Established Montessori classrooms often surprise visitors. Students are intently concentrating on their work, speak in calm tones, and demonstrate respect for their peers’ needs for space and focus. They move freely about the environment and often assist each other with their tasks. This behavior is modeled by the teacher, and encouraged by the teacher’s respect for the students, clear communication of instructions, and clear expectations for proper use of the materials. The prepared environment and close observation of the individual child enables the teacher to introduce specific materials that will arouse an intense interest on the part of that child. This begins a cycle of repetition, concentration and satisfaction which leads to the development of inner discipline, self-assurance and preference for purposeful activity. It takes time to establish this cycle, and we are seeing more “Montessori behavior” as the year proceeds.