Misbehavior with Specialists

“The school must be invigorated by a new spirit, animated by a wise teacher, wiser than any other human being because he knows and respects the laws of education.”  ~ Maria Montessori

One afternoon, the music teacher asked to meet with me about some behavioral challenges she was experiencing in her class. She explained that the children were having a hard time sitting still, frequently interrupted, and, in a few cases, outright refused to participate.

The elementary teachers were also concerned. When they returned to the classroom after using that time for lesson planning and preparation, they often found the children “out of control.” They felt they couldn’t comfortably leave the room to take their much-needed prep time because the environment wasn’t safe or settled. On top of that, they, like me, were worried about losing yet another music teacher—we were already on our third in as many years.

The adults were not the ones concerned with the environment in music class.  Shortly after the music teacher shared her concerns with me, a student reported to me that the music teacher had taken out her false teeth and placed them on top of the electric piano—just to get the children’s attention. I kid you not. That actually happened. You can’t make this stuff up!

I might hesitate to tell that story—mostly out of embarrassment—if I didn’t know that what we experienced wasn’t unique to our school. Okay, maybe the part about the dentures was unique, but I’m sure there are stories out there that rival it! Montessori schools all over the world—literally all over the world—report struggles with misbehavior when children are with specialists.

Environmental Factors in Specialist Classes that Contribute to Behavioral Challenges

Specialist teachers play an important and valuable role, but they often face unique and understandable environmental challenges. As Montessori educators, we’re trained to look to the environment first, before looking at the children themselves, when we see them having difficulties. So, let’s begin there: What environmental factors make the specialist setting uniquely challenging—for both children and adults?

Specialists are typically hired for their expertise in a subject area. While some schools are fortunate to find someone who also has classroom teaching experience—let alone Montessori experience—many are not.

Specials are often scheduled in the afternoon to preserve the integrity of the morning work cycle, which is sound Montessori practice. However, the afternoon is full of transitions—work cycle to lunch, lunch to recess, then back indoors to the specialist’s class, and eventually dismissal. Transitions are tough on children and adults alike, as noise and activity levels increase– with some children being especially sensitive to external stimuli. (Ohl, et al., 2019)

Classroom teachers often use the time children are in specials to take care of essential behind-the-scenes work—planning, parent communication, meetings, and preparation—which is necessary and important. So, the leader of the community may not be present to support the specialist teacher with classroom culture, Montessori practices, and general classroom management.

One of the biggest concerns voiced by specialists is that they have very limited time with the children—perhaps only an hour or so per week. That makes it harder to build relationships, establish routines, and develop an atmosphere of belonging, which are essential elements in supporting children’s engagement, interest and enjoyment.  (Brackett, et al., 2011)

Finally, because of their limited time and the nature of the content, specialist subjects are often taught in a more traditional format—everyone doing the same thing, at the same time, for a specific period. Children may have to leave their work unfinished or experience a break in their engagement.  This may be a necessary compromise, but it’s quite different from what Montessori children are used to and may lead to discouragement and disruptive behaviors.

In short, students who are used to freedom within limits, choice, collaboration, and long, uninterrupted work periods are suddenly placed in a traditional setting—after several transitions—and taught by someone they someone unfamiliar and/or unpracticed with Montessori principles and practices. It’s no wonder challenges arise.

While some of these factors may be unavoidable, there are ways to address them that will help to create an environment that is more conducive to fostering security and continuity for children and adults. 

Preparing the Environment and the Teacher

Integrating specialists into the classroom starts with careful planning— seeking to minimize transitions, enhance communication, and fostering strong relationships between specialists and children. Scheduling specialists to meet the community’s needs is also crucial. The aim is to create a supportive environment for both children and adults. When specialists experience relational and pedagogical consistency, everyone wins – children and adults.

Many of the suggestions below apply to elementary and adolescent programs. Most Montessori programs seek to limit specialists in the Children’s House, as young children depend on consistency and familiarity. In the Children’s House when specialists are needed, it is ideal to bring them into the classroom rather than send children out, avoiding extra transitions and preserving the order children need to thrive.

• Class Meeting for Establishing Ground Rules and Routines – Invite the specialist to the Class Meeting and establish ground rules and classroom routines, modeling a collaborative approach to preparing the environment. Research has shown that students are more likely to follow community guidelines when they participate in making them (Freiberg, 1999).

• Class Meetings for Planning Transitions – If children need to leave the classroom for a special, involve them in creating a transition plan. It may take a few tries to get it right but giving them a voice helps them feel ownership and also increases their cooperation. (Frieberg, 1999).

• Reduce Afternoon Transitions – At the end of the school year, review your weekly schedule as a team and count the number of daily transitions. You might be surprised how many there are.  How many are related to specials? How can you reduce them—for the benefit of both children and adults? (See Transitions article on our website).
• Bring the Specialist In – Whenever possible, have specialists come into the classroom instead of pulling children out. This eliminates multiple transitions (leaving the classroom, entering another space, transitioning into and out of lessons, etc.). Equip specialists with rolling carts or in-class storage (maybe that’s a fantasy), and support them in setting up a dedicated shelf(s) in the room. This not only increases routine consistency but encourages curricular integration and collaboration.
• Provide Montessori-Aligned Training for Specialists – Remember your first year as a Montessori guide—even with training, it took time to feel effective. Now imagine a specialist trying to align with Montessori principles based on a few Google searches. Be sure to include specialists in training opportunities such as Montessori overview courses, subject area-specific professional development, or a Positive Discipline in the Montessori Classroom course to support them in their role.
• Co-Teaching with the Lead Teacher – If possible, co-teach with the specialist to strengthen consistency and relationships and cross curricular collaboration. If logistical barriers make this difficult, make it a long-term goal to move toward this ideal. 
• Reschedule Teacher Prep-Time – It’s common to schedule teacher prep time during specials. On paper, this makes logistical sense—but it may be counterproductive. Consider the hidden costs: lost time addressing behavioral issues, disruption to the flow of the day, and reduced support for specialists. Instead, schedule prep time during the afternoon work cycle, or other time when students are more independent and the assistant or co-lead can easily manage the room.
• Communication and Coaching Time – How much time do you spend solving problems caused by lack of communication? Include specialists in staff and level meetings and treat them as integral members of the team. If they are part-time, consider compensating them for this additional time. Consistent communication ensures alignment in both philosophy and practice.
• Integrate Work in the Classroom – Work with specialists to integrate their materials into the environment—artwork, instruments, music, movement areas, etc. Help children experience that learning isn’t divided into subjects—it’s connected.
• Utilize Specialists in Other Roles – To better incorporate part-time specialists into the school community, consider offering them other part-time roles, such as substitutes, floaters, or administrative support.  Involve them in the larger community!
• Teach Specialists Basic PDMC Tools – Include specialists in school-wide professional development—especially workshops that focus on Montessori pedagogy and Positive Discipline. The more they understand and use these tools, the more effective and connected they’ll be.
• Create Classroom Responsibilities with the Specialist – Alfred Adler believed that there is nothing more powerful in finding a sense connection through service to others – social interest.  (Adler, 1938). Support the specialist by helping them create a list of classroom responsibilities for the children to volunteer for – sweeping, time keeping, attendance, material organization, cleanup tasks, passing out materials, preparing materials (before a lesson), tutoring other students, etc. 
• Ask for Dental Records – A poor attempt at humor.

Planes of Development and Misbehavior During Specials

Children’s House (ages 3–6)  Consistency, connection, and a sense of order: These aren’t just preferences—they’re developmental needs. In a well-functioning Montessori Children’s House, we intentionally build predictable routines, consistent adult responses, and clear expectations to help children feel safe and secure and foster independence. That foundation allows them to focus, explore, and grow with confidence.

When a new adult, like a specialist, enters the environment with a different style—whether it’s a new tone, a shift in structure, or unfamiliar expectations—it’s unsettling. Underneath the resulting misbehavior is a message, “Something’s changed, and I don’t know how to respond.” This isn’t just a discipline problem—it’s a cry for consistency in the environment.

Elementary (ages 6-12)  While elementary-aged children still need consistency, routines, and strong relationships with adults, they are also developing abstract thinking and the ability to interpret situations in context. Peer influence becomes increasingly important at this stage. Without clear structures, children are likely to test limits—often feeding off the behavior of their peers.

When adult leadership is inconsistent or fragmented, children quickly pick up on it. A lack of alignment between teachers can make the environment feel unsafe, leading to negative peer leadership and a breakdown in respectful behavior. Disruption, disengagement, and testing boundaries are common signals that students are unsure who is in charge.

Specialist teachers who aren’t prepared to create an environment of “freedom within limits” may struggle to maintain order. Without support and guidance, they can easily become overwhelmed by behavior challenges.

Adolescence (ages 12-15)  Adolescents are often more equipped to navigate varied adult interaction styles and teaching methods. With increased cognitive capacity and growing emotional regulation, they’re better able to contextualize differences in adult behavior and leadership styles—even when those differences are inconsistent.

While adult relationships remain important, peer belonging and social status take on increased significance during this stage. As a result, group dynamics often become the lens through which adolescents interpret rules, roles, and expectations.

Inconsistent adult leadership can still lead to behavioral issues, but the signals may look different from those of younger children. Developmentally typical misbehaviors in a group setting may include sarcasm, passive resistance, social exclusion, attention-seeking through humor, forming cliques, pushing boundaries under the guise of debate or “just asking questions,” and challenging authority in more subtle, intellectualized ways.

Grace and Courtesy Lessons That Support Guest Teachers and Strengthen Community

Many specialists report that Montessori children can be among the least respectful during group lessons—not because they are unkind, but because they aren’t always taught how to navigate environments that look different from their own classrooms. When a traditionally delivered lesson meets a child who’s used to freedom and autonomy, both parties can feel unsettled. Rather than waiting to repair these situations after the fact, we can be proactive: both supporting the specialist in understanding Montessori pedagogy and helping children build the grace and courtesy skills they need to adapt successfully.

• Welcoming a Guest – This doesn’t have to be complicated. Make it intentional. Greet the specialist warmly— “Good morning,” “We’re glad you’re here,” “How was your weekend?” Practice these small courtesies until they become part of the culture.
• Honoring Specialists – Specialists are part of the team, even if they’re only with us a few hours a week. Thank them. Write notes. Invite them to birthdays or classroom celebrations. If they perform, teach, or show their work outside of school, go see it—or organize a class field trip. Give them space to share their talents and culture with the community.
• Group Lesson Etiquette – Don’t assume that children know how to participate in structured group lessons—teach them. Sit down with the class and brainstorm together: What does respect look like during a group lesson? Include things like raising hands, listening with your body, waiting your turn, asking questions kindly, and offering help if needed. Model and practice often.
• Being a Guest in Another Environment – Montessori said the classroom should feel like a home for the child. So what do we do when we go to someone else’s home? We greet them, we’re on our best behavior, we follow their rules, we don’t touch things without asking. These are all grace and courtesy lessons worth teaching before students go to another room for specials.
• Transitioning Respectfully – Transitions are often where behavior breaks down. That’s not because kids are bad—it’s because we haven’t taught the skills. Practice how to leave circle, gather your things, walk together through the halls, and settle in. Then reflect: “How are transitions going? What’s working well? What do we need to work on?”

It’s easy to get frustrated with how specials disrupt the day. But they also offer wonderful opportunities—to teach courtesy, to build bridges, and to strengthen the culture of the school. When we prepare the environment and the children, we set everyone up for success. Including our very special guests.

General Responses

Below are Positive Discipline tools and principles – both proactive and responsive- that can be used by specialist teachers to effectively address common misbehaviors observed in children when they are in a specialist lesson. Common misbehaviors include disruption, disrespect, distraction and disengagement.

• Focus on Interests – Observe your students’ interests and tailor lessons accordingly. For example, if you teach art and notice that a particular group enjoys working in three dimensions, consider focusing on sculpture or creating with natural materials. An interested student is an engaged student.
• Wheel of Choice – Collaborate with students to brainstorm a list of common classroom challenges and possible solutions. Create a Wheel of Choice by displaying these solutions on a pie chart and placing it in the classroom. When a student encounters a problem, guide them to use the wheel as a resource.(See pages 176–184 in PDMC.)
• Use Motivational Curiosity Questions – Avoid giving direct commands like, “Put your work away,” or “Take out a piece of paper.” Instead, ask curiosity-driven questions, such as, “What do we need to do to get the classroom ready for the next group?” or “What materials will you need for charcoal drawing?”
• Let Routines Be the Boss – Consistent routines help students navigate the classroom with confidence and independence—especially when they see you less frequently or for shorter periods of time. When students know what to expect, they feel more secure and are better equipped to function successfully in the environment.
• Decide What You Will Do – If you experience disruption during circle time, share your observations with the students. Let them know that if the lesson becomes disruptive, you will simply stop and wait until everyone is ready. When the group becomes unsettled, follow through without speaking and pause what you are doing. Stay present, warm, and silent until the group settles. Then resume the lesson, as if you are “unpausing” it.
• Connection Before Correction – Always focus on building and maintaining connection with your students. When students feel seen, heard, and respected, they are more likely to be receptive to redirection. Although your time is limited with students, remember, developing connections with students doesn’t always require a lot of time.  For example, remembering the name of a student’s pet, a child’s favorite color, or where they went on vacation can send a powerful message – you matter!
• Class Meetings for Solving Problems – When a challenge arises during your time with students, ask the classroom teacher or students to add the issue to the Class Meeting Work collaboratively with students and guides to solve problems. When children are involved in finding solutions to problems, they are more likely to follow-through with those solutions.  And children are incredible problem-solvers!
• Avoid Assumptions – When you’re concerned about a student’s behavior—especially if it’s recurring—begin by checking in privately. Use open-ended questions and listen without judgment before offering correction. Then, work together to focus on solutions. These conversations may need to happen after class.(See Chapter 8 in PDMC.)
• Involve Students – Whenever possible, invite students to contribute. Give them roles in setting up materials, supporting peers, or maintaining the classroom environment. Involvement fosters responsibility and engagement.
• Prepare to Be Present – Many behavioral issues never arise when we are fully present—mind, body, and spirit—in the classroom. Being prepared with lessons, materials, and follow-up activities allows you to be undistracted and available to your students. A distracted teacher leads to distracted students.
• Offer Limited Choices – Wherever possible, offer students limited choices in their work. For example, if you’re teaching a foreign language and the focus is on greetings, allow younger children to choose which greetings to practice. With older students, provide a few activity options to meet the learning goal.
• Ask for Help – Students love to feel useful. If challenges arise, call an impromptu class meeting to work together: “Hey, it seems like the classroom is getting loud and distracting. Let’s take a few minutes and see if we can solve this together.”

Mistaken Goal Responses

“A misbehaving child is a discouraged child.” (Dreikurs, 1964).

When children feel supported and encouraged in the classroom environment, and they know they belong (are loved) and feel significant (through responsibility and contribution), they thrive.  With guidance, they develop kindness and respect for others and themselves and discover how capable they are. 

When children feel discouraged, they misbehave, because they have a mistaken belief about how to belong and feel significant.  As Rudolph Dreikurs observed children, he identified four mistaken goals that children adopt when they feel discouraged. 

Below, you will find practical ideas for helping to support positive change for the behavior of distraction for each mistaken goal:

Undo Attention (Notice Me, Involve Me Usefully) – Children whose mistaken goal is undo attention mis-behave in order to find belonging by being noticed, keeping others busy with them or getting special service (someone else doing for them that which they can do for themselves).  Their misbehavior may manifest in distractions, disruptions and attention seeking behaviors during a specialist lesson or class time. 

Responses: Ask for help with tasks that help them feel involved and noticed constructively.  Avoid rescuing, “I trust you can figure that out.”  Ignore attention seeking.  Write a note and give it to them privately.  Act vs. talking.  Use an I Notice statement – “I notice you’re tipping your chair back,” and then say nothing further.  Give private and specific encouragement when you observe them being helpful and respectful.  Include them in problem-solving.  Take time to notice and acknowledge them when there is no misbehavior.  Give a warm greeting and goodbye.

Misguided Power (Let Me Help, Give Me Choices) – Children with the mistaken goal of Misguided Power believe that they need to be in control, and to protect their personal power/agency to belong and feel significant.  Their misbehavior during a specialist’s lesson or class may manifest as power struggles, defiance (passive or active), and may intensify this behavior if the adult responds by engaging in the power struggle – wanting to be right.

Responses: Make time for connection so the student knows you care.  Identify situations when power-struggles occur, share this with the student, and problem-solve together.  Create routines together.  Avoid giving directives – instead offer limited choices that are acceptable to you and the child.  Ask for help with meaningful tasks.  If a power struggle begins, politely withdraw and let them know you’d like to figure out a solution together when you are both ready.  Ask for the child’s input in difficult situations.  Encourage constructive use of personal power – helping others.

Revenge (I’m Hurting – Validate My Feelings) – A child whose mistaken goal is Revenge go into many situations with the pre-formed belief that they don’t or won’t belong.  They feel hurt, and in turn hurt others – so as not to be alone.  Their hurtful behavior often appears intentional – because it is.  While they may appear to be callous and without empathy, this “hard shell” masks a deep sensitivity.

Responses: Take time to listen and understand.  Avoid making assumptions – even if the seem well founded – instead check in for understanding.  Share your feelings.  Look for opportunities to build trust.  Take time to cool off before responding to hurtful behavior.  If you are angry, ask a colleague to address the hurtful behavior.  Make amends if you make a mistake.  Never correct in front of others.  Allow natural consequences – process these events later, after the student has cooled off.  Validate feelings and then focus on solutions.  Focus on repair vs. consequences.

Assumed Inadequacy (Don’t Give Up on Me – Show Me a Small Step) – When a child has the mistaken goal of Assumed Inadequacy they are operating from the belief that they can’t belong, and are incapable, so they may as well give up and convince others not to expect anything of them.  Be aware that when a child with Assumed Inadequacy balks at an activity it may look like defiance to an adult, but underneath they are giving up because they don’t believe they are capable.

Responses: Involve them in setting realistic expectations.  Show them the next step vs. the big picture.  Avoid taking behavior personally.  Avoid pity – instead show empathy and encourage the next small step forward.  Acknowledge effort vs. product. Let them teach what they know/do well.  Model making mistakes with humor.  Use checklists.  Create step-by-step visual instructions.  Demonstrate vs. tell.  Work with them side by side at first – encouraging each success.

The End of the Story

The music teacher who left her false teeth on the piano didn’t return the following year. While the story has become a funny memory, it served as a turning point rather than a redemption arc. It pushed us to take a hard look at how we used specialist teachers—and how we were (or weren’t) supporting them and the children. In response, we made some meaningful changes that led to more successful experiences for everyone involved. Some of the more significant changes were – we began having lead teachers join the children during specialist classes; we hosted those classes in the children’s classrooms when possible; and we included specialists in Class Meetings.

Was it perfect? Of course not. But we made real progress. The specialists felt supported, included, and more connected to the community. Assistants felt empowered and more effective. And most importantly, the children were happier, more engaged, and better able to navigate those experiences.

References

Adler, Alfred. (1938). Social Interest: A challenge to mankind.

Brackett, M. A., Reyes, M. R., Rivers, S. E., Elbertson, N. A., & Salovey, P. (2011). Classroom Emotional Climate, Teacher Affiliation, and Student Conduct. The Journal of Classroom Interaction, 46(1), 27–36.

Dreikurs, R., & Grey, L. (1968). Psychology in the classroom: A manual for teachers (2nd ed.). New York, NY: Harper & Row.

Dreikurs, R., Grunwald, B. B., & Pepper, F. C. (2004). Maintaining sanity in the classroom: Classroom management techniques. Taylor & Francis.

Freiberg, H. J. (1999). School climate: Measuring, improving and sustaining healthy learning environments. London: Falmer Press.

Ohl, A., Schelly, D., Caramia, S., Gill, A., Bennett, A., & Watts, M. P. (2019). Transitions during the school day: An observational study of elementary school students. Journal of Occupational Therapy, Schools, & Early Intervention, 12(1), 116–129. 

Montessori, M. (1949). Citizens of the world. Garvin Books.

Nelsen, J., & DeLorenzo, C. (2021). Positive discipline in the montessori classroom: preparing an environment that fosters respect, kindness & responsibility. Fair Oaks, CA: Parent Child Press.