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Sequence 32When we look at the universal human experience of time, we see something very dif- ferent. The Greeks spoke of two kinds… |
Sequence 34necessary s11 pport and re111cdiatio11. Chad's parents listened and considered the advice ea refully, then opted for… |
Sequence 7The point of these introductory observations on disembodied education is not, of course, to dis pa rage the use of language or… |
Sequence 17proaches. A third aspect of the prepared school environment-the importance of connecting body and mind-better fits this… |
Sequence 18Montessori was an early practitioner of embodied educa- tion. She thought that the most important path to a child's… |
Sequence 19in early childhood. Montessori comments, "By multiplying sense experiences and developing the ability to evaluate the… |
Sequence 4Of course, ultimately, we all have the words of Maria Montessori to turn to in our quest for understanding. To start, I… |
Sequence 5sence of social existence. ft is a production and exchange, which does not only bring in the people living near to one, but… |
Sequence 10You are there but in such a way that they feel they are doing it on their own. And in fact they are. We prepare the… |
Sequence 2Ps1co-AruTMtr1cA AND Ps1co-GEOMETRiA by Benedetto Scoppola Tlie introduction of the psycho-disciplines tlirougli Professor… |
Sequence 3to the Montessori-Pierson Estates, that gave me the possibility to do this very interesting (at least for me!) work. Let me… |
Sequence 4shall see and as we already saw in other talks of this conference (where we faced the fact that in Montessori's mind the… |
Sequence 15ants walk around the two squares. Which ant will finish first?" This test is failed very often by children up to… |
Sequence 11Maria Montessori considered this idea a keystone in the education of children: "Here is an essential principle of… |
Sequence 16Many of these ideas are introduced to the children quite separately from any talk of rain! There isan "indirect… |
Sequence 1EXPERIENCES IN NATURE: RESOLUTE SECOND-PLANE DIRECTIONS TOWARD ERDKINDER by Gerard Leonard and Kathleen Allen Gerard… |
Sequence 2Jn Spring we planted seed, And by degrees the plants Grew, flowered, and transformed The light to food, which we Brought in… |
Sequence 6cycle. This is so vitally important because this experience is the most direct way for a child to access the laws of nature,… |
Sequence 7Little Children had such a wide influence. Nature in education and its wider social ramifications was very much in the… |
Sequence 8support that. You also have to stimulate issues on which they can go off and do their own work. No worksheets. Collect them,… |
Sequence 9In order to prepare for all this, the adolescent level has to provide advanced studies related to those topics. Mathematics:… |
Sequence 2arms around and used an angry voice, and I would have made her feel terrible about herself. She would have wagged her tail (… |
Sequence 22little doubt that that person would pause and then respond: "No- body-I taught myself." Then, many of them… |
Sequence 2GLIMPSING MATURITY: CHARACTERIZING THE FIFTEEN- TO EIGHTEEN-YEAR-OLD by Gena Engelfried ft is essential to Montessori high… |
Sequence 23e) John F. Kennedy and the Cuban Missile Crisis f) Jimmy Carter as non-governmental statesman g) Eleanor Roosevelt and social… |
Sequence 2FINDING PEACE AT AGE EIGHTEEN by Saraya van Someren Boyd Following a series of theoretical Colloquium presentations 011 the… |
Sequence 3The family is certainly a prime determinant for the positive development of the child. The parents should therefore… |
Sequence 4Maria Montessori spoke of education as giving an "aid to life" but, in order to achieve this, adult… |
Sequence 2This child is ready to contin- ue his advance, and all of cul- ture is awaiting him, but first he has to learn to read,… |
Sequence 3of the presence of other human beings, both adults and those of their age group, with whom to live and establish vali.d… |
Sequence 5should recognize that we have not yet taken all the possible steps to favor the harmonious and integrated development of… |
Sequence 2HISTORICAL VIEW OF THE PLANES OF DEVELOPMENT AS DEVELOPMENTAL OUTCOMES by Kay M. Baker Dr. Baker defines l/llma11 nature… |
Sequence 10Obedience Maria Montessori talks in a number of places about obedience. She says that children pass through three levels of… |
Sequence 3givens and maturational processes, which make it something in certain ways so different from what happens in infancy. I am go… |
Sequence 4have that similarity. Their initial inspiration did not come from working with normal children, but from working with children… |
Sequence 18to the floor, shrieking, kicking, pounding, hitting, a part of the child wants desperately to stop. He is vaguely aware of the… |
Sequence 19a lot of her methods that the opportunity to participate in real life helps a child. She also would have agreed that whenever… |
Sequence 2particular stage of development. lt is no different for the prenatal period. In reference to the prepared environment, Maria… |
Sequence 2THE PSYCHO-MOTOR AND SENSORIAL ROOTS OF THE DISCIPLINES FROM BIRTH TO Six by M. Shannon Helfrich Emphasizing that the start… |
Sequence 4Maria Montessori reminds us that "the child, from birth, must be regarded as a being possessed of an important mental… |
Sequence 4need to return to our training lectures about how to start a new class and follow those guidelines. Beginning a new year… |
Sequence 3It is a gift to work at the Hershey Montessori School Adolescent Program on the Farm, because the hundred acres of farm,… |
Sequence 5responsibility for remediation, the dassroom teachers aren't doing their jobs. The math teachers provide a great deal of… |
Sequence 2A MONTESSORI APPROACH TO AUTISM by K. Michelle Lane Miclte//e Lane founded n school tltat serves c!tildren so severely… |
Sequence 4We do not know the cause of autism, but we believe that there must be a genetic disposition that is being triggered by the… |
Sequence 5This is why the Montessori method, which was devised for a typical child, needs some adaptation for a child on the spectrum.… |
Sequence 61Again, learning disabled children still develop. We must design a way of investigating interventions that allows us not to… |
Sequence 11significant improvement for all motor test items except flexibility. Notably, the experimental group showed marked improvement… |
Sequence 1MARIA MONTESSORI, SAMUEL ORTON, AND ANNA GILLINGHAM by Barbara Kahn This brief biography of Samuel T. Orton and his… |
Sequence 2Montessori far more than her American counterparts. At the same time it offered opportunities to enhance and enrich her… |
Sequence 3in reading and spelling among her students with high IQs. "Some of these bright students were being thwarted… |
Sequence 5among nations continues to advance our understanding of the brain and the treatment and remediation of dyslexia. Paul Irvine… |
Sequence 1PART 1. THE INTERFACE BETWEEN THE SECOND AND THIRD PLANES OF DEVELOPMENT It is therefore the life of man and his values… |
Sequence 4The concept of a Montessori "continuum" implies a great deal of commonality between the planes. We can… |
Sequence 11working together to create a seamless process of interaction with transitioning children. It is with these ideas in mind that… |
Sequence 4out that after so much work, and so much valuable work, in fact-it is not something to be dismissed-we actually do not know… |
Sequence 10ently from being a cause of learning. And that is precisely the kind of definition that we find in The Secret of Cliild/10od,… |
Sequence 6Now that is a very interesting metaphor Mario Montessori is using because in Greek mythology the Hydra was a monster, and… |
Sequence 8Let us now look at the chart on the right, the one that is less well known. You can see how it is made up of adults only and… |
Sequence 9are also connected directly to one another by a circular dotted line. Can you see the dotted line that connects every single… |
Sequence 10Language, what an amazing human characteristic this is! And as we think about language, there are many questions that might… |
Sequence 11are respectful these days, so we will not even think, never mind say, gibberish. However, I do remember that, when we were… |
Sequence 4to keep track of all these scrolls. Each book might have multiple scrolls, and they all had to be numbered and organized.… |
Sequence 1LANGUAGE TOOLS FOR STUDYING THE CLASSICS IN A MONTESSORI ENVIRONMENT by Harry Diakoff The Alpheios Project is a state-of-the… |
Sequence 2THE KEY TO THE UNIVERSE: CHEMISTRY IMPRESSIONS DURING THE ELEMENTARY YEARS by Gerard Leonard Gerard Leonard's article… |
Sequence 4the rate at which the megaliths were being buried by these little ploughmen-perhaps as much as ten to fifteen inches a… |
Sequence 5ing its work, begin to connect to everything else: to the geosphere (the realm of minerals), to the hydrosphere (the world of… |
Sequence 6of living creatures. Historical keys and the seeds of the sciences are the centerpieces of our elementary prepared… |
Sequence 7There is a universe of elements to explore, over one hundred in fact, beautifully organized in the periodic table of the… |
Sequence 8involves primarily, hydrogen, oxygen, nitrogen, sulfur and phosphorus. To know this is to know something real and irreducible… |
Sequence 10To actually make these models with movable pieces is fascinating for the children. It is a work they truly enjoy; it aids… |
Sequence 13great dissolver" (From Childhood to Adolesce11ce 46). A lot of carbon was buried in the sedimentary rocks with the… |
Sequence 4class, and the last line-remember?-reads like this: "the earth and all the elements and compounds of which it is… |
Sequence 1ENVIRONMENTAL SYSTEMS AND SOCIETIES MoNTEssoRr-lB FRAMEWORK by Christopher Kjaer COURSE DESCRIPTION We live in an… |
Sequence 7A HISTORY GRAPHIC ORGANIZER FOR THE MONTESSORI ADOLESCENT by Beverly Adamczyk Beverly Adamczyk presents a graphic organizer… |
Sequence 2A HISTORY GRAPHIC ORGANIZER FOR THE MONTESSORI ADOLESCENT by Beverly Adamczyk Beverly Adamczyk presents a graphic organizer… |
Sequence 4Tn addition, the school could offer a tuition credit for families that make a referral that results in an enrollment. Tuition… |
Sequence 2ply never heard about Maria Montessori and her little school in San Lorenzo? It's far more likely that we shouldn't… |
Sequence 7more frequent career shifts. An "education" should prepare people for that. Montessori schools do just this… |
Sequence 13Our short-term goal is building and retaining enrollment. Our long-term goal is bringing the Montessori experience to all… |
Sequence 13defuses negative reaction and increases inclusion. lf no one does join in, the leader does the joining. He or she can say… |
Sequence 2of language-pronunciation, grammar, and syntax, those things we think of as subjects for grammar books-develop naturally… |
Sequence 82007, McDonald's initiated a campaign to have this entry removed from the dictionary or its definition changed. I checked… |
Sequence 12suit. When the same test was given to children aged from seven to eleven, only one in every twenty-eight children was able to… |
Sequence 16Tf we turn to the fourth definition of culture, which focuses on "the customary beliefs, social forms, and material… |
Sequence 18REFERENCES Arensburg, Baruch, & Anne-Marie Tillier. "Speech and the Neanderthals." Endeavour 15.1 (… |
Sequence 1MONTESSORI MATHEMATICS: A N EUROSCIENTIFIC PERSPECTIVE by Benedetto Scoppola Benedetto Scoppoln joi11s t/1e Montessori world… |
Sequence 1THE ESSENTIAL MONTESSORI MATH THROUGH THE YEARS by John McNamara John McNamara has developed a classical practitioners… |
Sequence 2Here is one of the quotes from Maria Montessori that 1 be- lieve guides me daily in what L do:" Imagination does… |
Sequence 15student said, "We have to know the density of blood versus the density of water." They were bringing in… |
Sequence 1THE CHILD' s CONSTRUCTION OF GEOMETRY IN Psrco-GEOMETRiA by Benedetto Scoppola Begi1111i11g will, Mo11tessoris… |
Sequence 9other exercise very useful is to have some written labels, "isosceles triangle," "obtuse-angled… |
Sequence 1THE INTEGRATED SCIENCE AND MATHEMATICS OF DR. CLAUDE CLAREMONT, DISCIPLE AND COLLEAGUE OF MARIA MONTESSORI by Harvey R.… |
Sequence 2Claude decided to earn an advanced degree in engineering at the University of Rome. The winds of war were blowing on the… |
Sequence 3By his own accounting, he was the only English-speaking man to do so. Maria Montessori must have quickly recognized the poten… |
Sequence 7backed steel rulers be used for making geometric drawings, thanks to Dr. Claremont's urgings. Dr. Claremont knew that the… |
Sequence 10The third step in Dr. Claremont's drafting regimen involved connecting the intersecting points where the circle crossed… |
Sequence 17points of 90 degrees north and 90 degrees south, the north and south geographical poles respectively. The meridians of… |
Sequence 22length of the equilateral triangle is multiplied by three and this product is multiplied by the length of the apothcm or… |
Sequence 25Claude Claremont utilized his classroom as more than just an environment for the instruction of pupils. He utilized his… |