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Sequence 8land, to support future races. "21 The emotional depiction of coral as part of a cosmic legacy of doing right by… |
Sequence 2The quiet in the class when the children were at work was complete and moving. No one had enforced it; and what is more, no… |
Sequence 1DARE TO Do ERDKINDER: REPORT FROM CHICAGO by John Long "What type of adult does civilization need?" This… |
Sequence 2need to return to Montessori's writing-particularly From Childhood to Adolescence and Education and Peace. But it was… |
Sequence 2third plane? Are we not immersed in some necessary creative tension as we strive to bind our present explorations with her… |
Sequence 3that of social reconstruction and moral reform, that of bringing about peace and justice in our world. If this is the… |
Sequence 11singing, dancing, and storytelling that people did not only as they worked but also when the work was finished. I saw… |
Sequence 13with what had become a luscious, teeming mountain of fertilizer and abundance. He looked up from a vast shovel-full, and,… |
Sequence 3their shelves, place a few toys and mats in the middle of the room, and establish a day care unit for babysitting during the… |
Sequence 4gently received in "a kind of 'getting-them-up."' Emphasis was on "a human beginning to… |
Sequence 5Furthermore, in a natural, homelike all-day setting, children's capacity for work is given more time and more… |
Sequence 4For elementary children, Miss Stephenson says, "Put your head down and give the lessons; give the lessons!"… |
Sequence 1PAST, PRESENT, AND POSSIBLE: A MONTESSORI GLOBAL PERSPECTIVE by Muriel Dwyer Muriel Dwyer, whose sense of mission and single… |
Sequence 7essence of Montessori, who in a variety of ways contributed to make Montessori a dynamic force in education here and around… |
Sequence 8cooked supper for all seven of us. The others washed up so the cook could retreat to her album work. By the time we arrived,… |
Sequence 9Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 184Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 185cooked supper for all seven of us. The others washed up so the cook could retreat to her album work. By the time we arrived,… |
Sequence 186essence of Montessori, who in a variety of ways contributed to make Montessori a dynamic force in education here and around… |
Sequence 1MARGARET E. STEPHENSON: FOLLOWING THE CHILD ACROSS THE PLANES OF DEVELOPMENT by David Kahn Margaret E. Stephenson's… |
Sequence 2Montessori Institute of Milwaukee. Miss Stephenson now lives in England, where she is an AMI lecturer, examiner, and trainer… |
Sequence 3collaboration with his mother in their conceptualization of Cosmic Education. Miss Stephenson's devotion to the broader… |
Sequence 1Mario M. Montessori, late 1960s 1957 Advanced (Elementary) Course, London. Mario Montessori is fourth from left in front row… |
Sequence 1Cleveland Elementary Course, directed by Miss Stephenson, 1988 Miss Stephenson and trainers Kay Baker and Peter Gebhardt-… |
Sequence 1NAMTA Adolescent Colloquium, 1996. Miss Stephenson is fourth from the left, back row. 84 The NAMTA Journal • Vol. 25, No. 3… |
Sequence 1Miss Stephenson in the Practice Room, Cleveland Course 90 The NAMTA Journal • Vol. 25, No. 3 • Summer 2000 |
Sequence 7of his or her own favored styles of communicating with others and of which styles of others' expressive communication… |
Sequence 1HOMO LOQUENS: LANGUAGE IN THE CONTEXT OF COSMIC EDUCATION by Margaret E. Stephenson Placing language in the context of human… |
Sequence 9what they said; some were pessimistic. The adolescent needs some- thing more than logic to have an optimistic view of… |
Sequence 9· It paraphrased Montessori on the psychological characteris- tics of the adolescent. • It emphasized the development of the… |
Sequence 21school-for those eleven years, the children went to the public exami- nation, and they didn't mind at all. And so then,… |
Sequence 4that it is not the full answer for setting it up, but the land is one of the things. If you get money, you will definitely… |
Sequence 15place in this house where I keep my belongings and I have a particular teacher or series of teachers who help me along the… |
Sequence 5The dining room at Countryside Montessori School, Chicago, Illinois. could not gin up any real interest while a very large… |
Sequence 21Figure 11. Filth-year student using grammar symbols on a Latin text. passage. He asked me if r would write it for him on big… |
Sequence 3the Montessori teacher, "Give the children God and humankind." Or, put into secular language, "Give… |
Sequence 6naturally to me, because 1 felt it was a sign of weakness: I asked for help. 1 called the Montessori Institute. Miss… |
Sequence 7The transformation of that class, from a collection of mostly ragamuffin, untutored, good-hearted children was simple,… |
Sequence 8cept our individual situation, taking the best and leaving the rest. Most of us bemoan the fact that the classroom experience… |
Sequence 844 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 would go on and on. Eventually one day the child came to the directress… |
Sequence 8180 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 most definitely not what I saw going on here. I remember thinking, “If… |
Sequence 9181 Davis • What Are We Observing and How? I read this list to the mother of a thirteen-year-old yesterday. When I looked up… |
Sequence 1155 Haines • Strategies to Support Concentration or dogs or butterflies or flowers. I had a child who loved vacuum cleaners:… |
Sequence 4AMI Journal 2017 - 2018 page 109 and soil; how the roots reach down into the earth and the leaves turn upwards towards the… |
Sequence 2The Totality of Montessori page 128 a handful were so moved, so touched, by the idea that they acted as missionaries,… |
Sequence 4Strategies to Support Concentration page 158 Movement is a hook for the child who is in a sensitive period for the… |
Sequence 11Strategies to Support Concentration page 158 Movement is a hook for the child who is in a sensitive period for the… |
Sequence 41The Totality of Montessori page 128 a handful were so moved, so touched, by the idea that they acted as missionaries,… |
Sequence 60AMI Journal 2017 - 2018 page 109 and soil; how the roots reach down into the earth and the leaves turn upwards towards the… |
Sequence 12Strategies to Support Concentration page 158 Movement is a hook for the child who is in a sensitive period for the… |
Sequence 42The Totality of Montessori page 128 a handful were so moved, so touched, by the idea that they acted as missionaries,… |
Sequence 61AMI Journal 2017 - 2018 page 109 and soil; how the roots reach down into the earth and the leaves turn upwards towards the… |
Sequence 5work primarily to themselves - not to any expert-dominated institutional system. When it comes to love and security for the… |
Sequence 4her what the group would be discussing here.) said that she would be interested in making arrangements for the Mercy Center to… |
Sequence 9Joosten: No, do something. Whatever the difficulties are, even if it can't be Erdkinder, still do something. Erdkinder… |
Sequence 4one, i.e. the less divergent education of their children. should be the first to be organized. 5. An advantage is that such a… |
Sequence 216 myself into training because somebody told me about them. That day I bought The Absorbent Mind and E. M. Standing's… |
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 1The Montessori Secondary Schoo! - Developing the Urban Compromise by David Kahn Here folfows a simple chronicle of a… |
Sequence 92land, to support future races. "21 The emotional depiction of coral as part of a cosmic legacy of doing right by… |
Sequence 6The quiet in the class when the children were at work was complete and moving. No one had enforced it; and what is more, no… |
Sequence 129NAMTANEWS PRACTICAL LIFE WORKSHOP: A CROWN JEWEL In Washington, D.C., October 20, 21, 22, 1989, the NAMTA Practical L~fe… |
Sequence 130North America than Margaret Stephenson. Her thirty years here have been singlemindedly given to building teacher education.… |
Sequence 77DARE TO Do ERDKINDER: REPORT FROM CHICAGO by John Long "What type of adult does civilization need?" This… |
Sequence 78need to return to Montessori's writing-particularly From Childhood to Adolescence and Education and Peace. But it was… |
Sequence 86third plane? Are we not immersed in some necessary creative tension as we strive to bind our present explorations with her… |
Sequence 87that of social reconstruction and moral reform, that of bringing about peace and justice in our world. If this is the… |
Sequence 165singing, dancing, and storytelling that people did not only as they worked but also when the work was finished. I saw… |
Sequence 181with what had become a luscious, teeming mountain of fertilizer and abundance. He looked up from a vast shovel-full, and,… |
Sequence 8their shelves, place a few toys and mats in the middle of the room, and establish a day care unit for babysitting during the… |
Sequence 9gently received in "a kind of 'getting-them-up."' Emphasis was on "a human beginning to… |
Sequence 10Furthermore, in a natural, homelike all-day setting, children's capacity for work is given more time and more… |
Sequence 125For elementary children, Miss Stephenson says, "Put your head down and give the lessons; give the lessons!"… |
Sequence 16Too often I ask teachers, "Have you dohe the Great Lessons?," • and they re- spond, "No, not yet… |
Sequence 22In terms of specific expectations, one was that our students had to take a state-required American Constitution test. We… |
Sequence 31Montessori children, at 12, have done things that high school stu- dents haven't even touched. That's what she'… |
Sequence 36Mike clarified that Mr. Grazzini had proposed both a national model and a coordinating body, and that Miss Stephenson's… |
Sequence 39between practitioners and philosophers is essential for the eventual development of an Erdkinder. Returning to the chart, Mr… |
Sequence 41the time and the circumstances must be right. Someone joked that we must therefore be in labor, and that is why it is so… |
Sequence 49sense of history. Kay added that studying history and gaining a sense of time links with the adolescents' need to know… |
Sequence 50Another issue is about the needs of the adolescent: What are these needs, as opposed to wants, and as opposed to to the… |
Sequence 59sori. Furthermore, all the new "mushroom" programs are looking to these distinguished programs for guidance… |
Sequence 64training, saying that his aim had been to do the former. His interpre- tation of what Montessori is saying could be integrated… |
Sequence 65Miss Stephenson suggested that Primary or Elementary training would be a good foundation; people with both diplomas would be… |
Sequence 67Tom Postlewaite said that we have a plan and it is time to "concretize that plan." Yet ques- tions remain… |
Sequence 349THURSOA Y APRIL 23 7:00-9:00 pm FRIDA v APRIL 24 9:00-10:00 am PROGRAM Registration and Reception Past, Present, and… |
Sequence 20PAST, PRESENT, AND POSSIBLE: A MONTESSORI GLOBAL PERSPECTIVE by Muriel Dwyer Muriel Dwyer, whose sense of mission and single… |
Sequence 61essence of Montessori, who in a variety of ways contributed to make Montessori a dynamic force in education here and around… |
Sequence 62cooked supper for all seven of us. The others washed up so the cook could retreat to her album work. By the time we arrived,… |
Sequence 63Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 6MARGARET E. STEPHENSON: FOLLOWING THE CHILD ACROSS THE PLANES OF DEVELOPMENT by David Kahn Margaret E. Stephenson's… |
Sequence 7Montessori Institute of Milwaukee. Miss Stephenson now lives in England, where she is an AMI lecturer, examiner, and trainer… |
Sequence 8collaboration with his mother in their conceptualization of Cosmic Education. Miss Stephenson's devotion to the broader… |
Sequence 9Mario M. Montessori, late 1960s 1957 Advanced (Elementary) Course, London. Mario Montessori is fourth from left in front row… |
Sequence 57Cleveland Elementary Course, directed by Miss Stephenson, 1988 Miss Stephenson and trainers Kay Baker and Peter Gebhardt-… |
Sequence 89NAMTA Adolescent Colloquium, 1996. Miss Stephenson is fourth from the left, back row. 84 The NAMTA Journal • Vol. 25, No. 3… |
Sequence 95Miss Stephenson in the Practice Room, Cleveland Course 90 The NAMTA Journal • Vol. 25, No. 3 • Summer 2000 |
Sequence 74of his or her own favored styles of communicating with others and of which styles of others' expressive communication… |