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Sequence 9We give far too much attention to the conscious, and hardly any to the unconscious. And yet, it is the unconscious which… |
Sequence 12was already filled with this respect for life. Obligations and religious feelings come into sight if we have the chance to… |
Sequence 2THE CHil.D AND TIIE ADULT by Sofia Cavalletti 7be one who makes himself as little as this little eh ild is the greatest i:n… |
Sequence 1F~----------------- MONTESSORI AND LEARNING DISABIUTIES by Sylvia 0. Richardson American education is currently under attack… |
Sequence 6A great deal of learning is dependent upon early sensorimotor integration and perceptual maturation. Children learn first… |
Sequence 7teaching, which are now standard fixtures in the early education scene in America. Dr. Montessori was strongly influenced by… |
Sequence 8the teacher must awaken the spirit of the child. They considered the moral preparation of the teacher to be the key to… |
Sequence 9and she stressed that every unnecessary aid to a child is an impediment. Thus, the "prepared environment"… |
Sequence 12mention reading; there is one section on the material for the preparation for writing and another on exercises for writing… |
Sequence 13analysis of sounds relative to speech is essentially auditory-visual-tactile- kinesthetic exercises connected with the… |
Sequence 15Children who can compose a word with the letters of the movable alphabet are not writing, but they are ready to write-they are… |
Sequence 16Next, phonogram cards and "puzzle words" (nonphonetic words) are introduced and later, the roots of words… |
Sequence 18behavior and learning such as posture and coordination, the development of directionality and laterality, and the development… |
Sequence 19NJCLD Cl 988). Position paper on definition of learning disabili- ties. Baltimore: The Orton Dyslexia Society. Orton, J.L. (… |
Sequence 1Timeline of Montessori Adolescent Programs 1900 1910 1907: Casadei Bambini founded In Rome 1920 1930 early 1930s: first… |
Sequence 2SURVEY OF MONTESSORI ADOLESCENT PROGRAMS: INTERPRETIVE COMMENTARY by John Long Introduction Let me Lell a personal story… |
Sequence 3of life when young people lhrive on real life experience and active involvement. And lhe adults seemed to the adolescent… |
Sequence 4II little real knowledge of it. Instead, it is lo those three essays, and in particular Lo "The Erdkinder,"… |
Sequence 7Adults in the Beginning Adulcs 1 2 3 4 5 6 7 8 Total Raw number of schools 20 10 2 1 0 0 0 1 34 Percent… |
Sequence 17• choose well; need normalized core group • limited to 15% of class • limited to 20% of class • only after extensive… |
Sequence 19schools. Maybe not in our schools, but perhaps in open schools, etc. They should also be academically competent in the… |
Sequence 20Of those teachers who are Montessori-trained, a slight majority (51%) has elementary training only. Slightly more than one… |
Sequence 49Insurmountable Difficulties • Urban setting, public school. • Inner city school ... experience things in our community as… |
Sequence 52• car washes, working together to earn money for class Lrip (2), sell refreshments at basketball games Other (4) • in-jokes… |
Sequence 55Many middle schools, Montessori and od1erwise, utilize some form of advising or counseling lo meet Lhe social needs of lhe… |
Sequence 56What about Montessori's Erdkinclcr proposal? The teachers at Median Montessori t.liddle School foci che Erdkinder is an… |
Sequence 57This is the picture that emerges from the survey data of Median Montessori Middle School. That Median is in only its sixth… |
Sequence 58to this survey, only the Franciscan Montessori Earth School in Portland, Oregon, gives adolescents an Erdkinder experience of… |
Sequence 60• At the same time, we need Lo decide as a group of Montessori schools \, hat our target is in the clevcloprnenl of adolescent… |
Sequence 61lis), Montessori on the Lake (Lake Forest, CA), Meadow Montessori School (Monroe, lvll), Mercy Montessori Center (Cincinnati… |
Sequence 1To NURTURE THE HUMAN PoTENTIAL by David Kahn, Editor When Maria Montessori looked to the child, she saw unlimited human… |
Sequence 2occupations, looking at new challenges in linking practical life and experience with academic frameworks. Louise Chawla and… |
Sequence 1CREATIVE ABILITY IN CHILDHOOD by Maria Montessori Dr. Montessori presented this lecture at the Eightlz l11ternatio11al… |
Sequence 1NURTURING THE CREATIVE PERSONALITY Rita Schaefer Zener, PhD Exploring in careful sequence Dr. Montessori's writings… |
Sequence 2concrete, real, and relevant to the lives of young children; (5) provid- ing experiences for children that are outside of the… |
Sequence 3(1936/1975, 1949/1961, 1949/1975). When the developmental pro- cess proceeds normally, normalization occurs, and all four of… |
Sequence 5ln a little girl of 3½, who attended our first school, the intensity of this was amazing. With many interesting things on all… |
Sequence 13child and the world of possible activities. The lessons that they offer, the interventions they make to re-direct non-… |
Sequence 4students performed higher than expected. In fact, the homeroom teachers had to be convinced that is was really the students… |
Sequence 7continuously remind ourselves and others of the creative power within the child that we must trust. It calls on faith, a faith… |
Sequence 8This Is a wonderful profession, but It Is not easy. We must pro- vide the structure for the soclal group and have clear… |
Sequence 10cannot be free without being independent, hence, in order to gain independence, the active manifestations of personal liberty… |
Sequence 1THE PLACE OF READING RECOVERY IN MONTESSORI SCHOOLS by Mary Maher Boehnlein, PhD Dr. Boehnlein discusses the Reading… |
Sequence 3A good reader anticipates a possible sentence or discourse pattern and/or uses repetition to confirm the sentence or… |
Sequence 4cess rates. In the first Montessori school to implement Reading Recovery, all of the six-year-olds (100% of the children… |
Sequence 7While Montessorl's definition of reading seems very similar to that of current ex- perts, her explanation of how to… |
Sequence 12word, the child can pronounce the sounds faster and faster, as Montessori suggests, and pronounce the word. Montessori states… |
Sequence 14The use of books which have repeated sentence patters with changes in only one or two words helps overcome the problem… |
Sequence 15Qf current research on the acquisition of literacy and of the currently popular whole language approach. Reading Recovery,… |
Sequence 16ber leopard. If not, then the teacher simply tells the child the word but requires him or her to look at the word and run a… |
Sequence 3COSMIC EDUCATION AND LITERATURE- BASED TEACHING by Daniel Bachhuber Daniel Bachhuber provides a practical gttide to the… |
Sequence 5multiplicity of forms (myths, legends, folklore, poems, nonfiction, short stories, novels) with self-confidence intact,… |
Sequence 9and meaning in the universe is one of the ways we provide a secure environment. But we also create a context in which there is… |
Sequence 11When we study a poem or a novel, children will know where to place it in the history of literature. We make these choices as… |
Sequence 14From the very beginning, children are presented with and encouraged to compose whole texts-real lan- guage written for real… |
Sequence 16Since we are not omniscient, we cannot completely know what is in the child. Therefore, both Montessori and the whole language… |
Sequence 18chapter is called "Discipline and the Teacher," and in it, Montessori is sympathetic to the struggle of a… |
Sequence 24-----------------------------~ - - where children need never experience the kind of total isolation Rogers touches upon.… |
Sequence 25part) of the disturbing hormonal changes of adolescence, the child of 9 to 12, Montessori believed, is a stronger learner than… |
Sequence 26or your eye blinking or a field of grass blowing in the wind Silence is perhaps a fish swimming or a witch flying or the… |
Sequence 29is a question they often think about. How did something get the way it is? They ask this question about animals, about apples… |
Sequence 1Hopkins, L.B. (1987). Pass the poetry, please. New York: Harper Collins Children's Books. Koch, K. (1970). Wishes, lies… |
Sequence 3TOWARD KEY EXPERIENCES FOR THE ADOLESCENT by John Long John Long compares the early-childhood and adolescent levels of… |
Sequence 4after hour, day after day, is a prison sentence. They need activity. They need to be up and down. They need to do physical… |
Sequence 5Montessori reminded us that our students are training for the intellectual professions (1948/1973, p. 99), but we are not… |
Sequence 6the silo. They need to sweep the barn. They need to prepare lunch for 10 people or for 200. They need to plan and organize and… |
Sequence 7announcements of upcoming events and advertising posters. They need to write biographies of historical characters, of… |
Sequence 8The work of this stage of development is adaptation to social life. The adolescent is vulnerable to the development of all… |
Sequence 9Part II: Valorization, Normalization, and the Key Experiences The comparison of the adolescent and the very young child can… |
Sequence 10How is valorization accomplished? It is through work, by activ- ity, by experience, by action, by being active with one's… |
Sequence 11The normalized child displays all of the characteristics familiar to experienced Montessori teachers: love of order, love of… |
Sequence 13Experience for the sake of experience is not the goal. It is not the intent to merely make education fun. Experiences are a… |
Sequence 4and intolerance of others-especially others who are or appear differ- ent. There are the universal put-downs, the hurtful and… |
Sequence 3THE ROOTS OF ENVIRONMENTAL CONCERN by Louise Chawla, PhD, and Roger A. Hart, PhD Louise Chawla and Roger A. Hart present a… |
Sequence 4According to Kenneth Strike's analysis (1982, p. 214), two educa- tional strategies are possible prescriptions to… |
Sequence 9(2) Class position. Making students into numbers and segregat- ing them in classes trains them to stay in their place. (3)… |
Sequence 11What Tolstoy and Montessori saw so clearly and worked so hard to eradicate were the barriers which tra- ditional… |
Sequence 13Montessori writes: ... every living creature possesses the power to choose, in a complex and many sided environment, that… |
Sequence 16emphasizing the "knowledge and skills that might ensure a more responsive culture" (Shapiro, 1993, p. 299)… |
Sequence 18a need for whole men. Every side of the human personality must function. A young person may have special aptitudes in some… |
Sequence 3IN MEMORIAM ELISE BRAUN BARNETT 1904-1994 On November 20, 1994, the Montessori community lost a tireless lover of children… |
Sequence 1In 1938, with the help of friends in India, she and her family managed to leave Austria before the War. She was to spend nine… |
Sequence 4Dr. Maria Montessori (1870-1952) was the first woman physician of her native country, Italy. She became interested in… |
Sequence 5speed, according to his own capacities in a non-competitive atmo- sphere. The teacher introduces the didactic material… |
Sequence 6First, identities are to be recognized; then a few strongly contrast- ing stimuli are presented, followed by gradual… |
Sequence 7It seems strange that it is the rhythm in music and not the melody to which children show their first active response. When… |
Sequence 10It seems strange that it is the rhythm in music and not the melody to which children show their first active response. When… |
Sequence 11First, identities are to be recognized; then a few strongly contrast- ing stimuli are presented, followed by gradual… |
Sequence 12speed, according to his own capacities in a non-competitive atmo- sphere. The teacher introduces the didactic material… |
Sequence 13Dr. Maria Montessori (1870-1952) was the first woman physician of her native country, Italy. She became interested in… |
Sequence 16In 1938, with the help of friends in India, she and her family managed to leave Austria before the War. She was to spend nine… |
Sequence 17IN MEMORIAM ELISE BRAUN BARNETT 1904-1994 On November 20, 1994, the Montessori community lost a tireless lover of children… |
Sequence 20Haberman, M. (1991). The pedagogy of poverty versus good teaching. Phi Delta K.appan, 73(4). Hannaford, I. (1994, Spring).… |
Sequence 22a need for whole men. Every side of the human personality must function. A young person may have special aptitudes in some… |
Sequence 24emphasizing the "knowledge and skills that might ensure a more responsive culture" (Shapiro, 1993, p. 299)… |
Sequence 27Montessori writes: ... every living creature possesses the power to choose, in a complex and many sided environment, that… |
Sequence 29What Tolstoy and Montessori saw so clearly and worked so hard to eradicate were the barriers which tra- ditional… |
Sequence 31(2) Class position. Making students into numbers and segregat- ing them in classes trains them to stay in their place. (3)… |
Sequence 36According to Kenneth Strike's analysis (1982, p. 214), two educa- tional strategies are possible prescriptions to… |
Sequence 48THE ROOTS OF ENVIRONMENTAL CONCERN by Louise Chawla, PhD, and Roger A. Hart, PhD Louise Chawla and Roger A. Hart present a… |