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Sequence 51Each one of us comes into the teaching profession with a unique temperament, a unique style, a personal history. It is… |
Sequence 52spent more time outdoors, but with adulthood came days and nights in hermetically sealed homes, cars, and places of employment… |
Sequence 54The second spoke of the centerpiece of basic human tendencies is that of the mental faculties. The four faculties that Dr.… |
Sequence 61RcrERE ccs Al Homt• 111 Nature: 810/o:,:y for the Montessori Classroom. DVD. Availabll• at www.youthoperaintl.com. Lou,,… |
Sequence 64How SCIENCE AND HISTORY LEAD TO COMMUNITY SERVICE by Annabeth Jensen A nabet/1 Jensen's presentation is the proceedings… |
Sequence 68We need to 111ake it clear to tlte children that there is so 111uclt left to discover. In this world of immediate information… |
Sequence 69We Teach Science to Inspire the Children with the Idea That They Have a Part to Play in the Health and Well-Being of the… |
Sequence 74our country? What happens when you put a bouquet of alstromeria in a warm room? The Chart of Interdependencies: Another way… |
Sequence 82child around, then remove blindfold and have the child try to find the tree again. • Seton Walk: Spread students out along a… |
Sequence 83and sees nature at work. This is a constant exercise. And if carried out in calm and tranquility which touches and educates… |
Sequence 85and service to the earth itself. When students work in service of something larger than themselves, they feel connected. This… |
Sequence 88GREAT STORIES ARE GREAT FOR THE BRAIN! by Greg MacDonald According to Greg MacDonald, the Montessori use of stories is… |
Sequence 89Twenty-first century life is intertwined with stories. Our televisions pump out endless stories. The Internet has… |
Sequence 93SUPPORTING THE MONTESSORI APPROACH TO ELEMENTARY CHILDREN When we tell the Great Story "God Who Has No Hands,&… |
Sequence 114STRUCTURE AND SPONTANEOUS LEARNING by John R. Snyder Begin11i11g with the origins of freedom and responsibility in the Ameri… |
Sequence 117institutional oppression, and competing visions of education as the conscious imposition of a culture or the more traditional… |
Sequence 128through the senses, the intellect and the emotions with what is be- fore one-as opposed to an "anaesthetic experience… |
Sequence 131• How do the major sequences ("chapters") of each discipline connect and support each other? • In a given… |
Sequence 133the child is actually revealing to us. The circle of ironies is then com- plete, because it is precisely through Dr.… |
Sequence 134to the circumstances they helped to create for us." This is what is to be discovered and rediscovered in the… |
Sequence 139Beethoven the structure of the Classical symphony within which he was able to innovate and express what could not have… |
Sequence 141Csikszentmihalyi, Montessori, Pink, and Lev Vygotsky all agree that the greatest developmental aid we can give our children is… |
Sequence 143Loving the Universe There is another aspect of the Montessori classroom that I think speaks to the issue of purpose in… |
Sequence 145REFERENCES Einstein,Albert. "Autobiography." In P. Schilpp, Ed.,Albert Ei11stei11: Philosopher-Scie11tist.… |
Sequence 148ORIGINS AND THEORY OF THE THREE-PERIOD LESSON by Annette Haines Beginning with Seg11i11, Annette Haines explores ti,e t!,ree… |
Sequence 153resonance (FMR), a technique based on the increase in blood flow to the most active areas of the brain, have observed that… |
Sequence 154year after year, not of one, but of a multitude of persons who have nothing in common with us, not even years, is indeed a… |
Sequence 155The sixth characteristic of a Montessori lesson is that it is de- signed to elicit activity from the child. In every instance… |
Sequence 156Growth comes from this activity. The material is necessary only as a starting point. For knowledge to be of any use, it must… |
Sequence 158And this is all essential for reading. I know that reading has taken over in many schools as the most important subject-you… |
Sequence 163jacked and reinvented the three-period lesson for use with students in the third plane of development. When we started this… |
Sequence 164business endeavors and learn about production, exchange, and economics; and that the farm can be "the approach to… |
Sequence 166Not that the first and third periods (as I am describing them) aren't important. Without a carefully prepared first-… |
Sequence 169concept that is so essential to understanding the knowledge at hand that it opens the door to understanding, providing the… |
Sequence 170periences in the environment; and to indirectly assess the child's internalization process. (I prefer the focus on &… |
Sequence 172different emotional triggers" (27). She also strongly emphasizes the power of choice in motivating students: &… |
Sequence 179Yes, there is, and neuroscientists who are publishing results of studies warn us against that. Yet the more studies you look… |
Sequence 180world and take part in revolutions of creative change, the obvious connections between Montessori and true productive learning… |
Sequence 182THE IMPORTANCE OF THE THIRD PERIOD: THE CHILD' s SYNTHESIS AND RESPONSIBILITY FOR KNOWING IN THE MONTESSORI ELEMENTARY… |
Sequence 185can sing or make art. You know that the techniques are successful when they spread like wildfire through the classroom.… |
Sequence 188OUTCOMES Dr. Montessori provides this optimistic description, "the whole life of the adolescent should be organized… |
Sequence 190THE POWER OF CONCENTRATION by Kathleen Lloyd Kath/ee11 Lloyd's interesti11gco111parison of normalization and self-… |
Sequence 191Montessori observed that when theenvirorunentisdesigned to promote concentration, chil- dren go through a transformative… |
Sequence 205Montessori observed the power of concentration to transform children's temperament and ul tima tel y their personalities… |
Sequence 208Kahn, David. "Normalization and Normality across the Planes of Development." Tlte NAMTA Jo11r11a/ 22.2 (1997… |
Sequence 251Constantine, who, despite killing his brother and later his wife, the Empress Fausta (at the behest of his mother, St. Helena… |
Sequence 255the importance to his de- velopment of the quality of the stimuli that enter his absorbent brain, and so we must give… |
Sequence 262perceptible brush of pursed pilgrim lips, two at a time, rounded in a kiss, or perhaps a slight graze of the hand, creating… |
Sequence 263The School of Athens. Plato is pointing up, indicating his philosophy that truth is knowable through pure ideas and… |
Sequence 266disparate writers, one the sixth century BC Greek philosopher Hera- clitus who said, "You can't step in the same… |
Sequence 273California English speaking A to l guide needed for January 2011. Good at- titude, classroom management, 2 years exp., AMJ… |
Sequence 276The HAND is the instrument of the MIND. ❖ The CHILD is the instrument of the FUTURE. ~l1 Teacl1er Training at The… |
Sequence 278in the nation. The Montessori High School at University Circle (eighty to one hundred students ages 15- 18 and eighteen… |
Sequence 282Now accepting applications for these upcoming AMI Elementary training courses: ~~3-Summer Elementary Course *2011-2012-… |
Sequence 283Indonesia Due to expansion, Jakar- ta Montessori School in In- donesia is recruiting Toddler, Pre-school, Lower and Upper… |
Sequence 7VIJ Publisher's Note Every time I have heard Paola Trabalzini speak, her precise scholar- ship and careful selection of… |
Sequence 9X observation, Maria Montessori made a fundamental contribution to educators and, as I already said, her method is still… |
Sequence 10XI Preface "One day, from the heart of a great poet came the mystical question: 'Who is man? Where does he… |
Sequence 11XII Bambini (The Method of Scient(fic Pedagogy as applied lo child education in the Children's Houses) is explained by… |
Sequence 14xv Acknowledgements This book would not have been possible without the contribution made by institutions, scholars,… |
Sequence 173 Chapter I From Childhood to Youth 1.1 Before// Metodo de/la Pedagogia Scientijica "The time in which woman was… |
Sequence 206 Part One - Toward the Children's House: The Formation Years social problems linked to demands for better work and… |
Sequence 21From Childhood to Youth 7 most and she constantly supported her. In her own family, Renilde had admired the scholarly,… |
Sequence 228 Part One - Toward the Children ·s House: The Formation Years plays, improvise topics; I strengthened garments and scenes. I… |
Sequence 23From Childhood to Youth 9 mathematics section of the technical school with the intention of continuing her studies at the… |
Sequence 24I O Part One - Toll'ard the Children's /-louse: The Formation Years managed to move him so much that the good friar… |
Sequence 25From Childhood to Youth 11 letter she sent to her friend Clara in 1896, in which she expressed all her anxiety and dismay… |
Sequence 2612 Part One - Toll'ard the Children's I louse: The Formation Years Her decision to do a thesis on antagonistic… |
Sequence 27From Childhood to Yowh 13 and cultural hurdles, it also marked the beginning of her entrance to the medical-scientific… |
Sequence 2814 Parr One - Toward 1he Children's House: The Forma1io11 Years 13 The years 1877-1900 saw eleven women admitted to… |
Sequence 29From Childhood 10 Yowh 15 observation as the method for understanding the patient's mental world. and made moral… |
Sequence 3016 Chapter II Science and Society: Phrenasthenic Children II. I Civil commitment and scientific research Berlin, 22… |
Sequence 31Science and Socie~1•: Phrenasthenic Children l7 an aspect which would also characterize her speech in the London congress of… |
Sequence 3218 Part One - To1rnrd the Children's House: The Formation Years psychiatrist Augustin Morel had first written about and… |
Sequence 33Science and Society: Phrenasthenic Children 19 juvenile delinquency. These responsibilities were found in the lack of care… |
Sequence 3420 Part One - Toward the Children's House: The Formation Years pedagogical methods tailored to their needs and through… |
Sequence 35Science and Society: Phrenasthenic Children 21 all those people who wanted to take children away from the streets or from… |
Sequence 3622 Part One - Toward the Children's House: The Formation Years and the suitable education methods for each case. The… |
Sequence 37Science and Society: Phrenasthenic Children 23 society so that civil progress did not come about to the detriment of one… |
Sequence 3824 Part One - Toward the Children's House: The Formation Years based on four fundamental types - moral madness,… |
Sequence 39Science and Society: Phrenasthenic Children 25 ' Jean M. G. ltard ( 1775-1838) !,rraduated in medicine and decided to… |
Sequence 4026 Chapter III Science and Society: The Woman Question 111.1 Scientists and not science are against woman Between the late… |
Sequence 41Science and Society: The Woman Question 27 How to deal with claims of woman's inferiority? By abandoning the reasons of… |
Sequence 4228 Part One - Toll'ard the Children ·s !louse: The Forma1io11 Years social and cultural sensibility, that is a coming… |
Sequence 43Science and Society: The Woman Q11es1io11 29 effective action that everywhere honored women's industriousness and left… |
Sequence 4430 Part One - Toward the Children's /louse: The Formation Years wages of their male colleagues - and intellectually,… |
Sequence 45Science and Sociely: The Woman Question 31 of the nineteenth century (Kramer believes that Montessori and Besant actually… |
Sequence 4632 Part One - Toll'ard the Children ·s /louse: The Formation Years which was often fatal to health, and give with the… |
Sequence 47Science and Socie~)': The Woman Queslion 33 lll.4 "Women everywhe,·e, arise!" Montessori 's… |
Sequence 4834 Part One - To1rnrd the Children's I louse: The Formation Years of the pro-vote committee, and she - along with other… |
Sequence 49Science and Socie~y: The Woman Question 35 new moral and educational principles. In her speech, she related sex education… |
Sequence 5036 Part One - Toward the Children ·s House: The Formation Years alcoholism. cnvironmcn1al conditions and race. The… |
Sequence 51Science and Society: The Woman Question 37 11 M. Montessori, ·'Greetings of Italian Women. in International Council of… |
Sequence 53Chapter IV Anthropology in School IV. l Studies of philosophy and anthropology 39 "Enrolled at university as a… |
Sequence 55A11thropology in School 41 is possible that Montessori did not perceive science and religion as opposing one another, also… |
Sequence 5642 Par/ One - Toward /he Children's House: The Forma/ion Years did the school system do in the face of such biological… |
Sequence 57Anthropology in School 43 anthropological data were supplemented for pedagogical purposes. Her study of regional ethnic… |
Sequence 5844 Part One - Toward the Children ·s llouse: The Formation Years ' Luigi Crcdaro ( 1860-1939) relined his s1Udies in… |
Sequence 6046 Part One - Toward the Children ·s House: The Formation Years What was meant to be a great investment and profitable… |
Sequence 6450 Part One - Toward the Children's I louse: The Formation Years House, and others followed in Via dei Campani and in… |