Grace and courtesy in Montessori

Within the Montessori method, lessons on Grace and Courtesy play a fundamental role in the social and emotional development of children. This learning responds to a deep need to feel part of a group, a community, and, ultimately, a society. Through social skills, boys and girls become aware of their environment, understand the rules of coexistence, and find answers to their need for order, belonging, and safety. The activities of Grace and Courtesy form the basis of respect and good manners. It’s not just about learning phrases like “please” or “thank you,” but about internalizing ways of behaving that promote harmonious coexistence. The child learns to greet, wait their turn to speak, ask for help respectfully, or not interrupt others’ work. These practices are presented clearly and modeled by the adult, who acts as a reference with precise language and calm movements. Maria Montessori defined grace as the efficiency and economy of movement: transforming abrupt or disordered gestures into precise, smooth, and conscious movements. Therefore, exercises such as walking around the classroom without disturbing others, carrying a tray with care, or sitting down and getting up correctly from a chair are proposed. Courtesy, on the other hand, relates to respect for others, the proper use of words, and the ability to live together in a kind manner. These lessons are often worked in groups and adapted to different ages, from the most basic routines to resolving conflicts through dialogue. Presented naturally and integrated into the daily life of the classroom, they allow children to incorporate these skills spontaneously, fostering a respectful autonomy and positive coexistence inside and outside of school. In this third Montessori capsule, we will share some of the premises used in the public school gradually as children grow. These can serve as a foundation to later add more to the classroom where you work daily, since Grace and Courtesy lessons in the Montessori method are essential for the social development of children. By feeling integrated within the educational community and society, through these practices they acquire social skills, norms of coexistence, and personal safety. They learn to relate to others with respect, empathy, and consideration. This learning is presented naturally, with the adult as a positive role model and guide. Daily routines become opportunities to reinforce autonomy, self-control, and coexistence. Thus, children build a solid foundation of respect, responsibility, and social awareness. This practice was applied in: Solsona, Lleida, Spain.