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Sequence 21'Aquinas, T. $1<1111110 Theologica. Thinl Part (Suppl.) Q. 4!l, a.:{. Reprinted in Ci,il<l a11d Frrmily. 16… |
Sequence 1a biographical work, reads it, and shares insights on the author's style and techniques. II. Writing A Oral History 1… |
Sequence 9for teenagers to be rude? Is it normal behavior for teenagers to use tasteless language? Is it normal behavior for teenagers… |
Sequence 51for teenagers to be rude? Is it normal behavior for teenagers to use tasteless language? Is it normal behavior for teenagers… |
Sequence 16When a child seems not to have made his best effort, the stitches are cheerfully removed and he is enthusiastically encouraged… |
Sequence 1A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 6For every material selected for the Practical Life area, the guide has the responsibility to know it fluently, so that all… |
Sequence 7Small Groups The exercises require skill in gath- ering and directing a small group of children in a role- play exercise… |
Sequence 8The timing is essential. If we can anticipate the need, the child feels our thoughtfulness. He is grateful for the lesson… |
Sequence 134The timing is essential. If we can anticipate the need, the child feels our thoughtfulness. He is grateful for the lesson… |
Sequence 135Small Groups The exercises require skill in gath- ering and directing a small group of children in a role- play exercise… |
Sequence 136For every material selected for the Practical Life area, the guide has the responsibility to know it fluently, so that all… |
Sequence 6Moreover, some unexpected tastes emerge from the social life of a Montessori classroom. The children come to prefer one… |
Sequence 12It is amazing how wise teenagers can be. It came as a revelation to me how sensitive they could be to and how aware they could… |
Sequence 4refreshes the spirit. I have used the silence game with great success with young teenagers. They still love being called and… |
Sequence 2To go another step, citizenship is a strong investment in the life of the community. Given a voice of its own, it calls the… |
Sequence 10one's experience there. In From Childhood to Adolescence, she speaks of work with the hands and work with the mind. We… |
Sequence 12increased understanding of body language among the adolescents, body language in itself being an intriguing term. If the… |
Sequence 11texture, weight, dimension; the sequence of the function of word exercises where every new function builds upon the child… |
Sequence 15other hand, why is it that a few prisms keep their original colors? • How should we set about representing (by means of loose… |
Sequence 2A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 2MY TRIBUTE TO MARIO MONTESSORI by Camillo Grazzini Here and now I wish to give my own personal testimony to the importance… |
Sequence 38MY TRIBUTE TO MARIO MONTESSORI by Camillo Grazzini Here and now I wish to give my own personal testimony to the importance… |
Sequence 82A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 163other hand, why is it that a few prisms keep their original colors? • How should we set about representing (by means of loose… |
Sequence 14Bruner, Jerome. "Man: A Course of Study." Toward a Theory of Instruction. Cambridge, MA: Belknap Press, 1966… |
Sequence 18uniqueness into a richer idea of society and what we can achieve as humanity. REFERENCES The Adolescent Colloquium: Summary… |
Sequence 81. Isolating the object (such as nomenclature work or liturgical signs such as water in baptism) 2. Working exactly (setting… |
Sequence 10programs supported by experience, a long-term experience. We will establish guidelines only through a natural process that… |
Sequence 7Exercise Comparisons Documentation & Compari- son, Cultural & Ethnic Current & Historical Testing (… |
Sequence 11growth of personality, demonstrates, almost as in a splen- did revelation, the true manner in which man renders himself… |
Sequence 19EMOTIONAL INTELLIGENCE The new brain research talks about EQ as opposed to IQ. EQ does not show up on an IQ test. EQ is a… |
Sequence 124. Grace and courtesy exercises to help oil the wheels of society as well as to learn the ground rules of the prepared environ… |
Sequence 18Hopes and Disappoi11l111e11ts 153 Dil'i11i illius magistri of Pius XI of I 929. Moreover. it reads: ·•every education… |
Sequence 21in isolation to solve one problem), it might not be so bad to sit and think of your seminar question for an entire hour!… |
Sequence 22Schaefer, Lawrence." A Montessori Vision of Adolescence." Tl,e NAMTA Journal 18.3 (1993, Summer): 73-84.… |
Sequence 69Montessori National Curriculum for the First Plane of Development from Birth to Six Years Personal Development, Incorporating… |
Sequence 225Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years Personal Development, Health and… |
Sequence 676 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 to understand that this environment had to be made up of three parts:… |
Sequence 9127 Stephenson • Cosmic Education will remain unchanged during all the stages: the child must be furnished at all times with… |
Sequence 9191 Andrews • Joyful Engagement is to look smart, they avoid risks that might lead to failure. Her re- search shows that… |
Sequence 10192 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Grace and Courtesy lessons offer children the opportunity to learn and… |
Sequence 14210 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Conversely, The effort put into work, study and learning is the result… |
Sequence 1276 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 It was also obvious that all of our parents from across the city were… |
Sequence 1Grace and courteSy acroSS the PlaneS of develoPment by Pat Ludick Pat Ludick’s commentary on grace and courtesy is… |
Sequence 313 Ludick • Grace and Courtesy Across the Planes of Development a larger view of seeing life (the window), but then to… |
Sequence 515 Ludick • Grace and Courtesy Across the Planes of Development process is often connected with the goodness and interaction… |
Sequence 717 Ludick • Grace and Courtesy Across the Planes of Development the work of the will, deepest respect, and consideration,… |
Sequence 919 Ludick • Grace and Courtesy Across the Planes of Development in shared conversation. He shook his head, still in disbelief… |
Sequence 1121 Ludick • Grace and Courtesy Across the Planes of Development what does that feel like and what happens when things fall… |
Sequence 1222 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Now with a lens on grace (the respect for oneself) and courtesy (that… |
Sequence 1323 Ludick • Grace and Courtesy Across the Planes of Development As she experiences life in the toddler program and in the… |
Sequence 1424 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 During the second stage, language becomes the language of discovery and… |
Sequence 1525 Ludick • Grace and Courtesy Across the Planes of Development We must trust the work of these constructive stages of life.… |
Sequence 1727 Ludick • Grace and Courtesy Across the Planes of Development be able to respond to another ’s needs with genuine devotion… |
Sequence 1929 Ludick • Grace and Courtesy Across the Planes of Development and body language and movements that reflect respect and love… |
Sequence 1Grace and courteSy and Beyond by Pat Schaefer Taking up the cause of grace and courtesy across the planes of education, Pat… |
Sequence 1Grace and courteSy and Beyond by Pat Schaefer Taking up the cause of grace and courtesy across the planes of education, Pat… |
Sequence 1547 Schaefer • Grace and Courtesy and Beyond contributing the civility of a citizen who cares, is empathetic, and effective.… |
Sequence 1547 Schaefer • Grace and Courtesy and Beyond contributing the civility of a citizen who cares, is empathetic, and effective.… |
Sequence 1livinG Grace and courteSy in the Primary by Polli Soholt Polli Soholt looks at grace and courtesy from the 3-6 classroom… |
Sequence 454 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 who has not yet revealed himself to us. This steady faith aids us in our… |
Sequence 656 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 to do the skill. This results in the children giving these presenta-… |
Sequence 769 Bettmann • Nurturing the Respectful Community through Practical Life Grace and Courtesy This area is a direct response to… |
Sequence 1173 Bettmann • Nurturing the Respectful Community through Practical Life A model child included is helpful. Sometimes this is… |
Sequence 1Grace and courteSy in the elementary community by Elise Huneke-Stone Don’t be fooled by Elise Huneke-Stone’s disarming… |
Sequence 385 Huneke-Stone • Grace and Courtesy in the Elementary Community Society is a word that comes from the Latin root for… |
Sequence 587 Huneke-Stone • Grace and Courtesy in the Elementary Community In his book, Matthew Lieberman talks about what he calls the… |
Sequence 789 Huneke-Stone • Grace and Courtesy in the Elementary Community observe them effectively and guide them so that we can… |
Sequence 991 Huneke-Stone • Grace and Courtesy in the Elementary Community our turn? What if people didn’t do their jobs at the end of… |
Sequence 1193 Huneke-Stone • Grace and Courtesy in the Elementary Community In my experience, adults can have a blind spot about the… |
Sequence 1294 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Hero Worship Because of this characteristic, it’s useful for elementary… |
Sequence 1395 Huneke-Stone • Grace and Courtesy in the Elementary Community doubt that elementary children form bonds with animals, and… |
Sequence 1496 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Moral Development: Strong Interest in Fairness, Justice, and Rules… |
Sequence 1597 Huneke-Stone • Grace and Courtesy in the Elementary Community Puritans by Kai T. Erikson: “The main argument of Wayward… |
Sequence 1799 Huneke-Stone • Grace and Courtesy in the Elementary Community well-being of this classroom, and this universe, is… |
Sequence 18100 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Grazzini, Camillo. “Characteristics of the Child in the Elementary… |
Sequence 1hiStory and civility by Larry Schaefer Larry Schaefer’s history of civility is a succinct summary of the implicit and… |
Sequence 1Grace and courteSy: emPowerinG children, liBeratinG adultS by Ginni Sackett Ginni Sackett delves into the many implications… |
Sequence 4116 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 in society in a manner based upon respect, dignity, and grace. But to… |
Sequence 5117 Sackett • Grace and Courtesy: Empowering Children, Liberating Adults wards any particular age or type of child. Rather… |
Sequence 12124 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 of modern culture? More importantly, how are respect, dignity, and grace… |
Sequence 1ParentS aS PartnerS: creatinG a culture of reSPect and collaBoration with ParentS by Sarah Werner Andrews Parents as… |
Sequence 1Grace and courteSy for the whole School by Mary Lou Cobb Mary Lou Cobb gives a framework from a very practical point of view… |
Sequence 2140 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 When children can learn to move with grace, they develop confidence and… |
Sequence 4142 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 The Cobb School has a sister school in Bhutan, which is a small kingdom… |
Sequence 11149 Cobb • Grace and Courtesy for the Whole School Case Study 5 The board of trustees or board of education comes to the… |
Sequence 1Grace and Spirituality children: a different way of BeinG chriStianS by Patricia Coulter This article is placed at the end… |
Sequence 1sTUmBle inTo GRaCe by Jennifer Rogers Jennifer Rogers writes with apt and lyrical snippets from her perspective as a… |
Sequence 3177 Rogers • Stumble into Grace this “vital force” the “horme” and said that it was the source of en- ergy and joy in… |
Sequence 4178 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 aTTenTion Our oldest son was not yet walking when we first took him to… |
Sequence 5179 Rogers • Stumble into Grace who compared grace to a kiss because he had experienced it as a passion. Those who have been… |
Sequence 6180 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 GRaCe The “I” of this writing is of course not me. It could be anyone.… |
Sequence 7181 Rogers • Stumble into Grace a With the poet Mary Oliver, I suggest we listen and watch “con- vivially,” expectantly,… |
Sequence 1620 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 reFerences Menand, Louis. “The Metaphysical Club: A Story of Ideas in… |
Sequence 1571 O’Shaughnessy • The Observation Scientist Other (g+c) Grace and courtesy • Child practices on social manners and how to… |
Sequence 2177 O’Shaughnessy • The Observation Scientist concentration, and deep concentration. Deep concentration is the best indicator… |
Sequence 2278 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 activity, the specific activity used, how it was chosen, whether it was… |
Sequence 3288 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 what might be the best time to present, whether there is false fa- tigue… |
Sequence 29221 Taylor • Supporting Elementary Children in Crisis who is not yet there speaks volumes; the children must feel this from… |