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Sequence 69A WHOLE MONTESSORI EXPERIENCE In summary, "the whole Montessori experience" refers to the development of… |
Sequence 72So we can conclude that Montessori is cognizant of this continuity and supports the overlap of the environments for the first… |
Sequence 73as a model for the "Children's House" of San Lorenzo. Montessori gave the name "Erdkinder,… |
Sequence 74place in this house where I keep my belongings and I have a particular teacher or series of teachers who help me along the… |
Sequence 75care about the development of the child. In a lecture given in 1939 in London, Dr. Montessori said: The child is not only the… |
Sequence 79In my past experience, I had worked at relatively large Montessori schools where this was not the case. Because of the size, a… |
Sequence 82social development. But then I began to look more closely at this practice and the overall impact the transfer students and… |
Sequence 86The fundamentals of freedom and responsibility are paramount in the healthy functioning of such a class. The two must be kept… |
Sequence 90I believe that we should tighten our focus a little. When we use the motto "preparation for life," we should… |
Sequence 91If we are to prepare children for a long and healthy life, then provision for physical activity, and introduction of a wide… |
Sequence 93dren in the first plane engage in what to an adult may be inexplicable behavior (repetition is a classic example here) for… |
Sequence 102Children should come to understand that each failure can teach us something that will speed us on our way to ultimate success… |
Sequence 10511. Frisbees 12. skipping ropes (individual and group) 13. portable cassette player 14. teacher resource material 15.… |
Sequence 111PHILOSOPHY, PSYCHOLOGY, AND EDUCATIONAL GOALS FOR THE MONTESSORI ADOLESCENT, AGES TWELVE TO FIFTEEN by David Kahn This… |
Sequence 112and their expanding intellect (97-109). The prepared environment of the Erdkinder includes a working farm, a "museum… |
Sequence 117Emerging out of these maturing roles on the farm is the "more dynamic training of character and development of a… |
Sequence 123• ability to connect the history of life on earth and its civiliza- tions with principles of the evolving self as well as the… |
Sequence 124closing or revolutionizing the traditional types of employ- ment. ... there is a need for a more dynamic training of… |
Sequence 126• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 130Since students attend The Montessori Farm School coming from both Montessori schools and more traditional educational formats… |
Sequence 137BONDING WITH THE NATURAL WORLD: THE ROOTS OF ENVIRONMENTAL AWARENESS by Louise Chawla With delicate literary style and… |
Sequence 141ENCHANTMENT WITH THE WORLD Let's begin with enchantment with the world. I want to emphasize this because I think that,… |
Sequence 144We also know children have a special attraction to the natural world because when you involve them in design projects they… |
Sequence 161DEEP ECOLOGY: EDUCATIONAL POSSIBILITIES FOR THE TWENTY-FIRST CENTURY by Fritjof Capra Fritjof Capra's two-part lecture… |
Sequence 162based on my last two books, The Web of Life and the just recently published book The Hidden Connections. In the last chapter… |
Sequence 179earliest stages is the only power on earth that can change the course of humanity in one gen- eration. So I'm more… |
Sequence 180development in ecodesign. In this second part I shall discuss the implications of all these ideas for education. I should tell… |
Sequence 190Well, it is obvious that this kind of approach, integrating the curriculum through gardening or any other ecologically… |
Sequence 195Q. But she did. She said it. She said exactly what you said, that starting with the bacteria, each organism actually created… |
Sequence 211TEACHING NATURE: FROM PHILOSOPHY TO PRACTICE by David Hutchison David Hutchison looks at educational resistance to nature… |
Sequence 213A second way nature education is problematized is through the sentiment that we should avoid nature at all costs. Many… |
Sequence 214our relationships with our children come under this umbrella. We have a sense of ownership over that relationship and we don… |
Sequence 215Montessori has this wonderful notion of the universe story as a curricular framework for the middle years, which operates at… |
Sequence 223NAMTA NEWS FLOW STUDY RECEIVES Fuu FUNDING FOR ADOLESCENT PHASE Having received $60,000 in funding from the O'… |
Sequence 224Results of the study will be released at the Adolescent National Retreat taking place in Cleveland July 28-August 1, 2003, as… |
Sequence 225Please note that the program is in Cleveland, Ohio, rather than Loyola College in Maryland, the traditional location of NAMT A… |
Sequence 226the one hand and grassroots training on the other. Due to the generous sponsorship and leadership of Mrs. Orcillia Oppenheimer… |
Sequence 230Montessori in Red lands, an AMI school, located at the foot of the San Bernardino Mountains, 70 miles east of Los Angeles,… |
Sequence 231tain Shadows is currently seeking an AMI trained Primary teacher for an established class beginning fall, 2003. Established… |
Sequence 233Florida The Center for Education Montessori School in Bradenton, Florida is searching for an Elemen- tary II teacher to… |
Sequence 235Established A.M.I. School in the Emory University area of Atlanta is seeking a Primary teacher and a Toddler Teacher for… |
Sequence 237Tom Downey, Administrative Director @ Telephone: 208-726-9060 Fax 208-726-9060 Pioneer Montessori School P.O. Box 1809… |
Sequence 2383531 Somerset Drive Prairie Village, KS 66208 Or call: 913-649-6160 E-mail: highlawn@juno.com. Maryland Summer with… |
Sequence 239Patuxent Montessori School is gov- erned by a Board of Directors, which iscomposedoftheAdministration/ Elementary Di.redress… |
Sequence 242school has seven fully-equipped classrooms and an outdoor garden and is fully enrolled and growing with an excellent AMS and… |
Sequence 245Montessori school in a Christian environment and are seeking pro- fessionals that are dedicated toed u- ca ting children and… |
Sequence 246catechesistrainingforthosewhoare interested. Please contact: Dan Teller Queen of Angels Montessori 4460 Berwick St.,… |
Sequence 247weekend duties, comm unity meet- ings, outdoor activities, etc.). Ap- plicants should enjoy working with young adolescents… |
Sequence 249equipped/beautiful classrooms, Diverse staff/student population, comprehensive benefits and com- petitivesalary.… |
Sequence 252www.briUiantstar.org. Or contact our Educational Direc- tor: mara@brilliantstar.org. Fax: 1-670-235-9091. The Dominican… |
Sequence 254IN MEMORIAM GIANNA GOBBI Gianna Gobbi died in Rome, Italy, on January 29, 2002. Gianna's work in Montessori began in… |
Sequence 255In Cooperation with Loyola College in Maryland NAMTA presents: A Montessori Orientation to Adolescent Studies (Ages 12-15… |
Sequence 258• develop opportunities for independent and collaborative work and study within adolescent programs • maintain a photographic… |
Sequence 259Speakers A Community of Program Speakers The following speakers represent a core of AMI practitioners and organizers who… |
Sequence 260Linda Davis is a freelance Montessori adolescent specialist who assists Montessori schools in their adolescent program… |
Sequence 267A Montessori Orientation to Adolescent Studies (Ages 12-15) June 23-August 1, 2003 Preliminary Request for More Information… |
Sequence 269For All Your Montessori Materials ... Nienhuis Montessori hos been working with Montessorions since the1920's. We… |
Sequence 7A MONTESSORI LIFE AS A SPIRITUAL JOURNEY-PART 1 by Silvana Quattrocchi Montanaro Dr. Montanaro speaks of how Montessori… |
Sequence 8Let me explain, very briefly, how I entered the Montessori world and how this experience changed deeply my personal and profes… |
Sequence 9special unity that we must help while, usually, pediatricians cure only the body while psychologists cure only the mind-but… |
Sequence 10of the ocean, at the circular motion of the stars, and they pass by themselves without wondering!" Once this… |
Sequence 11beings reveal a fundamental need for order since the beginning of life and are capable of being self-disciplined" (… |
Sequence 12need to go inside of our being and get in con tact with our "True Self," the divine core where divine Light… |
Sequence 15A MONTESSORI LIFE AS A SPIRITUAL JOURNEY-PART 2 by Muriel Dwyer Muriel Dwyer' s caution that the best-laid plans do not… |
Sequence 18know the story of the salmon? You know the salmon is born upriver in fresh water and when it is a certain size, it swims all… |
Sequence 25able. Grown-ups and children must join their forces. In order to become great, the grown-up must become humble and learn from… |
Sequence 26Our work is deeply grounded in the knowledge that life is ever moving in a direction towards fullness. Our part may be small… |
Sequence 27· It teaches me about growth and vulnerability and what it means to be human. • It teaches me how to develop relationships… |
Sequence 29Ours is not always a direct teaching process. We do not tell the children what they must do to become healthy adult people. We… |
Sequence 37REDEFINING WHO WE ARE: THE WORK OF A LEARNING COMMUNITY FACING ADOLESCENTS/ FACING OURSELVES by Patricia Ludick Patricia… |
Sequence 38the children and adolescents we serve on a daily basis. My belief is that they teach us, inform us, and pull us toward our own… |
Sequence 39condition and ultimate destiny as individuals and as members of a human race. It calls us to a "heads up"… |
Sequence 41· There is restlessness, a holy longing, and a fire that seems to reside within the adolescent. If you remember the power of a… |
Sequence 42I remember a line I read from Eudora Welty, who said something to the effect that the events in our lives happen in a sequence… |
Sequence 44present hopefulness. We are being invited to grow and to change and to move more fully intowholenessourselves,as we observe… |
Sequence 46· Charity • Communication • Empathy · Moral decisions • Manual work • Celebration · Belonging · Forgiveness ·… |
Sequence 48are beginning to recognize what I am getting at a~ I proceed with these analogies. The experts instruct, but so do our young… |
Sequence 49toward optimal human development and is closely aligned with what we see growing out of our work with adolescents in their… |
Sequence 52I don't have to tell you of the decisions and social development challenges that are everyday occurrences in our practice… |
Sequence 55WORK by Annette M. Haines Dr. Haines touches on the work of adaptation of the infant, the work of the "psycho-… |
Sequence 58Unfortunately, adolescence is a period of life when society puts its young people in a hold· ing pattern. The frustration… |
Sequence 61HUMAN AS COSMIC AGENT In the cosmic tales told to the children at the elementary level, the animals, the rocks and plants,… |
Sequence 62Whereas the other creatures simply conserve the environment, human beings have the power to modify it. We modify the trees,… |
Sequence 63society which for us have been unsolvable" (Reconstruction in Educa- tion 14). But this is truly utopian dreaming… |
Sequence 64"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
Sequence 67TRUE WORK: DISCOVERING THE PATH TO SELF-PERFECTION THROUGH THE PREPARED ENVIRONMENT by J oen Bettmann Ms. Bettmann… |
Sequence 68THE PATH TO NORMALIZATION Is THROUGH Wo«K It is easy to be overcome by standards, expectations, and assess- ments; our whole… |
Sequence 83The objects surrounding the child should look solid and attractive to him, and the house of the child should be lovely and… |
Sequence 84and ready will. (T'1e Discovery of the Child, Costelloe trans- lation 315) We know that we cannot learn to dance without… |
Sequence 108Q. Does it matter if students work with joy in all areas, or is just one area enough? A. I think if you look at the whole… |
Sequence 112Q. In Montessori we talk about the uninterrupted work time and we recognize that the adolescent needs time for self-reflection… |
Sequence 120it? Is it really good work by the standards of tradition? How is it related to my personal standards? Is not an easy thing to… |
Sequence 122Of course, all of these three need to be done with joy and engage- ment. You know, if the kids don't enjoy doing it, if… |
Sequence 125learn and do a lot, but of course most farm kids don't expect to be farmers. They want to go so mew here else, so even… |
Sequence 130When I was in junior high school almost forty years ago, I wanted more than anything to work with children. I was inspired by… |
Sequence 136But before I tell you about our next approach I'd like to add a footnote: Dallas is fortunate to have two public… |
Sequence 137they did it with ninety-eight percent efficiency. The spacecraft would be headed to the moon, but it wasn't quite on… |
Sequence 141REFERENCES Ferguson, Stan. What Parents Need to Know About Children. Dallas: Ludie Press, 2002. (Available through the web… |
Sequence 143WORKING WITH p ARENTS: BUILDING THE SPIRIT THROUGH COLLABORATION by Barbara Gordon Barbara Gordon's common-sense… |
Sequence 144Don't get discouraged with a child. Re- member that the child that comes each morning is not the same as the one that… |