Digital Object NAMTA Journal 41/1 05 Helping the Child in the Conquest of the Written Language A. M. Joosten writes from his deep and long classroom experience of the many activities to use with the movable alphabet for solidifying language skills. He is always sensitive to situations where a child may have come late to the House of Children and…
Digital Object NAMTA Journal 41/1 04 19th International Montessori Training Course, London Lecture 29 17 November 1933 Followers of Maria Montessori become accustomed to the oft-repeated stories that drive home a point, but here is a new treasure. This lecture tells of an experiment that Montessori began with 12- to 14-year-old children and then with 10-year-olds. When the…
Digital Object NAMTA Journal 41/1 03 Wondering Aloud Presenting the Montessori tools of the Great Lessons highlights the power of storytelling in teaching. Carla Foster suggests that children should be aware of how their learning increases as wonder points them to the mystery of the unknown. Engaging in the…
Digital Object NAMTA Journal 41/1 02 Building Spoken Language in the First Plane Through a strong Montessori orientation to the parameters of spoken language, Joen Bettmann makes the case for "materializing" spoken knowledge using the stimulation of real objects and real situations that promote mature discussion around the sensorial…
Digital Object NAMTA Journal 41/1 01 Chapter Three: A Child's Tale Maryanne Wolf's early literacy knowledge is based on her research into deep reading and on periods of enlightened linguistic processes. In her own rich language of conveyance, she brought great inspiration to the Montessori teachers at the Columbia, South…
Digital Object NAMTA Journal 40/3 07 Montessori All Day, All Year Introducing real community into the Children's House goes back to the roots of Montessori education through all-day Montessori. The all-day environment is a house where children live with a "developmental room" of Montessori materials including a living room,…
Digital Object NAMTA Journal 40/3 06 Battling for the Soul of Education: Moving beyond School Reform to Educational Transformation John Abbott is seeking a revolution in education that will put learning back into the hands of the learner. He writes of the learner needing to be free-ranging and weaned from instruction. He is the director of a new wave of thinkers who are members of The…
Digital Object NAMTA Journal 40/3 05 Practical Life from the Second Plane to Third Plane: Orientation to History and Social Organization In lyrical prose, Jim Webster lays out his view on the universal human use of tools and how "humans meet the practical demands of life." Webster lauds physical work and the work of the hand as they both support engagement, social cooperation, a deepening of…
Digital Object NAMTA Journal 40/3 04 Exploring the Adolescent's Creative Pathways: Mindfulness, Role Fluidity, Story, and the Dramatic… David McNees' deep foray into creativity theory and drama begins with mindfulness as a preparation for adolescent focus. This article discusses role incarnation, the correlation of the three-period lesson to Landy's role theory, the creation and re-creation…
Digital Object NAMTA Journal 40/3 03 Group Flow and Group Genius Keith Sawyer views the spontaneous collaboration of group creativity and improvisation actions as "group flow," which organizations can use to function at optimum levels. Sawyer establishes ideal conditions for group flow: group goals, close listening,…
