leurs camarades de classe leur demandaient d’arr\u00eater. [1]<\/span><\/p>\n

Jusqu’\u00e0 la prochaine fois…<\/p>\n

[1]<\/a> Nelsen, Jane, et Chip DeLorenzo. Positive Discipline in the Montessori Classroom : Preparing an Environment That Fosters Respect, Kindness and Responsibility<\/em>. \u00c9tats-Unis, Parent Child Press, 2021, page 118-120.  <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

La surveillance g\u00e9n\u00e9rale et l’enseignement individuel, dispens\u00e9 avec pr\u00e9cision, sont deux moyens par lesquels l’enseignant peut contribuer au d\u00e9veloppement de l’enfant.  Dans cette p\u00e9riode, elle doit veiller \u00e0 ne jamais tourner le dos \u00e0 la […]<\/p>\n","protected":false},"author":1,"featured_media":8838,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[223],"tags":[],"class_list":["post-11827","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-non-categorise"],"yoast_head":"\nNe rien faire, vraiment ? 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