In the Montessori system, the child does not have the opportunity to run, smashing materials on his way, because this is contrary to the rules, and besides, because there are a lot of more interesting things that need time to be spent. In the Montessori class, as a rule, the child has more freedom in choosing activities for himself than at home. Here the baby can scatter garbage on the floor, collect it, and then repeat it all over again. Or use a real iron. Or wash a large mirror. There is freedom of choice. Consequently, there is no need for this very freedom to contend with an adult.
A healthy child becomes unmanageable most often when it fights for recognition with an adult who has more power or freedom. We are talking about a healthy child, because if the baby is sick, his behavior is not evaluated according to the usual criteria - no mother would ever think to scold for the whims of the temperature-giving baby. Like no mother will not quarrel with a tired or hungry baby.
Thus, the child has the freedom to choose what to do, a lot of objects to which this very freedom of choice can be applied, and quite a bit of time to try everything. Therefore, a child in a Montessori class is usually unusually serious and focused - he works, he is not up to mischief, this pastime can be put off until later when things are not so interesting around.
Since montessori-learning implies not only free activity, but also micro-lessons that are conducted either by the mother or by the teacher, it is hardly possible to say seriously that education in this system works to destroy the authority of an adult in the eyes of a child. The kid always knows that if something goes wrong for him, then the adult will definitely come to his aid. Another thing is that even a very small child is a much more independent being than we, mothers, are used to counting. Therefore, it is sometimes difficult to cope with the desire to come to the aid before the kid turns to her. For example, take away cubes from him and show him how to build a tower.
Moreover, during the lesson, an adult acts as a carrier of the rules according to which everything is built around: the lesson itself, work with the material, interaction with other members of the group. For example, a teacher can adjust the order of riding from a slide if more than one child wants to do it at the same time. Gradually, the kids realize that if you wait until the other child gets out of the pool, then you can roll a little longer, if no one pushes anyone away from the ladder - the ride turns out faster. The teacher also helps to resolve conflicts that may arise about who will use which material to use right now - children receive an object lesson in a constructive resolution of the conflict.
It is possible to dream up and suggest where the belief about the uncontrollability of a Montessori child comes from. Such a child is more independent, less in need of help and the direction of his activity (he does it himself), respectively, the mother does not control them at this moment - she cannot control them, there is no need for that. Concentrating on his activities, he can be so absorbed in business that he does not hear the statements addressed to him - he ignores them, which means he is not controlled by them. Another point: due to greater independence, such a child quickly becomes a separate psychologically from the mother - performs the task facing the crisis of three years, a little earlier than it usually happens.
So, it can be said that the Montessori child is completely manageable, he recognizes the need for rules and knows how to follow them, he learns this in classes, a competent adult is a significant authority for such a child.