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Sequence 6Let us take a look at what Montessori was really saying about peace and education. I want to read a little here from the… |
Sequence 61lis), Montessori on the Lake (Lake Forest, CA), Meadow Montessori School (Monroe, lvll), Mercy Montessori Center (Cincinnati… |
Sequence 1REFLECTIONS FROM THE FARM by Patricia Ludick As a precursor to Erdkinder, 13-and 14-year-olds at Ruffing Montessori School… |
Sequence 7Key experiences: farming; farm experiences for a limited number of days or weeks; community service; economic activities; ap… |
Sequence 14the modes of self-expression. For example, John McNamara's inte- grated use of the computer for science, writing, and… |
Sequence 2emerged with prominent Montessori educators of the suburbs and cities deciding to move into the "third plane"… |
Sequence 7Place-a place for adolescents to experience as a whole: a place that is an island of green for beholding, a place to work and… |
Sequence 16THE CULTURE OF CIVILITY: THE COHESION OF THE SOCIAL COMMUNITY by Pat Ludick Comparing the common characteristics between… |
Sequence 16Society at present does not adequately prepare man for civic life; there is no "moral organization" of the… |
Sequence 15THE PEDAGOGY OF PLACE by Pat Ludick Pedagogy of Place as presented in Pat Lu dick's article looks at pedagogy of place… |
Sequence 5PART-TIME OR OCCASIONAL STAFF AND EXPERTS Ken Miller: advanced algebra teacher Barbara Kahn: book group leader, occasional… |
Sequence 18Hershey Montessori School, Coo:ord Twp., OH (Laurie Ewert-l<rockex) Adolescent Program at Salila, SWedE!II 0enn y Marie… |
Sequence 3Work for Csikszentrnihay Ii is not too far from Maria Montessori' s notion of cosmic task. He writes: When a person… |
Sequence 2unfortunately I was unable to find the millionaire to fi- nance it. It was so visionary and also so revolutionary that it… |
Sequence 7gram at which the students spent one day a week working on a small farm. Just when we finally admitted that we couldn't… |
Sequence 11us when we disappoint them. Their love encourages us. We need not be perfect, I think; trying seems to be enough. At the… |
Sequence 1Pat Ludick 144 The NAMTA Joumal • Vol. 33. No. 3 • Summer 2008 |
Sequence 2PEDAGOGY OF PLACE: DEEPENING ERDKINDER PRINCIPLES WITHOUT THE f ARM by Pat Ludick Pedagogy of Place is now a standard of… |
Sequence 2FORMATIVE EDUCATION: FOUNDATIONS FOR CHARACTER DEVELOPMENT by Pat Ludick and Michael Waski A meditation on the inner life of… |
Sequence 10It was the core of Montessoris work to make it possible for the psychic life of the child to be protected so that the child… |
Sequence 1the worK of the hand by Pat Ludick Recognizing Maria and Mario Montessori’s reverence for the hand, Pat Ludick takes the… |
Sequence 1the Positive Personality of the montessori adolescent by Pat Ludick A theory paper that gives a universal portrait of the “… |
Sequence 1Grace and courteSy acroSS the PlaneS of develoPment by Pat Ludick Pat Ludick’s commentary on grace and courtesy is… |
Sequence 1872 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 In conclusion, I would like to address the idea of the teacher himself… |
Sequence 20150 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 In order for us to guide our adolescents to this new morality we have to… |
Sequence 162Let us take a look at what Montessori was really saying about peace and education. I want to read a little here from the… |
Sequence 69lis), Montessori on the Lake (Lake Forest, CA), Meadow Montessori School (Monroe, lvll), Mercy Montessori Center (Cincinnati… |
Sequence 75fllTWff CIL\LLENGE: THE MONTESSORI ADOLESCENT Montessori adolescent programs examine the psychological charac- teristics of… |
Sequence 128REFLECTIONS FROM THE FARM by Patricia Ludick As a precursor to Erdkinder, 13-and 14-year-olds at Ruffing Montessori School… |
Sequence 24Key experiences: farming; farm experiences for a limited number of days or weeks; community service; economic activities; ap… |
Sequence 40the modes of self-expression. For example, John McNamara's inte- grated use of the computer for science, writing, and… |
Sequence 249Adolescent Colloquium participants, front row, seated: John Long, Larry Schaefer, Joen Bettmann, Pat Schaefer, Allyn Travis,… |
Sequence 6Adolescent Colloquium participants, front row, seated: John Long, Larry Schaefer, Joan Bettmann, Pat Schaefer, Allyn Travis,… |
Sequence 9as a member of a community. This is, according to Montessori, a sensitive period for finding one's place in society. As… |
Sequence 17generosity of spirit, and was too directive. Pat Schaefer pointed out that as the students get older, the demands on the adult… |
Sequence 21says two or three lan- guages, she is implying that the adult should know two or three lan- guages. FIFTH PRACTITIONER:… |
Sequence 38programs have to offer to the emerging Erdkinder. Mr. Grazzini added that these programs are a base on which to build. Pat… |
Sequence 39between practitioners and philosophers is essential for the eventual development of an Erdkinder. Returning to the chart, Mr… |
Sequence 59sori. Furthermore, all the new "mushroom" programs are looking to these distinguished programs for guidance… |
Sequence 64training, saying that his aim had been to do the former. His interpre- tation of what Montessori is saying could be integrated… |
Sequence 260Pedagogy for the Planet: From Childhood to Adolescence (Baltimore, November 5-8) linked the adolescent quest for Erdkinder to… |
Sequence 241NAMT A ADOLESCENT CONFERENCE N AMT A' s Summer Adolescent conference will be held in Cleve- land, OH, July 5-14, 2000,… |
Sequence 185for teachers in new and evolving adolescent programs that will be held at Quail Hollow Hotel and Conference Center near… |
Sequence 186Proposed Specialized Breakouts (afternoons): Math, Science, Technology ♦ John McNamara Geometry: From Pure Abstraction to… |
Sequence 4THE MONTESSORI ADOLESCENT: ANALYSIS IN RETROSPECT THE UNFOLDING DRAMA OF THE MoNTESSORJ ADOLESCENT IN AMERICA ...... .i by… |
Sequence 10emerged with prominent Montessori educators of the suburbs and cities deciding to move into the "third plane"… |
Sequence 15Place-a place for adolescents to experience as a whole: a place that is an island of green for beholding, a place to work and… |
Sequence 55THE CULTURE OF CIVILITY: THE COHESION OF THE SOCIAL COMMUNITY by Pat Ludick Comparing the common characteristics between… |
Sequence 107Society at present does not adequately prepare man for civic life; there is no "moral organization" of the… |
Sequence 177THE PEDAGOGY OF PLACE by Pat Ludick Pedagogy of Place as presented in Pat Lu dick's article looks at pedagogy of place… |
Sequence 405PART-TIME OR OCCASIONAL STAFF AND EXPERTS Ken Miller: advanced algebra teacher Barbara Kahn: book group leader, occasional… |
Sequence 578Hershey Montessori School, Coo:ord Twp., OH (Laurie Ewert-l<rockex) Adolescent Program at Salila, SWedE!II 0enn y Marie… |
Sequence 591cation in ways that are appropriate for the older adolescent, thus completing the vision of Maria Montessori from birth to… |
Sequence 234NAMTA CONFERENCE REPORT At Chicago's Spiritual Development of the Child conference, 150 participants expressed an… |
Sequence 8Work for Csikszentrnihay Ii is not too far from Maria Montessori' s notion of cosmic task. He writes: When a person… |
Sequence 259Speakers A Community of Program Speakers The following speakers represent a core of AMI practitioners and organizers who… |
Sequence 270NAMTA's Role in the History of Montessori Adolescent Programming and Publishing Over the past twenty years, the North… |
Sequence 271Speakers A Community of Proeram Speakers The following speakers represent a core of AMI practitioners and organizers who… |
Sequence 66unfortunately I was unable to find the millionaire to fi- nance it. It was so visionary and also so revolutionary that it… |
Sequence 143gram at which the students spent one day a week working on a small farm. Just when we finally admitted that we couldn't… |
Sequence 79us when we disappoint them. Their love encourages us. We need not be perfect, I think; trying seems to be enough. At the… |
Sequence 149Pat Ludick 144 The NAMTA Joumal • Vol. 33. No. 3 • Summer 2008 |
Sequence 150PEDAGOGY OF PLACE: DEEPENING ERDKINDER PRINCIPLES WITHOUT THE f ARM by Pat Ludick Pedagogy of Place is now a standard of… |
Sequence 200FORMATIVE EDUCATION: FOUNDATIONS FOR CHARACTER DEVELOPMENT by Pat Ludick and Michael Waski A meditation on the inner life of… |
Sequence 315It was the core of Montessoris work to make it possible for the psychic life of the child to be protected so that the child… |
Sequence 5Practical life–a transforming realization from Birth to adulthood Preface: Practical life–a transforming realization from… |
Sequence 9589 Ludick • The Work of the Hand the worK of the hand by Pat Ludick Recognizing Maria and Mario Montessori’s reverence for… |
Sequence 6 Part ii: a saFE havEn For thE adolEsCEnt .................................................. the montessori adolescent and… |
Sequence 93 Kahn • Preface Connie Black spotlights the social cohesion argument, quoting Montessori: Children who have acquired the… |
Sequence 149143 Ludick • The Positive Personality of the Montessori Adolescent the Positive Personality of the montessori adolescent by… |
Sequence 1711 Ludick • Grace and Courtesy Across the Planes of Development Grace and courteSy acroSS the PlaneS of develoPment by Pat… |
Sequence 7872 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 In conclusion, I would like to address the idea of the teacher himself… |
Sequence 156150 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 In order for us to guide our adolescents to this new morality we have to… |