Teaching Good Manners in Public
Paula Lillard Preschlack • July 7, 2016

A Montessori Approach to Teaching Good Manners


Little Teddy hides behind your leg when you introduce him to your church pastor, while you squirm and insist. It is hard to know what to do, and you may be tempted to tell your child what he should be doing, (just to make sure the pastor knows where you stand!). But, when teaching good manners, the time to give coaching is before, not during, the critical moment. A Montessori teacher learns in her training that the most respectful and effective time to help a person correct their behavior is just before the next interaction. “Today, when we go into church, we might meet someone new. I’ll say, this is my son, Teddy, and then you can look up and hold out your hand and smile, just like you do with Miss Marsh at school. That’s the nice way to make the other person feel comfortable.”


When teaching good manners to children, emphasize that our social graces are gifts to other people- these are the ways we make others feel good or put them at ease. It is not about creating a performance to impress others or to please your parents, in fact; Learning to be courteous means learning to relate positively to others in the world. We want to give our children the clues and tips they need to do this with ease.



A boy and a girl are sitting at a table in a classroom.

Maria Montessori watched children and could see how eager they were to interact as adults do. Think of how they imitate us when they are playing, pretending to talk on the phone or drive a car. When children act rudely, it is often because they have not been carefully shown how to do something properly, or that they are not sure what to do. When Montessori noticed that her youngest students kept wiping their runny noses on their sleeves, she sat them down and demonstrated, in slow motion, how to blow one’s nose into a tissue and fold it carefully afterwards. The children burst into applause, they were so pleased! They all wanted to try it immediately and wanted to practice every time they could. 


When teaching good manners in our Montessori classrooms, we give what Maria Montessori referred to as “Grace and Courtesy” demonstrations. These lessons are given every day: the teacher plans them when she sees that they are needed, or does them spontaneously when she sees opportunities. Very young children respond eagerly, wanting to imitate and practice what they are shown. Elementary-aged children, (ages six and a half and to twelve), respond to humor in Grace and Courtesy demonstrations. They find it incredibly funny to see what NOT to do, and want to talk about the resulting problems of misbehavior. These presentations and discussions appeal to their reasoning abilities in the Elementary years. Keeping these age-specific characteristics in mind can be helpful when relaying social graces and teaching good manners to your own children at home. (For under age six, give a calm demonstration without much talking, for over age six, demonstrate with humor what not to do and discuss reasons, followed by a demonstration of the correct way).


A group of young girls are standing in a doorway.

The next time your child does something without preferred social graces, make a mental note to demonstrate at a later date and then use the next opportunity for them to try it out with you. Approach this with an attitude of loving respect and the pleasure of passing along the best ways to relate with people. Being gracious and courteous is not a performance; it is an act of giving to others. It makes everyone around you feel good.

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A teacher and Montessori student at Forest Bluff School in Lake Bluff, IL, shake hands.
By Alice Davidson with contributions by Margaret J. Kelley February 25, 2026
In Montessori education, we view each child as inherently capable of developing a strong sense of right and wrong. A child’s moral compass is not something we impose upon them—it is something that grows within, guided by experiences, reflection, and consistent modeling from the adults in their lives. For that moral sense to take root, children must be allowed to experience accountability for their actions. When parents shield their children from consequences or defend behavior they know is wrong, they unintentionally undermine that process, creating confusion and instability in the child’s understanding of truth, fairness, and responsibility. Many parents defend their children out of love and protectiveness. They wish to spare their child from discomfort, embarrassment, or the feeling of failure. Yet this kind of protection, though well-intentioned, teaches the opposite of what true love demands. One of the tenets of Montessori is to put children in contact with the real world in age-appropriate ways, trusting that they have the inner capabilities to grow and adapt when they have real experiences. When parents constantly justify, minimize, or excuse poor behavior, a child misses an opportunity for feedback; they learn that honesty is flexible and that integrity can be negotiated. This erodes their moral foundation and leaves them uncertain about what is right—not because they cannot feel it, but because the adults they trust most are contradicting that inner voice. In Montessori, children learn to do work and make decisions based on intrinsic, not extrinsic motivation. We trust that they have goodness inside of them, and while they absolutely need guardrails and guidelines, we can best serve them by teaching them to distinguish between their internal drives, and to take action in accordance with their conscience. Children are perceptive. They often know when they have done something wrong—whether they spoke unkindly, acted selfishly, or disrespected another. When their parents immediately defend them or blame others, the child experiences an internal conflict. On one hand, their conscience tells them they made a mistake; on the other, the parent’s response tells them they are in the right. Over time, this mismatch between inner truth and external validation creates confusion. The child begins to question their own moral instincts and may even learn to ignore the pangs of conscience altogether, relying instead on external approval to define what is acceptable. This is one of the greatest harms of over-defending a child: it separates them from their natural moral compass. When children are consistently told they are right—even when they know they are not—they start to equate love with being defended rather than being guided. They may learn that relationships are maintained through justification and blame-shifting instead of honesty and repair. Later in life, these patterns can manifest as difficulty accepting feedback, resistance to authority, or an inability to take responsibility in personal and professional relationships. In Montessori classrooms, we see accountability as a cornerstone of growth. When a child makes a mistake—perhaps they take another’s materials without asking or speak rudely to a classmate—we respond not with shame, but with calm guidance. We help the child reflect: What happened? How did this affect others? What can you do to make it right? This process nurtures empathy and clarity. It helps children see that they can correct their mistakes, that doing wrong does not make them bad, and that making amends restores both harmony and self-respect. Accepting that your child can be wrong is not a sign of parental failure—it is a sign of courage and wisdom. When you model accountability yourself, your child learns that truth is not something to be feared. They see that mistakes are part of being human, and that integrity means facing them with grace. Ultimately, allowing your child to experience and accept the consequences of their behavior builds confidence, empathy, and moral clarity. Shielding them from accountability may protect their feelings in the short term, but it confuses their conscience and weakens their inner sense of right and wrong. By guiding them lovingly toward truth and responsibility, you empower them to grow into kind, honest, and self-aware individuals—qualities that form the true foundation of a moral life.
A Montessori student at Forest Bluff School uses grammar symbols and color-coded tiles
By Margaret J. Kelley January 24, 2026
Discover how Forest Bluff School on Chicago's North Shore uses Montessori symbols to teach grammar, making language arts engaging for Primary and Elementary students.