当我们思考有关“自由”的词的时候，几乎所有的词都是积极的。当我们想到自由，我们会联系到假期，旅行，等等，没一个是联系到学校的。但是当我们思考可以代表“纪律”的词时，大多数词都是消极的。在学校，老师总是希望一切在她的控制范围内。如果学生听老师的话，那我们会说这个孩子是守纪律的。蒙台梭利认为：自由与纪律是内在紧密相连的。没有纪律，谈不上自由；没有自由，纪律也无法实现。
When we think about the words for freedom, almost all of the words are positive. For most of the time, when we think about freedom, we would relate with vacation, holidays, but not at school. But when we think about the words can represent discipline, most of the words are negative. At school, the teacher always wants to make sure everything is under her control. If a child followed the directives from the teacher, we can say the child is disciplined. Montessori thinks: freedom and discipline are inner-linked. Freedom is impossible without discipline, while discipline is impossible without freedom.
内在的自由意味着有能力选择自己认为什么是对的和好的。内在的限制意味着有能力约束自己的行为帮助自己的成长和发展。纪律引导我们自主做决定，拥有自由。自由与纪律，这二者都是组建我们社会的基石。没有一定程度的自由与纪律，人与人是无法一起工作和生存的。
Inner freedom means the ability to choose what we think is right and good. Inner discipline means the ability to regular oneself in the service of one's growth and improvement. Discipline guides us to make free choices, to have freedom. They are both the fundamental for our society. Without a certain level of freedom and discipline, it is impossible for people to work together.
自由允许我们释放自己的本性，表达个体的自我。纪律则可以确保我们在考虑到他人及其权利的基础上，练习使用我们的自由。在大多数学校里，孩子由于取悦了老师，会得到奖励，或因为不听话而得到惩罚。这是儿童教育中很大的一个障碍。孩子们会觉得自己并不是自己的主导，会很容易感到被动。我们教育的目的不是被动，而是需要很好的平衡“自由”与“纪律”，从而帮助孩子们更加充满自信，更加独立，变成他们自己想成为的人。
Freedom allows us to express our humanity, and to express who we are as individuals. Discipline ensures we exercise our freedom, with regard for the people and recognition with their rights. In most of the schools, children get rewarded for pleasing the teacher, or getting punishment for disobedient. It is a big obstacle in the children's education. The children would feel either complemented or passive easily. The goal for education is not for passivity, it is for making a good balance of freedom and discipline, so the children can act with confidence and independence, to become the person they want to be.
在蒙台梭利的教室中，我们可以提供的必要的自由：
Necessary freedoms that we can offer in a Montessori classroom:
A. 选择工作的自由
A.Of choice of activity
对工作的选择需要孩子建立在自己知识的基础上。我们需要帮助孩子做明智的和有意义的选择，而不是完全出于好奇。同时，选择一项工作了，孩子就需要对他的选择负责，无论结果如何，都是他自己选择的。在做选择的同时，孩子们也在更多更好的了解自己。
Choice of activity needs the child choose with knowledge. We want to help them make intelligent and thoughtful choice. We want to let them choose what they want based on knowledge but not out of curiosity. Also choosing the activity set the responsibility for the child. She is responsible for her own choice, and no matter what is the result it is her own choice. They get to know themselves better by making choices.
B. 选择在哪儿工作的自由
B. Of place of activity
作为成人，我们不会告诉孩子，你应该在哪张桌子前工作，或者你的毯子应该放在哪儿。他们有选择在哪儿工作的自由。但是限制是，他们不可以在已经被使用的桌子前工作，或者选择一个会打扰到其他人的地方工作。
We don't set a table or telling the child where to put a rug. They have thefreedom to choose where to work. But the limit is, they cannot choose a place where some other people are already working there, or choosing a place that may disturb other people.
C. 选择工作时长的自由
C. Of length of time spent with an activity
孩子们可以决定自己想工作多长时间，他们重复做同样的工作多少次都可以。同样，他们也可以以自己舒服的频率做工作。唯一的限制是每天上午3小时工作周期的限制。
The children can determine the length of their working time, they can repeat the work any time they like, also they can work at any pace that suits them. The limit is the end of the working period.
每天早上的三小时的工作周期对孩子们来说很重要。这是一段很长的不被打断的时间。在这个时间段里，可以帮助孩子专注，并沉浸在工作中。在这三小时中，一个孩子可以完全属于他自己，不需要被打扰，他也无需将自己投入在环境中。
The 3 hours working cycle in the morning time is very important to the child. It is awide open time without interruption. It results a lot deeper engagement and concentration. In this 3 hours working time, the child can really belong to herself, without the interruption, she do not need to give herself to the environment.
D. 拒绝邀请的自由
D. To decline an invitation
孩子可以拒绝一个教学演示的邀请，或者一项集体活动的邀请。他们拥有选择做某事或者不做某事的权利。我们不要影响他们，却要尊重他们。我们需要相信他们自己的选择是正确的，他们有能力遵从自己内心的引导。同时，他们也需要为自己“拒绝”的决定承担结果，一旦已经拒绝了，他们就不可以再改变主意重新接受之前的邀请。
Child can always decline an invitation or a group activity. They have the freedom to choose something and not to choose something. We do not want to influence them but respect their choices. We need to believe their choices are right, and they have the ability to follow their inner guides. They also need to be responsible for their own choice to decline. They cannot change their mind to come back after they declined the invitation.
E. 行动的自由
E. Of movement
孩子可以在教室自由的行走。我们需要向孩子示范如何在教室恰当的行走，并且我们期望孩子也会这样做。他们不可以打扰其他孩子的工作，或者破坏教室里的教具和设施。
The child can move around the classroom as she wishes. We need to show the children how to move appropriately and we expect them to do so. They should not disturb other children or risk harm to the materials.
通常在两个工作之间，孩子需要一些转换的时间来自我调整。我们为他们提供充分的空间来调整和移动。
Usually a child needs a transition in between the activities, they need to adjust a little bit. We give them the space to adjust and move.
我们不要给孩子无目的地神游的概念。但是假如这种情况发生了，我们也不要直接去问孩子：“你的工作呢？”这样对孩子来说过于消极了。换个方式我们可以说：“我现在要去做一件事，你想加入吗？”
We don't want to give the children the idea of aimless wandering. And if that happens, we don't want to ask the child: "Where is your work?" It is too oppressive for a child. Instead, we may say: "I'm going to do something, do you want to join me?"
F. 交流的自由
F. Of social interaction
孩子们在这个年龄段是以自我为中心的，他们不希望被孤立。随着他们慢慢长大，他们会更希望表达自己。关键的一点是他们社交能力的发展。但是自由交流其中的限制是，他们需要用恰当的方式交流，并且不要打扰到教室里的其他人和秩序。我们需要向孩子展示如何恰当的交流。有一些时候他们不可以讲话，需要保持安静。但是在教室里的大多数时间，我们不会给他们“你需要保持安静”的概念。
Children are ego-centric, they don't want to be alone. As they get older, they want to express themselves more. The key is social development. The limit is talking appropriately and not disturbs the classroom. We need to show the child the appropriate ways to talk. There are certain times they cannot talk, be quiet. But most of the time, we don't give them the idea: "you should be quiet."
G. 思考和回顾的自由
G. To reflect
孩子们不需要无时无刻地在工作。他们可以安静的坐着，在教室无目的地走动，或者休息。我们给他们时间来思考他们下一步要做什么。其中的限制是：不要打扰教室里的环境。
The children don't have to have work out at any moment. They can sit still, wander in the classroom, rest. We give them the time to consider and think what they want to do next. The limit is not disturbing the atmosphere and the classroom.
在蒙台梭利的教室中，我们可以提供的必要的规则：
Necessary guidelines that we can offer in a Montessori classroom:
对孩子们的行为有期待是一件好事。我们设置情景并演示给孩子们如何遵守这些规则。设置这些规则其实正是赋予了孩子们很多的自由。所以在这些规则下，一旦有状况发生，我们马上会意识到。在蒙氏的环境中，每个细小的设置背后都需要有一个原因支撑。比如，工作完之后把工作放回原位。所以当孩子想再拿这个工作，或者其他孩子想要做这个工作的时候，它就在那儿。遵守规则，孩子们是从中受益的。而且事实上，孩子们希望支持这些规则。
Having expectations of behavior is a good thing. We set the condition and we present the children how to follow the guidelines. Having guidelines actually give the children freedom. When issue arrives, we can recognize it. Even little things we need to have a reason for it. For example, putting work away after it is done. So when the children want to find it, it is there on the shelf. Children get benefits from following the guidelines. It turns out the children want to support it.
但是太多的规则对孩子并不好，大人们会滥用他们的权利。规则太多，孩子们会记不住，也会觉得没有安全感和适应感。规则太少，会产生很多混乱。
But too many rules are not good for the children, the adult maybe abusing his power. The child cannot remember all the rules and they would feel insecure and disorienting. But too few guidelines would cause chaos.
教室里的限制和规则对孩子来说都要明确易懂。同时，这个环境里的所有规则也需要始终如一，对孩子、成人一视同仁。我们需要让孩子感觉到他们和成人一样有平等的待遇和权利。
Any limit in the classroom need to be clear and comprehensive to the children. All the guidelines need to be consistent followed by all the children and adults. We want the children feel they all have the equal status, everyone has the same rights and privileges.
A. 对人的尊重
A. Respect for people
我们对孩子们使用的语言要保持尊重，即便是在我们要求他们做某事的时候。比如：“不要打那个人了。”我们也要用尊重的语气对孩子讲话。
The language we use to the children are respectful, even when we are directing them to do something, e.g.: " stop hitting somebody." we are always speaking respectfully.
我们尊重他们的个人财物。为每个孩子，我们都会准备一个他放自己的衣物，书包或者午餐盒的地方。
We respect their own property. We prepare each child a single place to put her own cloth and backpack or lunch box.
我们尊重他们的工作，并保护他们的工作不被打扰。在孩子工作期间，我们保证有一个地方是属于他的。
We respect their activities, we protect them from interruptions. We make sure there is a spot belongs to the child during the activity.
我们不要猜忌。
Weare not making assumptions.
我们尊重孩子们的身体，除非有特殊的情况发生。我们不会在没有经过他们允许的情况下触摸他们的身体。我们可以对孩子伸出手，邀请他们握手。当一个孩子要拥抱的时候，我们可以拥抱他。但是在孩子要去工作的时候，我们不需要拉他的手。特定的情况下，比如过马路的时候，我们可能需要拉孩子的手。
We respect their bodies except under extreme circumstances; we are not going totouch them without permission. We may offer our hand sometimes, when a child offers a hug, we hug back. We do not hold hands with the child on the way to do a work. But under some circumstances, they may need to hold our hands, like crossing a road.
B. 对环境的尊重
B. Respect for the physical environment
我们为孩子们准备并保持这个环境，并且给孩子们的概念是：这是你们的地方，这个环境属于每一个人。他们需要在这个环境中与大家分享一切。在这个环境中，我们不希望孩子们觉得受到威胁，或者有什么是他们不能触碰的，或者他们在这个环境中需要蹑手蹑脚。我们要帮助孩子在这个环境中感到自由，和自信的去探索。我们示范给他们怎么小心的使用和爱护教具。
We prepare and maintain this environment for the children. We also need to give them this very strong idea that: it is your place, the environment belongs to everyone. They need to share this environment with each other. In this environment, we don't want them to feel being threatened, feel there is something they cannot touch, feel they need to tiptoe around. We want children feel free and confident of their exploration. We teach them carefully use thematerials and how to take care of them.
自由的结果
Results of freedom
A. 独立
A. Independence
B. 意愿与服从的发展
B. Development of the will and obedience
蒙台梭利说：“强烈的意愿会指引向服从的能力。”强烈的意愿是：我知道我想要的是什么，我要去努力追求我想要的。
Montessori said: "A strong will would lead the ability to obey." A strong will is: I know what I want and I'm going to pursue it.
C. 自信与自我掌控
C. Self-confidence and self-mastery
孩子有很多的机会设置自己的目标。当一个孩子感到自信的时候，他会觉得：我了解自己，我知道我能做什么。虽然我不太确定但是我还是要试一试。在不断的重复和练习的过程中，这个孩子完成了自我掌握达到熟练的程度。作为成人，我们需要确保孩子有很多次成功的经历，这就要我们设置好他们面对的挑战，并给他们足够的机会去重复。我们希望帮助孩子觉得自己是一个有能力的，自信的人，一个可以接受挑战并自己设置挑战的人。
Children have many chances to set their goals. When a child feels self-confident, she would feel: I’m aware of myself. I know what I can do. I’m going to try to doit even I’m not sure. In the process of repeats and practice, the child can come to self-mastery. As adults, we need to make sure the children have many experiences of success, we need to set right amount of challenges for them, give them the opportunities to repeat. We wish the children can see themselves as capable, confident persons, who are willing to take the risks and set their own challenges.
D. 责任感
D. Responsibility
责任感在蒙氏的环境中是自然体现的，它的产生由很多有目的性的工作或活动引起。责任感对个人和集体来说都是好的。我们给孩子们充分的自由让他们运用自己的知识，并且让他们对身处的环境和整个社区承担责任。
The responsibility is emerging naturally, it engages purposeful activities.Responsibilities are for ourselves and for the good of our group. We give the children freedom to act with knowledge and let them be responsible at his place to do good for the community.
成人的角色
The Role of the adult
在蒙氏的环境里，成人设置自由和限制的范围和程度。观察每个个体和整体的孩子，会让我们时时发现，是否有更多的方式能让我们增加他们在这个环境中的自由度。自由度会随着孩子们的越发适应和稳定性，越来越多的增加。通过观察，我们发现什么是好的，什么是坏的。好的，我们支持和鼓励，坏的，我们要制止和说明。作为成人，我们能提供的最大的帮助就是帮助他们发展内在的自由和约束力。每个孩子都是独一无二的，都是自己内心的引导者，我们相信每个孩子都会引导自己向正确的好的方向进步，都在正确的限度之内发展。我们同时要非常清楚的意识到自己的行为示范作用，我们的言行举止都应该给孩子以启迪和鼓舞，和孩子之间建立起相互信任的关系。
We set perimeters for freedom and limits in the classroom. It is always good to observe individuals and groups of children, to see if in some ways we can increase or offer more freedom to them. The amount of freedom should be getting greater and greater. Through observation, we get the resource from the children. We recognize what is good what is bad. For good, we support; for bad, we illuminate. The greatest assistance we can give to the children is to develop their inner freedom and discipline. Every child is unique, we trust each child’s uniqueness and inner guide, that she can guide herself to be on the right path, she can follow the right discipline. We also should be aware of the model of behavior. Our movements, language, manners should inspire the children and establish a trusting relationship with the children.