Search Inside Documents
Displaying results 701 - 800 of 13048
Sequence 13occured in the method. My guess is that it was when the method was first tried in English, with its many varied spelling… |
Sequence 16a,od t ea se s e be e,\{ed cbild OU 0 eln eile especial V.:bat tt)eyf ea from the alphabetic into the orthographic… |
Sequence 17with children. I can almost guarantee that Montessori would not have approved of basal readers because she believed that… |
Sequence 18episodes. Specifically, there were the tales of Andersen, some of the short stories of Capuana, episodes of the life of Jesus… |
Sequence 21Loeffler, Margaret H. (1980). An Investigation of the Relationship of Protowriting (Invented Spelling) and Cognitive… |
Sequence 4language. When the interest in words begins, as a teacher you can be a great help by developing that interest. I once heard Dr… |
Sequence 8kitchen. Adding section by section, piece by piece, they discovered the style pattern and saw that the repeats in Malory are… |
Sequence 14the t i n ings ngl o- fY, au & f>eau ng is po- ttry, tincf:'from the p f other na- tions, f… |
Sequence 4story, for example-give the most excellent details about life in a country. When you are teaching, look up the tales. In the… |
Sequence 1TIME FOR SIXES AND SEVENS by Rilla Spellman Startingfrom an analytical understanding of the developmental process that takes… |
Sequence 1Orn TRUTIIS, NEW CHIIDREN by Edwin J. Delattre, Ph.D. Holding up such exemplars of intellectual diligence as Helen Keller and… |
Sequence 3Montessori talked a good deal about the "spiritual preparation" of the teacher(1936, pp. 115-123), and it… |
Sequence 4re you willing.to be open d to abando,n the com- n presupposition ejudice) that "children ed 'to have ~ hot… |
Sequence 5reversal in attitude of the children affected by the response to stimuli of the environment including the apparatus and the… |
Sequence 6Montessori and conventional child care. Parents do not find the jarring and discomforting situations in a good Montessori… |
Sequence 14can set a place, serve the food and eat, alone or with another, wipe off the table, replace the mat, and do the dishes. This… |
Sequence 15be present in a room if they are present within the children and even more importantly within the person who staffs that room… |
Sequence 17servation and discovery, freedom and discipline. These are not things which are switched off and on for certain periods… |
Sequence 3Dr. Montessori expressed her hope "for a normal development, that fortunately does not depend on what we attempt to… |
Sequence 4discovered a key with which to unlock the immense constructive powers of the human being, powers that were capable of changing… |
Sequence 5were the first small children of the San Lorenzo Quarter experiment called "the new children"? It took Dr.… |
Sequence 6These two territories became the properties of the societies and nations of man, as time went on, and the story of man was… |
Sequence 7The sensorial material is a key to the environment, Dr. Montessori said, but only if we present it for the child to use in the… |
Sequence 9The child still needs a prepared environment for his work and activities. Dr. Montessori warns us: "Education between… |
Sequence 10At the second plane of development we have the same formula to use as at the first-the psychological characteristics of the… |
Sequence 11logical characteristics and each needs a prepared adult to help the individual help himself. The four planes of development… |
Sequence 12product of a Casa dei Bambini and a Montessori elementary class which have followed vigorously Dr. Montessori's formula… |
Sequence 13not want to make mistakes about the adolescent program, great care must be taken in implementing it. If Dr. Montessori was… |
Sequence 14do they give all the special physical care that is necessary during the period of adolescence. Thus not only do they not corre… |
Sequence 15Dr. Montessori reminds us that the child at the third plane experiences difficulty in maintaining concentration during study.… |
Sequence 16social life which may endure for years. Such defects in social adjustment may have dangerous consequences for the indi-… |
Sequence 17with society; it would offer the control of error and the possibility of repeated activity. The working of the human… |
Sequence 18of the race. And we have the adolescent to prove otherwise to us. "If we gave the world to the small child,"… |
Sequence 19And moreover, she suggested a program, as she had done for the first and second planes of development. To some extent we have… |
Sequence 20to studying. In order for the adolescent to acquire social experience, society must build the right sort of environment for… |
Sequence 21constructive instincts that as yet have neither been recognized nor put to use .... Might not this goal be reached by changing… |
Sequence 22But Or. Montessorl's pri- mary concern for the ado-, lescent was that he should be allowed a life of activ- ity and… |
Sequence 23contacts. Running the shop would necessitate a study of commerce and exchange, of supply and demand, of the rules of book-… |
Sequence 25presented the child of the first plane with the world, and the child of the second plane with the universe. What Dr.… |
Sequence 26gives individuals infinite possibilities for growth and improvement and constitutes the starting point of man's complete… |
Sequence 27achieving the development of the human personality, rather than the narrower one of providing culture only, then a close… |
Sequence 28Sir Richard Livingstone had argued that education must be not just vocational but also social and spiritual. Much earlier, Dr… |
Sequence 1DESIGNING FOR THE NEEDS OF ADoLESCENTS: AN INTERVIEW WITH JOHN MCNAMARA by David Kahn Ibis interoiew focuses on Mr. McNamara… |
Sequence 2What are the new frameworks and Montessori telling us? Mathematical reasoning, problem solving, communication, and connections… |
Sequence 5the tools of the future. The technology and the knowledge explosion are changing education. The how it is to be done remains… |
Sequence 1MONTESSORI AooLESCENT EDUCATION: TOWARD AN EMERGING FRAMEWORK by David Kahn Mr. Kahn summarizes his understanding of major… |
Sequence 4or no documentation available. There is no governing standard or consensus of design. Teaching personnel who are sensitive to… |
Sequence 8The Paideia model is clearly compatible with Montessori, both stressing presentation and coaching. The Paideia chart goes on,… |
Sequence 9• c:: I,) 0 ;·; I,) • ... ,, c:: ·- QI 0• QI .. a. CII .: . .c= c.,•- • .ii: OCI) (J .. .... • .ii: c:: • o… |
Sequence 10Grade 7 (Continued) • C Judaism, Ch.ristianity, Islam U.S.A. Government USSR U 0 Electoral Process Derived From… |
Sequence 16assignments. Unless departmentalized team teaching is thoroughly orches- trated, work surges and student overloads in homework… |
Sequence 22between the specialists in order to get an overview of each individual student. The generalist approach is entirely necessary… |
Sequence 23Assessment Interestingly enough, with all the alternative assessment now in process outside of Montessori education, a good… |
Sequence 24generalizations and integrative structures. Most programs are worked empirically with different segments evolving into an… |
Sequence 1Lake Country School is a city school (in south Minneapolis), and for obvious reasons our program is not Erdkinder-it is a… |
Sequence 2Th&i;young' child de- mands, "Help me to doit myself.n:rheado- lescent demands, "Help me to… |
Sequence 6possibilities, and potentials of life clash with the present and the past, with the real, with the might-have-beens, with… |
Sequence 2CHARACTERISTICS AND NEEDS OF Anol.ESCENTS: A COMPARATIVE STIJDY compiled by John Long Almost eve,y Montessori seconda,y… |
Sequence 1Characteristics of Adolescents Physical Characteristics Emotional Characteristics Social Characteristics Cognitive… |
Sequence 1he, too, is connected to every living being and bears a responsibility toward all. As young adolescents study history and… |
Sequence 3and reread Montessori's books and lectures. As the middle school class has evolved through the years, I have listened to… |
Sequence 7I believe that this age group is in the sensitive period for developing relationships, and one of the necessary tools for… |
Sequence 14NAMTANEWs The Montessori Academy Is Full A new kind of summer program intended to encourage depth, The Montessori Academy… |
Sequence 5the main objective, with understanding relegated to unimportance. On the contrary, a formula is only a short method of stating… |
Sequence 6rather, they will say that you multiply by the reciprocal of the divisor. They have gradually developed an understanding of… |
Sequence 7In their independent investigations, Montessori students learn how mathematics is applied to the real world and are encouraged… |
Sequence 1EXTENSIONS IN THE MATIIEMATICS AREA OF TIIE CHDDREN'S HOUSE by Rita Schaefer Zener Looking at very practical variations… |
Sequence 4All of the above are like the first period of a three-period lesson. Each activity is an association of words with the sensory… |
Sequence 1F~&A~--------------- MARIA MoNTFSSOm's CONTRIBUTION To nm CULTIVATION OF TIIE MATIIEMATICAL MIND by Mario M.… |
Sequence 2some of her experiences in this research and the conclusions she came to, it is because they will throw some light on the… |
Sequence 4and of the distribution in age of the various items connected with basical mathematical knowledge. Only with this background… |
Sequence 5The first conscious step into arithmetical knowledge was-and still is-learning numbers up to ten with ten square prisms whose… |
Sequence 6presented Dr. Montessori with a conundrum similar to the one she had been confronted with when the children "… |
Sequence 8sensitive period pertinent to each age group, activity, and spontaneous passing into abstraction were possible for the… |
Sequence 9something else, the name comes into our mind. This is due to the engrams that, urged by our interest, have started to work,… |
Sequence 10them not sufficiently prepared, while the scientific progress of our days demands greater mathematical knowledge. Certainly… |
Sequence 4the Coming of Man to convey the sequence of Australopithecus, Homo habilis, Neanderthal, Cro-Magnon, etc.? Again philosophy… |
Sequence 5together any civilization and compare their findings with modem times. For starters, the Montessori elementaty curriculum also… |
Sequence 7that are real and necessary in order to take the path to maturity. Thus, for the purposes of introducing the Story of… |
Sequence 1PROGRESSIVE VISION, LEAoERSIDP, AND SYSTEM CHANGE by Robert Peterkin, EdD Jn this presentation given at the November public… |
Sequence 11leadership. Montessori teachers, parents, and students are already prepared to enter into dialogue with visionary and… |
Sequence 12international in scope. Montessori has a proven track record in over one hundred school systems. Montessori education also… |
Sequence 14We need to examine the work of the National Urban Alliance for Effective Education, a consortium of twenty-eight school… |
Sequence 1SCIENTIFIC PEDAGOGY REvlsITED by Margaret Loeffler, PhD From her perspective as coordinator of the Teachers' Research… |
Sequence 2and must be carried out by teachers in their own classrooms. Although much verbal agreement has been given to this original… |
Sequence 3The time seems to be right to suggest a new view of teachers as scientific pedagogues who study children in a classroom… |
Sequence 4and writing. Teachers have written about their experiences, anecdotaJly and informally, through diaries, logs, and narratives… |
Sequence 10References Hubbard, R.S., & B.M. Power 0993). 7be art of classroom inquiry. Portsmouth, NH: Heinemann Educational… |
Sequence 1F~I'-------------------- BREAKTHROUGH IN EvoLunoN: TowARD A PARTNERSIDP FUITJRE by Riane Eisler Jn The Chalice and… |
Sequence 2The articles in this NAMTA]ournal, while they are compatible with Montessori thought, are not meant to represent the… |
Sequence 4of the word, in the sense of Socrates and Plato, the master or majenta who recognizes that in every child and perhaps in every… |
Sequence 1THE DEVELOPMENTAL CRISES OF THE FIRST THREE YEARS by Silvana Quattrocchi Montanaro, M.D. Introduction In our growth… |
Sequence 1DR. MAruA. MONTESSORI AND THE CHILO by Dr. Mario Montessori I hope that you are not going to be disillusioned by what I say.… |
Sequence 2in order to study medicine. At that time, a woman who went among men, and especially among naked bodies which she cut to… |
Sequence 3to it, drop it, and break it. Such was the child, and thus it was described by official psychology. So, there was Dr.… |
Sequence 4So we start with this group of children, belonging to that group of parents, and a positivist. The positivist was a scientist… |
Sequence 5to wh:11 was happening in ordinary life: There the children were disorderly, always leaving Lhings lying around, and the… |
Sequence 6unable to account for them. The only thing she had done was lo give them freedom, freedom to choose their tasks, and she had… |
Sequence 7perfect society touched this woman. And the positivist, who disbelieved in religion, continues: "One day, in great… |
Sequence 8The first lesson the child gives us is love. He has love in himself, and he knows how to arouse love in others. developing… |