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Sequence 48The use of language opens up entirely new worlds of thought. This is because once we can represent things in terms of strings… |
Sequence 52They have used plants and animals: for food, for paper, forcloth- and have spun the ea terpillar' s silk in to scarves… |
Sequence 57But turning the matter over in my mind, I realized that the magic that drew me first to Montessori almost forty years ago is… |
Sequence 58As you all know, being a Montessori teacher is a very simple and at the same time a very complicated business. First of all we… |
Sequence 60Watching a three-year-old repeating a difficult-for him or her- exercise over and over again, the student observer sees… |
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 64something like $3,000 between them that year. Later, in her own center in California, Stela helped to train as trainers such… |
Sequence 65assimilated from the environment, without any need for direct instruc- tion." As you know, Montessori could be… |
Sequence 67form their own organization for mutual support, the Montessori Teachers' Association of Pennsylvania, which they did.… |
Sequence 70they knew that there was more than Practical Life, Art Expression, Spoken Language, and Music. But the materials got there… |
Sequence 71First a little political and geographical orientation: Romania is an Eastern European country. It is surrounded by the Black… |
Sequence 73Aida Cretu, new AMI diploma holder, and Mihaela Fulga, Inspector for the region's five hundred kindergartens and also a… |
Sequence 74Romanian Montessori Association to celebrate the 90th birthday of its founder, Dr. Ilie Sule-Firu. Dr. Sule-Firu was an ardent… |
Sequence 75Marcel, the Romanian professor who got Children of the World interested in doing Montessori in Romania, was and still is… |
Sequence 80opportunity to see what sort of work level the children were achieving in the Montessori class. In the Montessori class,… |
Sequence 81Children of the World, Judy Maloney and Martha McDermott, both of the U.S. There was no easy way to take care of them.… |
Sequence 84THE MONTESSORI PRESCHOOL: PREPARATION FOR WRITING AND READING by Sylvia 0. Richardson Dr. Richardson brings together her… |
Sequence 85direct preparation for writing and reading. In an era when education was stereotyped and discipline in the schools was almost… |
Sequence 87such as listening and marching to music, playing with balls, bean- bags, swings, etc. may be included. The children like… |
Sequence 89SENSORY EDUCATION The sensorial materials are designed to attract children's a tten- tion, to "educate the… |
Sequence 94Montessori viewed graphic, or written, language as offering to a child an Children from birth to two years are exposed to… |
Sequence 95of quality and contrasts; e.g., colors are graded according to tint and to richness of tone, silence is distinct from non-… |
Sequence 96writing is an essential point that has been overlooked in education and has surfaced only recently in language research.… |
Sequence 97to make a new one, such as deleting the rn from smack. In each case, after the children say the word or sound, they take the… |
Sequence 98When a child can read back the words he or she has made with the moveable alphabet, the teacher introduces the Phonetics… |
Sequence 99One example would be learning the function of the article. The materials are a plastic box containing assorted small objects,… |
Sequence 102Finally, and most important, Montessori demanded humility and careful clinical observation on the part of the teacher. She had… |
Sequence 103Richardson, Sylvia 0. "Curricular Considerations in Pro- grams for the Retarded: Application of the Montessori Model… |
Sequence 106NURTURING THE RESPECTFUL COMMUNITY THROUGH PRACTICAL LIFE by Joen Bettmann Joen Bettmann 's depiction of Practical Life… |
Sequence 114• The timing is essential. If we can anticipate the need, the child feels our thoughtfulness. He is grateful for the lesson… |
Sequence 120The Game itself calls upon the will of each individual to birth silence, carry it to another place, and hold it once in the… |
Sequence 124THE CHILD AND THE NATURAL ENVIRONMENT by Molly O'Shaughnessy Molly O'Shaughnessy has written a definitive article… |
Sequence 125Ponds were identified as the home of frogs or the home of the turtles. A massive solitary rock on the edge of a garden was a… |
Sequence 126In The Secret of Childhood, Dr. Montessori said, "The adult's envi- ronment is not a life-giving environment for… |
Sequence 129Teachers need to recognize and to help parents recognize that love of the environment cannot happen in the abstract. Empathy… |
Sequence 130the natural en vironrnen t, to experience a real leaf before offering the nomenclature for it, to offer substantial outdoor… |
Sequence 131The child by nature loves the environment. By helping the child forge an emotional bond with nature, we help guarantee… |
Sequence 132Our first task is to nourish the natural urge within the child to connect to her environment-to develop a reverence for it. A… |
Sequence 137The child needs to continue experiencing the living environment- the wilds, plants, animals, rocks, various kinds of terrain-… |
Sequence 138how best to serve children who stay for extended hours. In the earlier part of this century, many of the children stayed in… |
Sequence 139The motive running through cosmic education is service. Everything that exists has a service to perform, from the plants to… |
Sequence 140when] he wants to possess the world as his theater of perception. (Nabhan & Trimble 28) Paul Shepard speaks of this… |
Sequence 142experience of what is studied in class. lf the children study herbs and their classification, they should be able to visit a… |
Sequence 144socially conscious person with a strong desire to contribute to society. Renilde Montessori says, "The adolescent is… |
Sequence 145of the earth. Work in the Erdkinder takes two directions-manual and intellectual, both of which are necessary for civilized… |
Sequence 146truly integrates all elements of the world, allowing full and active participation on the part of children and adults alike,… |
Sequence 150PEDAGOGY OF PLACE: BECOMING ERDKINDER THE MONTESSORI FARM SCHOOL PROGRAM DESIGN POSITION STATEMENT by David Kahn and Laurie… |
Sequence 151In the Erdkinder, the cosmic vision of the Montessori elementary years is made more conscious, more concrete. It is… |
Sequence 162COMMUNITY ROLES, CHARACTER, AND V ALORIZATION The specific nature and purpose of an occupation may inspire a student to… |
Sequence 163experience in the elements of social life" (102). Looking to the eco- nomic self-sufficiency of the adolescent farm… |
Sequence 164INTELLECTUAL STUDY OF CIVILIZATION Pedagogy of Place suggests that study is attached to land-based and community-based… |
Sequence 166• human settlement and needs of settlement, including impact studies • evolution of the environment in relation to human… |
Sequence 172REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 174CREATIVITY AND STRUCTURE by Roland A. Lubienski Wentworth Dr. Wentworth's lifetime, 1900-1997, overlaps the life and… |
Sequence 176But the child "resists interference by the adult who thinks he can help him by his power. For this uncalled-for… |
Sequence 177class, as well as its discipline, depends on the interest of the children in their work. Further advice to the teachers was… |
Sequence 178the fact that mental and motor activity which should form one unity are found separate. If the individual does not succeed in… |
Sequence 179Edinburgh in 1935: "1 have found that the child, in his development, passes through certain phases, and the phases in… |
Sequence 180was a necessity; now there is admiration for his parents, for their morality, arising from feelings that his parents are… |
Sequence 181It is necessary that human personality should be prepared for the unforeseen, not only for the conditions that can be… |
Sequence 182From all this the result will be not only "self-discipline" but a proof that self-discipline is one aspect… |
Sequence 183The second group of subjects should include moral education, mathematics (using special methods of teaching and "… |
Sequence 184only learn to adjust themselves to the demands of an ordered environment. This means that the staff must take the… |
Sequence 185to do everything it wants, only that teachers should help it learn independently: "Liberty is not being free to do… |
Sequence 186and movement, Martha Kent wrote that "Montessori has no precise method of spelling beyond the dictation of phonetic… |
Sequence 187teachers would protest against having so many children in a class and would say that a class of twenty to twenty-five is… |
Sequence 188avoid the arrest of spontaneous movements and the imposition of arbitrary tasks. It is of course understood that here we do… |
Sequence 189We need to know whether the practices Montessori did not personally test are universally successful, whether there are no… |
Sequence 190be filled somehow, and the field is open to individual attempts and interpretations of Montessori's ideas. We need to… |
Sequence 191Montessori had no intention of presenting a precise and crystallized system of educa• tion, but considered herself rather… |
Sequence 192And very significantly she added: Before many years have gone by, the teachers of primary education will be interested solely… |
Sequence 194serviceable in other aspects. I have often found a remarkable improve- ment in children's performance from the moment… |
Sequence 195or teaching aids are working in the same classroom, and teachers must keep records of student progress. These difficulties,… |
Sequence 197REFERENCES Montessori, Maria." Advice to Teachers." Montessori Notes [publication ofThe Montessori Society… |
Sequence 222MONTESSORI AND EARLY CHILDHOOD EDUCATION: A CONTEMPORARY PERSPECTIVE by Annette Haines A survey of constructivism and… |
Sequence 224HISTORY Of course, Maria Montessori' s work encountered detractors from the beginning 1 . Close on the heels of her… |
Sequence 225So Montessori was excluded, and eventually the progressive educa- tion movementcentered in Geneva became "the center… |
Sequence 226ofMontessori's. We have no direct evidence that Vygotsky read Montessori,butwedo know that a Montessori class was… |
Sequence 230flexible curriculum; accommodating a broad range of individual dif- ferences; supporting individual, cultural, and linguistic… |
Sequence 233when first announced. Even after accepting the theory, the scientific community of chemists still had to "beat nature… |
Sequence 234DeVries, R. "Constructing Excellence." 1S'h Missouri Con- ference of the Young Years: Constructing… |
Sequence 236METANOIA FOR MONTESSORIANS by Gary Looper Gary Looper's response to the whole-school development process sug- gested by… |
Sequence 239Metanoia. It may happen in a flash of insight or a slow warming of the heart, but this personal transformation is a necessary… |
Sequence 240school's distinctive features as well as some challenges. A consensus seemed to be forming around these goals: •… |
Sequence 241According to this "guide" model, our school leaders would ob- serve, give lessons, model values, interact… |
Sequence 246OBITUARY MARIA CHRISTLIEB ROBLES Both the Montessori community and the Catechesis of the Good Shepherd lost a friend,… |
Sequence 247NAMTANEWS MONTESSORr/Csn<SZENTMIHALYI RESEARCH PROJECT DEFINES GENERAL PARAMETERS Mihaly Csikszentmihalyi, well… |
Sequence 248The study will be done in cooperation with the University of Chicago's Department of Psychology and the Peter Drucker… |
Sequence 250READERS RESPOND TO THE WHOLE-SCHOOL MONTESSORI HANDBOOK; INSPIRES ADMINISTRATOR-TEACHER RETREAT The scope, organization… |
Sequence 255AMI school seeking a 6-9 Elemen- tary Directress for the Fall of 2000 in Tampa, Florida. Call Roberta at 813- 354-9511.… |
Sequence 256The modern, spacious facilities in- clude over 12,000 square feet of class- room environments in eight rooms as well as a… |
Sequence 257and a very low turn over of staff. Most teachers have been with our school for over 15 years, some much longer. We are a non… |
Sequence 260Springfield Pub I ic Schools 59 Howard Street Springfield, MA 01105 413-787-7747 or 413-750-2059 The Eliot Montessori… |
Sequence 2628 Elementary Training (for 6-12 years) BeginningJune 2000 Ending August 2002 Presented by The Texas Montessori Education… |
Sequence 263We are seeking to fill this position as quickly as we can and offer com- petitive salary and benefits as well as the support… |
Sequence 264Nienhuis and hand made materials. Attractive salary, fringe benefits. Located on Long Island, less than 1 hour from Times… |
Sequence 267Ohio Montessori Training Institute ♦ Primary level (ages 3-6) • Nine-month, full-time course • Bachelor's degree… |
Sequence 269CMS is an AMI recognized school, founded in 1981, and serves over 100 children with toddler, primary, and lower elementary… |