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Sequence 11Here’s how I first heard about the human tendencies, in my first AMI training, in 1987 at the Washington Montessori Institute… |
Sequence 1662 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 62 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 REFERENCES… |
Sequence 2PREPARING YOUNG PEOPLE FOR 21ST CENTURY CHALLENGES by John Merrow “Is it within our power to build a system of schools that… |
Sequence 2O’Shaughnessy • Back To The Future 7 BACK TO THE FUTURE: WHY MONTESSORI STILL MATTERS… |
Sequence 38 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 BACK TO THE FUTURE: WHY MONTESSORI STILL MATTERS Molly O’ Shaughnessy… |
Sequence 510 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 able, and is to most who enter this work, is a flame stirring within us… |
Sequence 1THE RETURN TO SCIENTIFIC PEDAGOGY: EMBRACING OUR ROOTS AND RESPONSIBILITIES… |
Sequence 254 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 IN REMEMBRANCE: ANNETTE HAINES, KAY BAKER AND JOEN BETTMANN Deborah… |
Sequence 3In Remembrance 55 Robyn Milos was trained by Annette Haines and was later invited by Annette to help ad- ministrate the… |
Sequence 1ANNETTE HAINES ________________________________________________________________________ Dr. Annette Haines is an… |
Sequence 2TRIBUTE TO ANNETTE HAINES Robyn Milos ______________________________________________________________________________… |
Sequence 1KAY BAKER _________________________________________________________________________ Kay Baker was an internationally… |
Sequence 1JOEN BETTMANN _________________________________________________________________________ Joen Bettmann was a highly regarded… |
Sequence 1THE CHILD IN NATURE ________________________________________________________________________ Lena Wikramaratne, (1909 – 1982… |
Sequence 1EXPERIENCES IN NATURE: RESOLUTE SECOND-PLANE DIRECTIONS TOWARD ERDKINDER… |
Sequence 1SILENCE AND LISTENING Gerard Leonard ______________________________________________________________________________ Albert… |
Sequence 3132 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 listen to the opinions of others and there is the silence of withdrawal… |
Sequence 1LECTURE 19: ANALYSING SOUND AND APPRECIATION OF SILENCE Dr. Maria Montessori… |
Sequence 1A TRIBUTE: DAVID KAHN The NAMTA-AMI legacy would not be complete without recognizing the impact David Kahn has had on NAMTA… |
Sequence 2152 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 duced to the Montessori community for the first time at these conferences… |
Sequence 4154 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 154 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 In September, 1996… |
Sequence 1NAMTA–AMI LEGACY: WINDOWS OF CHANGE 1975-2020 _______________________________________________________________________ David… |
Sequence 2156 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 156 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 stitute, The AMI… |
Sequence 3Kahn • NAMTA - AMI Legacy 157 NAMTA–AMI LEGACY: WINDOWS OF CHANGE 1975-2020 David Kahn… |
Sequence 5Kahn • NAMTA - AMI Legacy 159 they were carefully nurtured and handed on to those who followed, providing meaning and… |
Sequence 6160 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 160 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 NAMTA: A… |
Sequence 7Kahn • NAMTA - AMI Legacy 161 In the same first journal, Margaret Stephenson reminisced of a daycare in England during World… |
Sequence 9Kahn • NAMTA - AMI Legacy 163 least Maria Montessori thinks so. She indicates that what might be considered “to be rooted”… |
Sequence 11Kahn • NAMTA - AMI Legacy 165 by them. Wonder is not an emotion of superficial people; it strikes root only in the person… |
Sequence 12166 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 166 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 Thus the myth of… |
Sequence 13Kahn • NAMTA - AMI Legacy 167 szentmihalyi, and Maria Montessori integrated an important installation for deep devel-… |
Sequence 15Kahn • NAMTA - AMI Legacy 169 become independent from the dictates of the body and learn to take charge of what happens in… |
Sequence 17Kahn • NAMTA - AMI Legacy 171 Annette Haines: Spokesperson for Montessori Values, Scholarship, and Research,” AMI–NAMTA… |
Sequence 19Kahn • NAMTA - AMI Legacy 173 well-being and health framework. These pathways combined with progressive thinking were needed… |
Sequence 1Curriculum Review: Montessori Materials from India by Steve Callender Most of us are aware that the Montessori Movement is… |
Sequence 3was due to an oversight. On the whole, I accept Steve Callendar's remarks as quite justifiable except the one regarding… |
Sequence 1School Administration: The Spiritual Factor: Formulating a Policy by Charlene S. Trochta How should the school respond to… |
Sequence 5f. WHAT ABOUT FREE EXPRESSION AND EDUCATION AS A HELP TO LIFE, by Dr. Mario M. Montessori. g. THE CHILD BEFORE 7 YEARS OF AGE… |
Sequence 1Parent Education at Edwardsville Montessori School by Charlene S. Trochta Parent education must be an integral part of the… |
Sequence 3and a material making coordinator. Parents have acknowledged the value of these sessions for increasing their understanding of… |
Sequence 6questions for each exercise. At the third grade level, I use McCall-Crabbs booklet A, which has ten multiple choice questions… |
Sequence 1Fantasy and Imagination by Karin Salzman In an effort to clarify the fairy tale debate, Ms. Salzman pursues the distinction… |
Sequence 6History can be given in this way. (See V.F. Hillyer's A Child's History of the World.) We cannot see history, but… |
Sequence 2Erdkinder: The Experiment for the Experiment The following is transcribed by Ann Freeman from tape recordings of a conversa-… |
Sequence 5artisans working production here. We can't get this kind of highly professional- ized tabor anywhere else. Although the… |
Sequence 6neatly planted shrubs, vines and flowers with hand laid brick paths. Bert has built a farmpen near the house; the goats… |
Sequence 7terrelated, to see what Montessori has given and what still has to be developed." John (his Americanized first name)… |
Sequence 1Classroom Management: The Practical Life Exercises by Margot R. Waltuch Margor R. Walruch embodies rhe pioneer spirir of the… |
Sequence 2The Period of Acceptance Interview The practitioner's common sense in Nancy Jordon, speaks with the integrity of… |
Sequence 2educational experience. Their activities include large group discussion-encounters (we call them pow-wows) which were started… |
Sequence 1Editorial Report: Help A.M.I. Shape the Montessori Future: Notes on Amsterdam-1979 by David Kahn The Dutch Montessori… |
Sequence 3cial child especially in Europe. Both Eldert and Montessori Jr. in panel discussion later that day expressed a negative view… |
Sequence 4Discussions directed to the Adolescent were generally less specific and more specu- lative. Professor Koning, a retired high… |
Sequence 1Early Social Development and Proficiency in Later Life by Theodor Hellbri.igge (translated by Dr. Peter Pohl) Dr. Hellbrugge… |
Sequence 1Report on the Congress in Amsterdam by Sally Johns Only a few people speak Exactly the same language They do listen but… |
Sequence 2The Congres5 met in The Royal Tropical Institute, one of the most remarkable and extensive buildings in Amsterdam, reflecting… |
Sequence 4The format of the film is perhaps one of the most difficult with which to work. Dr. Montessori's story is told by those… |
Sequence 1The Future and Montessori by Richard Salzmann Mr. Salzmann connects scientific and educational mainstream thinking to… |
Sequence 1On Becoming a Human Being Kahn-Montanaro Interview As an outgrowth of the AMI National Conference at Tarrytown, New York, Dr… |
Sequence 1The Kodaikanal Experience - Chapter I Kahn-Wikramaratne Interview David Kahn: The KodaikanaJ experience was instrumental to… |
Sequence 7However, I believe the Erdkinder type programs would have to evolve from the students. I do not see it as feasible that adults… |
Sequence 1Thoughts on the Erdkinder Project by Dr. Lena Wikramaratne Dr. Wikramaratne makes both philosophical and practical commentary… |
Sequence 1Feature Article: The Future of Montessori in America by Sanford Jones Mr. Jones· keynote lecture at the NAMTA Washington… |
Sequence 942 for the future, we need to invest time and money in broadening the base of leadership at the training level. Until now,… |
Sequence 10disciplined, are mutually helpful, and pursue their work with joy. So one way we can create and preserve a harmony is to be… |
Sequence 1A Sense of Community: Montessori's Gift to the Developing Child by Charlene S. Trochta My involvement in Montessori… |
Sequence 1A Special Child by Evelyn Zehden Dr. Theodore Hellebrugge in a definitive essay on Early Social Development (NAMTA Quarterly… |
Sequence 218 quantities well into the thousands. It was also apparent that Will could read with good comprehension. Our major concern,… |
Sequence 1Children Want to Understand the Demands of Social Living by Margot R. Waltuch Margo Waltuch writes a desideratum for social… |
Sequence 1Montessori In Milwaukee Public Schools by Marlene Skovsted The hard work and persistence of the MacDowelf staff shows that… |
Sequence 3grams etc.) versus uninterrupted work time. But these are short term frustrations that are dealt with and weighed against the… |
Sequence 5• A recent School Board decision authorized admission of THREE YEAR OLDS beginning SEPTEMBER, 1981!!! • The majority of… |
Sequence 2particularly to the city's large black population. Circumstances made our Montessori community susceptible to the tired,… |
Sequence 3twelve families. The first morning was truly a new morning: new children, new parents, a new school unique in the city of… |
Sequence 1Editorial Report: Training, The Teacher, and Praxis By David Kahn AMI training must address the whole Montessori picture,… |
Sequence 3other great ladies and great gentlemen coming along too. Don't rule them out because their name isn't Montessori.… |
Sequence 48 above that are tangible and personal to the individual as well as intangible to the movement or field in general. Am I a… |
Sequence 1The Genesis of a Montessori Trainer By Rita Schaefer The University of Portland has accepted the Primary AMI Teacher Training… |
Sequence 216 myself into training because somebody told me about them. That day I bought The Absorbent Mind and E. M. Standing's… |
Sequence 3The Contrast /965-1977 I worked fifteen months more with Mrs. Hanrath to complete my AMI training. We began again at the… |
Sequence 418 What is the resolution? This was just the conflict that Dr. Montessori was talking about where everybody lost. Yes,… |
Sequence 1Report from Atlanta by Marsha Kleis The mere notice of an AMI National Study Conference - Adolescence: An Ex- ploration -… |
Sequence 234 Friday morning's program was opened with remarks by Phil Gang, who has been a part of the research toward an… |
Sequence 3She was joined by Joseph Hamilton who is currently the director of the program at the Montessori Junior-Senior High School in… |
Sequence 4to center on the need for the ability to adapt. The pattern of thought that emerged was profound. Ors. Bremer and Salzmann… |
Sequence 1Feature: The First Campout by Jim Roberts Jim Roberts has contributed the definitive campout manifesto, demonstrating a… |
Sequence 1The Movement for the Eighties The Montessori Movement: Thoughts on its Future Charlene S. Trochta A truly philosophical and… |
Sequence 22 Thoughts for Consideration As the twentieth century draws to a close, we Montessorians would do well to Pon· der the… |
Sequence 7out content of faith (sic) requires the interpretation of specialists, a gulf' may arise be- tween the specialist (… |
Sequence 1AMI/USA: Form Follows Function by Sanford Jones Mr. Jones describes his direcrions and achievemenrs for his first year as… |
Sequence 218 Sanford Jones services. An expanded program of continuing education for teachers is being set in place, as well as the… |
Sequence 3making Montessori more widely-known by the larger academic community and the public at large. The Legislation Committee is… |
Sequence 1Towards AMI Summer Training in America by David Kahn With the reorganization of AMI in America, and the expansion of its… |
Sequence 222 Montessori training models which permit more immediate career gratification and financial compensation for graduating… |
Sequence 3Response: Furthermore, supplemental staff could be in residence in the summer cutting down on airfares for imported lecturers… |
Sequence 4Status quo position: (unspoken) Summer training programs may put year-round alter- natives out of business. We should want to… |
Sequence 1Reorganization of AMI: Administrators Meet at Unicoi by John K. Long "Let us not be limited by patterns of the past… |
Sequence 2issues dominated the discussions: first, the evolving AMUUSA power structure; second, AMI finances; third, AMI responsiveness… |
Sequence 316,000 children. The average school has 62 children; fewer than 20 schools are twice that size. Yet the NAMT A/ AMI mailing… |
Sequence 216,000 children. The average school has 62 children; fewer than 20 schools are twice that size. Yet the NAMT A/ AMI mailing… |