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Sequence 61Again, learning disabled children still develop. We must design a way of investigating interventions that allows us not to… |
Sequence 12respond to stories" (113). A recent ad (January 19, 2009) placed in Tl,e New Yorker by Columbia University announces… |
Sequence 21elementary classroom, social cohesion is built through stories: When the children share something from home, or when we offer… |
Sequence 23if you ever watched the old Rocky and Bullwinkle cartoons.) The Wayback Machine can take you to old sites. It's a Jot of… |
Sequence 17BOOKS FOR CHILDREN Earthworms Kalman, Bobbie. The Life Cycle of n11 Enrl/1wor111. New York: Crabtree, 2004. Simon, Seymour… |
Sequence 3ln our classical elementary curriculum, there is a lot of biology, but of course, very Ii ttle of modern biology. Modern… |
Sequence 25with related questions." A lot of times people are afraid of repetition when working with adolescents. But it's… |
Sequence 27you the secret of the adolescent. She says, "The intimate vocation of man is the secret of the adolescent" (… |
Sequence 29ROAD MAP Six HISTORY FOR THE OLDER ADOLESCENT JAMES MOUDRY Jn111es Maud ry e111phasizes n11 intemntio11a! perspective 011… |
Sequence 33time, it's the people in it, it's how they relate to the place, it's how they relate to each other. And in the… |
Sequence 2ply never heard about Maria Montessori and her little school in San Lorenzo? It's far more likely that we shouldn't… |
Sequence 5tessori school(s) we are doing this very "such and such," it helps to ma kc parents comfortable and to see… |
Sequence 12fact that someone is successful and their Montessori background or their educational preferences. On this front we would lose… |
Sequence 13Our short-term goal is building and retaining enrollment. Our long-term goal is bringing the Montessori experience to all… |
Sequence 7from police blotter reports, in which case they're likely to be low; or if they come from scientifically controlled… |
Sequence 9Childhood to Adolescence 64). The opening of the exhibit at the DeKalb History Centei~ located in the old stone courthouse in… |
Sequence 13transferred from the host to the most senior of the guests. How can this be accomplished? You would probably have to read the… |
Sequence 4This experience, typical of some of the schools that I was looking at (but not the Montessori schools), amazed me. When I… |
Sequence 23they thought it was a heart question and a symbol of an eye if it was a research question. Some questions were both. When we… |
Sequence 12children than most Montessorians care to support but never fails to emphasize the fact that hands-on exploration, time in the… |
Sequence 7In a typical study we would have two hundred children doing this questionnaire eight times a day for a week, four or five… |
Sequence 1A Montessori Plea for the Special Child by Therese Hahn Therese Hahn's own childrearing experience motivates her intense… |
Sequence 2The Arts: Setting: Time: Characters: A Play on Writing a Play By Sister Mary Aloyse Gerhardstein, R.S.M. The 9-12… |
Sequence 4Montessori: How do you feel that children can be saved from this kind of thing? Neill: Well, the first thing is to be loved. l… |
Sequence 6Neill: Not so much lacking-fear of "You musn't do that." I believe it begins in the cradle, myself,… |
Sequence 754 tried to destroy his religious beliefs; and I think it would be criminal. Of course it would. And the same with a child.… |
Sequence 7And he walked away, but his smile never dimmed And said "I'm gonna be like him. yeah. You know I'm gonna… |
Sequence 3These changes mean that au1omaticall} the roles and responsibilities of all other institutions having anything to do with… |
Sequence 44 nature of Montessori - the freedom that is offered to the child to mold his environ- ment, to choose his own work, as… |
Sequence 474 nature of Montessori - the freedom that is offered to the child to mold his environ- ment, to choose his own work, as… |
Sequence 1"Eighth Grade Graduation, 1983" by Sarah Pearce and Margaret Nowak Brown Sarah Pearce and Margaret Nowak… |
Sequence 15THE FARM EXPERIENCE: ITS IMPORTANCE IN A CHILD'S LIFE by Richard Barker Richard Barker's perceptive correlations… |
Sequence 9086 it probably kept happening for a long time. And whatever it was, we know that it made the boy feel very cold. One day the… |
Sequence 71syndrome may take months, even years, to develop), and, until symp- toms are present, one can never be certain whethel'… |
Sequence 79weeks befol"e I found out what was happening. They finally admitted to me that they were banging on the wall between… |
Sequence 101Baylol", Byrd: I don't remembel' which book l found fil'st, but since then, it's become an… |
Sequence 47behavior by males is absolutely unknown in the animal kingdom except in chimps and humans. So if one is interested in the… |
Sequence 73satisfying relationships and of passing on that ability to their children. But in unstable homes, where parents, often single… |
Sequence 36not exist externally in nature, but were essentially insrrwnents of the mind. We also knew that it was crucial to make… |
Sequence 106"textbooked" it, but only rarely did we cast it, in terms of intriguing and interesting questions. So, if… |
Sequence 107kind of question, one subject matter, others are engaged by another set. You know that when you want to get a group of kids… |
Sequence 133talk about these things in a much more differentiated way. It's not just their changing or their not changing; they are… |
Sequence 188The Struggle to Restructure This, chen, brings me to my ninth point. It seems to me chat at the fundamental levd, school… |
Sequence 31GL. How best do you see us helping children, especially the adolescents who are moving towards taking their place in the… |
Sequence 34TB. It's an awakening experience that children have when they are very young. When you see animals and young humans, they… |
Sequence 38GL. So is there a place there then for, say, the humanities? TB. Well, definitely. GL. You've talked about the face that… |
Sequence 41GL. Now, what about traditional spiritual values? We don't have religion in our schools any more, and it seems chat we… |
Sequence 103he had also been identified as learning disabled. He resented being taken out of the classroom for tutoring sessions several… |
Sequence 98sensitive periods. These givens are powered by a kind of life force energy that she called horme. With the powers infants and… |
Sequence 160At the same time, there's an emphasis on the children understanding their relationship to society. There is a respect for… |
Sequence 169I remember Margaret Stephenson talking in training about the idea of total reading. She defined it as understanding the… |
Sequence 124The other type is contagious magic, which says that things once in contact are always in contact. Now, that is at the root of… |
Sequence 38THE PEDAGOGY OF TIME by Lawrence Schaefer, PhD Larry Scbaefer's keynote lecture at the 1993 Summer Institute, History as… |
Sequence 145REINVENTING CIVILITY by Lawrence Schaefer, PhD Dr. Schaefer calls for "a renaissance in civility," a return… |
Sequence 39The first reason has to do with scholarship based on the old model. Consider the recent book The Bell Curve (Herrnstein &… |
Sequence 118like me came to say that we're human beings, we're not just calcula- tors to fit into IBM jobs, we're human… |
Sequence 121infants. In fact, they do it prenatally, that's what we now know. They're not tabulae rasae; they never were tabulae… |
Sequence 122In coming to this bigger model, this bigger metaphor, I'm trying to fish around for people who seem to have their hands… |
Sequence 124another person until they got to be seven years old. That's called decentering. You start out egocentric so that you… |
Sequence 127story? The brain knows that the spiritual feelings that people have are important. You have to deal with that in some way. In… |
Sequence 135These graces have every opportunity to be exercised and imple- mented because the children are free to act, free to choose,… |
Sequence 140each plane, is where children have opportunities to engage in and implement their expanding humanness, this hierarchical… |
Sequence 111unique. Even the staunchest believer in The One Right Way had a hard time choosing. Enunciation exercises These offer an… |
Sequence 8FLOW AND EDUCATION by Mihaly Csikszentmihalyi PART ONE David [Kahn] is right. I told him that everybody should call me Mike… |
Sequence 19little defensive self, but you are part of something bigger, larger. If you sing in a choir or play with a group, a symphony… |
Sequence 20The interesting thing is that when those conditions are there, people tend to want to do what they did to get that feeling,… |
Sequence 26they are so remote that they have really nothing to do with this moment, this class, this particular moment of the day. Your… |
Sequence 32made a miserable passage in the slow part of that movement." He went back to play the second part of the concert and… |
Sequence 48things you could do. One is increasing complexity; the other, going back to your skill level and not taking on the new… |
Sequence 71becomes clear. But the point is that you can't have that insight unless you have prepared for it for a long time. And… |
Sequence 105covery, an interpretation, and an approach-a dynamic understand- ing of the child-and not a recipe. Too often our students… |
Sequence 17and working with are basically the topic for this morning. I'm going to go over them quickly now and then come back to… |
Sequence 34quently rewarded or praised are somewhat less generous than their peers. The effect is most pronounced when they are rewarded… |
Sequence 36WHY REWARDS FAIL How come? Very quickly, let me suggest a couple of possible reasons (see Figure 2). If you want more on any… |
Sequence 37"Do this and you'll get that." Ultimately, that feels punitive. Analo- gously, I don't have… |
Sequence 38There is one way to take a bad thing and make it much worse. You're going to have to bring me back sometime for me to… |
Sequence 39than limiting the number available, but not as good as moving away from the reward and punishment approach altogether. There… |
Sequence 42similarly ineffective because it gets nowhere near where the trouble is. It's a one-size-fits-all solution. Many of us… |
Sequence 46And isn't more motivation what we want? If this were true, it would make perfect sense to follow the Pizza Hut executives… |
Sequence 53wants to be; it is an active way of taking her away from thinking about that and getting her focused on my face. Some little… |
Sequence 55approve of what you've done. You've met my standards." What you're doing is merely helping her experi… |
Sequence 58BREAKING OUT OF DICHOTOMIES By the way, when you talk to parents, one of the things you have to do is have them break out of… |
Sequence 62But in this second-grade class, the kids were into this. One kid came up, when it was her turn to speak, and talked about… |
Sequence 65had they not had a democratic class meeting about something appar- ently irrelevant like how do we want to decorate our room.… |
Sequence 134requires it; it requires that we dialogue. If you dialogue, you've got to be culturally salient. I think you will hear in… |
Sequence 138visitor you'd be swept off your feet when you see what's happening with children. It interests me as to what they… |
Sequence 140'I don't want to do that anymore. I don't want to pay attention to that anymore.' That's what this is… |
Sequence 141. . . in all of these approaches is a deep re-spect for the living reality of the children that we work with-that we use… |
Sequence 214However, at this point we are in an interesting situation-as many of the speakers pointed out in the past three days-we are in… |
Sequence 218Now is there any kind of guidance among the various scenarios of the future that we may or may not endorse through our… |
Sequence 220spend the next hour talking about complexity in the development of the human being and complexity at the psychological level.… |
Sequence 223are abandoning their forms of music because learning how to play a pipe or a mandolin is much harder than turning on a… |
Sequence 230For instance, let me just give one little piece of data from this study. One is that we asked these children, whenever the… |
Sequence 234the stars, and she couldn't sleep all night, she was so mesmerized by the immensity that opened up in front of her that… |
Sequence 251Let me now tum to the last part of my morning lecture: the cultural ramifications of this economic Renaissance. Farmers were… |
Sequence 260quite accurate analysis. I think we all have to realize that farms like mine are being destroyed in California. All of my… |
Sequence 266var, and you mix the two and combine the best of human and natural possibilities. I'll give you an example of what I… |
Sequence 271I said, "That's just a law. It's a canon. You can't escape it. It's always going to be true.… |
Sequence 273technology offered? But our family got together and said, "It's just like that orchard out there. There's… |
Sequence 216What does the Meno tell us? The Meno tells us about Socrates' visit to his friend Menon. On this visit, he has a… |