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Sequence 21this is the thing, isn't it? It's just getting to know the picture of something. They know the sounds. It's… |
Sequence 23ROSALIE: I'm almost finishing a course in dyslexia. So if you'd like I will answer as well as I can for someone who… |
Sequence 3God and the child have a unique relationship, particularly before the age of six. In the context of religious formation, the… |
Sequence 4have a vital interchange with other cultures and traditions. Only if we are firmly rooted in our tradition will we be able to… |
Sequence 6elevated to a new status in a religious context. The signs and symbols, the scripture and liturgy, the presentation of the… |
Sequence 8In the worship of God, we bring our whole lives with us, even that activity in which we use and enjoy the goods of this world… |
Sequence 9can provide an alternative to modern uncertainty. So the Montessori movement depends on a faith tradition not only to augment… |
Sequence 3purpose of education is to make known the 'workings' of reality so that the person can enter into and live it. This… |
Sequence 6based on the same objectives as found on the proficiency tests, and each school was evaluated in a number of areas, including… |
Sequence 919. The proficiency curriculum was random and outside a setting of history. There was no place for children to hang their… |
Sequence 1027. It reduced thinking skills from broad-patterned to domain- specific thinking. 28. It placed our school in a… |
Sequence 13presented with items of knowledge because we think they have to understand it and to learn it. (77) For over ten years in our… |
Sequence 17North Avondale Montessori Elementary School 2003 School Report Card. Columbus: Ohio Department of Education, 2003. Sixth-… |
Sequence 3that he or she has the necessary capabilities to function, thrive, and contribute to the community? Can education "… |
Sequence 5told" (Kohn paragraph 5). Extrinsic inducements are used as a way to "instill values," rather than… |
Sequence 6well as the life of the community. Even worse, she may not be able to function effectively in her day-to-day activities and… |
Sequence 8young. But once the baby is grown, this love disappears-the grown animal goes off on his own in the world. In human life, we… |
Sequence 9What constitutes a suitable environment? Although the specific needs vary according to the period of the child's… |
Sequence 10says, "his character is changed. It is as though he had taken off a mask" (Education for a New World 121).… |
Sequence 11inely spiritual life by working. The real natuxe of the human being is exposed through work-what Montessori called normality.… |
Sequence 12The intellectual clarity achieved regarding specific aspects of culture is one result of deep engagement. The child also… |
Sequence 13Obedience is not merely compliance. Forced obedience is not the same as true obedience. If we make the child behave by fear,… |
Sequence 15We cannot instruct the will. We cannot help the will to develop by instruction-by demanding it to develop. The will evolves… |
Sequence 16side by side with the adult in the kitchen or the garden; this is a very special kind of companionship. WHEN THE W1u Is… |
Sequence 19Concentration and repetition leading to integration of the personality are rarely seen under these circumstances.… |
Sequence 21capabilities and keeping children in an unnecessary state of depen- dency. He points out that until recently "people… |
Sequence 22of them, prevent them from growth, and rob them of the necessary tools to face adversity in their life. According to John and… |
Sequence 28Montessori, Maria. The Discovery of the Child. 1948. Trans. M. Joseph Costelloe. New York: Ballantine, 1967. Montessori,… |
Sequence 2How THE ADOLESCENT TRANSFORMS THE ADULT by Patricia Ludick Pat Ludick's deep acknowledgement of spirituality as the… |
Sequence 6• First, the belief that life's circumstances often act similarly to the mechanisms of biological evolution; they discard… |
Sequence 8So we speak of the spiritual training of the teacher in reference to purging herself of these defects with which her character… |
Sequence 10ing of life and our own promise as a contributor in the divine work of creation. Then, of course, there is the cultivation of… |
Sequence 11PRACTICAL ELEMENTS Let us now focus a lens upon a few practical elements that light our path in serving the adolescent and… |
Sequence 14The adult lets go of the pride and anger that we spoke of earlier in this presentation. The social controls are turned on and… |
Sequence 5We like to think of Patagonia as a one-hundred-year company; in all our planning, we think one hundred years out. There isn… |
Sequence 11have heard of him. He's on expedition right now going up to the Northwest Territories. This is a nine-month expedition.… |
Sequence 1MURIEL DWYER: A LIFELONG EXPLORER OF A MONTESSORI KIND by David Kahn But it is essential that we open our minds to this… |
Sequence 2the din of World War II. She also taught in the poorer section of London right after the war in a wonderful school where they… |
Sequence 5that was held in Dar-es-Salaam. She had the courage to come out of her community to help us to train and to help the African… |
Sequence 7It is not surprising that Ms. Dwyer renamed her reading classic, originally entitled A Reading Scheme for English (assembled… |
Sequence 8Dwyer, Muriel. "Opening of the 52nd Montessori Interna- tional Course in Child Development." Montessori… |
Sequence 1A Path for the Exploration of Any Language Leading to Writing and Reading As part of the total Montessori Approach co the… |
Sequence 3FOREWORD 'How does the Montessori method teach reading and writing to English speaking children' is a question… |
Sequence 4often goes against nature because in the course of his natural development the child does not learn chat way. Language offers… |
Sequence 5often they were items of educational apparatus suited to the mental age and which permitted prolonged activities. She called… |
Sequence 6was bound to build resistance against it. Whereas if one followed che child's natural interest and through this sort of… |
Sequence 8With this introduction let us begin. How and where to begin The only aim in producing this pamphlet is to help children to… |
Sequence 1To WoRK Is NoBLE, TO BEHOLD Is DIVINE by David Kahn When Montessori schools struggle with finances, admissions, and finding… |
Sequence 1PLACES FOR BELONGING: FROM WOMB TO HOME TO MONTESSORI SCHOOL by Judi Orion Judi Orion chronicles,from a psychological and… |
Sequence 6become malnourished and dehydrated due to the inefficiency of the placenta. There is a basic environmental pattern… |
Sequence 12As a child is taken around and later walks around the school environment, this environment becomes a "known"… |
Sequence 13No parent is going to feel comfortable dropping their child off the first day if they do not feel trusting of the adults in… |
Sequence 1MONTESSORI UNDER THREE: THE FOUNDATIONS OF HUMAN PERSONALITY by Judi Orion Looking at the roots of human personality, Ms.… |
Sequence 2If we know that the foundation of personality is created by age three, what can we do- as parents and as adults working with… |
Sequence 3It follows that the newborn child has to do a piece of formative work which corresponds in the psychological sphere to the… |
Sequence 7The attachment, which is created through early feeding (either breast or bottle), forms a pattern of relationship that becomes… |
Sequence 2SOCIAL AND MORAL DEVELOPMENT: IMPORTANCE OF THE f AMILY by John McNamara This comprehensive view of social and moral… |
Sequence 3of the reception the next day with these seven children, observing the ones with spouses with their children as well as my… |
Sequence 4time for independent investigation. The ability to make my own decisions and manage my time gave me the feeling of freedom,… |
Sequence 13Parents, with our help, need to develop a philosophy of parenting, based on Montessori principles, that applies throughout… |
Sequence 16I would like to conclude with my daughter's speech to the 1998 Ruffing graduating class because it conveys very well, I… |
Sequence 17treat your souls. So I will leave you with this: Be strong and moral young men and women, and as you face the world before… |
Sequence 2CREATING THE ALL-DAY MONTESSORI PLACE: A CONSTRUCT by Annette M. Haines Annette Haines' well researched "… |
Sequence 4THE ENVIRONMENT What kind of environment must we prepare for children who will be spending most of their waking hours there?… |
Sequence 5The dining room at Countryside Montessori School, Chicago, Illinois. could not gin up any real interest while a very large… |
Sequence 6In Montessori's original Children's House, there were no toys for pretend play. Instead of dressing and undressing… |
Sequence 9have to keep in mind the pictures of children long ago, walking on a line in the grass and creating variations with the dimen… |
Sequence 11Long ago, and in an all-day setting, Montessori felt that parents should be able to "Go at any hour of the day to… |
Sequence 143. with large amounts of open, uninterrupted time for free choice. So even in the face of changing times we must hold to… |
Sequence 15well together. Teachers and staff must refrain from being judgmental of parents who work long hours. The assistants must… |
Sequence 2THE ALL-DAY, ALL-YEAR MONTESSORI COMMUNITY: A PLACE FOR LIVING AT SCHOOL by Michele Aspinall From a purely practitioner… |
Sequence 5Having been pulled out of bed early in order to get to school in time to have breakfast, the days started badly for many of… |
Sequence 7So I continued on, doing my best to offer the children an enriching day care environment. In the meantime, I also decided to… |
Sequence 2MORAL FORMATION ON THE SECOND PLANE: NURTURING AND HINDERING by lta Williams !ta Williams asserts that moral development is… |
Sequence 4Another of the miracles of Montessori is the fact that, on whatever plane you're talking about, moral formation is not… |
Sequence 6where the fact of hav- ing the skill of greeting somebody would throw him into greeting this person. But it is merely… |
Sequence 8pressed. If, in terms of abilities within the class, a child has come to understand that some people have more ability in math… |
Sequence 2THE ELEMENTARY CHILD' s PLACE IN THE NATURAL WORLD by Phoebe Allen Phoebe Allen's article speaks for the early… |
Sequence 4keep alive his inborn sense of wonder," a child, in Rachel Carson's words, "needs the companionship of… |
Sequence 6NATURE-BASED SCHOOLYARDS A potential bridge between the indoor environment and "the wild" lies right… |
Sequence 3Here are questions that put themselves before me: 1. If you put the child/adolescent in nature (having ready access to the… |
Sequence 8How much independence should an adolescent have? How do we help them "enter into society" while offering the… |
Sequence 9My parents were born before the Crash of 1929. My mother began a full-time job at age eighteen. She continued living at home,… |
Sequence 10Last week our seminar discussion was on the second chapter of the book Sophie's World. The big question under discussion… |
Sequence 3ties that directly sustain him, but in the symbolic activities which give significance both to the processes of work and… |
Sequence 4needs and solutions at the Montessori elementary level. What are human needs? How are humans different in how they find… |
Sequence 5interconnected facts of civilization. As a background context to the emergence of civilization, Montessori charts and… |
Sequence 9called the Will of God, actively expressed in the whole of His creation. (To Educate the Human Potential 71) In one of the… |
Sequence 10* * * In the Erdkinder Appendices of From Childhood to Adolescence, Montessori presents the next logical step for history as… |
Sequence 11But for the young adolescent let us add another dimension other than study; there is an element of companionship and social… |
Sequence 12student, who looks more at the proper sequencing of the facts when acting out history. Another conveyor of history is the… |
Sequence 13year. There is a three-year cycle before we repeat most specific studies. We do seminars in relation to primary sources, we do… |
Sequence 2ON BECOMING A CITIZEN OF THE WORLD: CAN MONTESSORI ACHIEVE ITS AIM? by Kay Baker The exploration of the meaning of "… |
Sequence 6destructive of these ends, it is the right of the people to alter or abolish it, and to institute new government. (Cited in… |
Sequence 9Summary So here is the situation. A child has human rights, and the educa- tion of the child must take into account these… |
Sequence 12How is this reconstruction to occur? Montessori says that first the individual personality must develop and that this cannot… |
Sequence 13May I make a plea for each of us to become a citizen of the world. Use your freedom to contribute to life, liberty, and the… |
Sequence 4to forty years in the field; several were not long out of training. I looked forward to revisiting Montessori's legacy… |
Sequence 5which originally inspired us in the early years of our work, came to life once more and renewed our commitment to her vision… |
Sequence 1MONTESSORI: INTELLIGENCE AND THE HUMAN SPIRIT by David Kahn In the first article of this Journal issue, Robert Sternberg of… |