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Sequence 8prepared environment throughout all the hours that they spend in the Children's House. Surely we cannot ignore Dr.… |
Sequence 16development, and the disadvantaged child; second, teacher training and teacher and teaching differences; and third, the… |
Sequence 1ONE WORLD, ONE DRUM by Tom Sipes My first teaching assignment was in a Catholic seminary in East Africa, in the town of… |
Sequence 1THE NATURE AND THEORY OF SILENCE ACTIVITIES IN THE CHILDREN'S HOUSE by Mary Black Verschuur Ph.D With the incisiveness… |
Sequence 2Culturally too, silence has many interpretations. Within our society silence can be construed as inferring compliance or… |
Sequence 4Montessori did, however, write extensively on the will and the development of will in young children. Later interpreters of… |
Sequence 5ordinary noises consequent thereon. "9 The effort is made by each indi- vidual in the collective to suspend and… |
Sequence 6consciousness of the command he/she has over the control of his/her own body. When this conscious awareness is arrived at and… |
Sequence 7could make the children silent and yet claim freedom. The age-old misconceptions of freedom and discipline surfaced for… |
Sequence 8is expanded and we have the opportunity to reach out towards things which are normally beyond ow· reach, widening our horizons… |
Sequence 9requires participation. And finally, but importantly, silence should only be initiated at normal times when the room and those… |
Sequence 2Dwye1·: Well, yes of course it does relate to being able to decode; some call that reading, although it is only a small part… |
Sequence 5misunderstood by non-professionals who view evolution as a simple ladder of progress, and therefore expect a linear array of… |
Sequence 8MATIIEMMICS - Average Percentile Ranks California Achievement Test Grade3 Grade4 Grade6 TotalGrouJJ Montessori Group 58.… |
Sequence 3The Montessorian, in reading Socrates' Theaet,et:us, may begin to describe the Montessori vision with new vocabulary and… |
Sequence 2society. "Rituals are considered to represent only a negative dead- weight from the past." Margaret Mead… |
Sequence 14passes for an education in this day and time, but I am not deceived by it." She was deceived by very little; she was… |
Sequence 9behavior by males is absolutely unknown in the animal kingdom except in chimps and humans. So if one is interested in the… |
Sequence 6can see it - North America, South America, Europe, Asia, Africa, Australia." As she named the continents her hand… |
Sequence 4mth regard w hominid evolution, apparently tlie sequential lineage of hominids i.s cmnpletely wrong; f<YUr very… |
Sequence 1mth regard w hominid evolution, apparently tlie sequential lineage of hominids i.s cmnpletely wrong; f<YUr very… |
Sequence 2the common experience for fashioning questions in the right way to reveal what they know, rather than just revealing… |
Sequence 10of President Wilson. Montessori lectured in cities in South America, and, of course, conducted many courses in India during… |
Sequence 4In a 1.946 lecture in London Montessori said, "Education today needs one reform. If it is to prepare man for the… |
Sequence 5... he showed me a picture of the night sky taken with the big telescope. There were tens of thousands of stars and… |
Sequence 11have been traced, and seventeen Robin Hoods. This snowballing happens because there are so few names. Even in England-… |
Sequence 5reversal in attitude of the children affected by the response to stimuli of the environment including the apparatus and the… |
Sequence 17servation and discovery, freedom and discipline. These are not things which are switched off and on for certain periods… |
Sequence 9The child still needs a prepared environment for his work and activities. Dr. Montessori warns us: "Education between… |
Sequence 11An exceptional example of vertical history was the Columbus Quincentennary Exhibit at the National Gallery of Art nearly two… |
Sequence 6Alexander the Great, another Greek, was also a great traveller, founding Alexandria in Egypt, and many other towns named… |
Sequence 2People came from the ends of the earth to live in Alexandria. Everyone entered through the Gate of the Sun and left through… |
Sequence 11unpaid, or at best low paid, productive activities are systematically exploited. As the United Nations State of the World… |
Sequence 10were in a Catholic country, so it can be ascribed to the Catholic religion. But it happens in India, it happens in Africa, it… |
Sequence 2The thought of so condemning greed and ambition seems alien for a society apparently rooted in greed and ambition, although… |
Sequence 3another of a Euro-American provincialism, as though a majority of the world's population and their historical… |
Sequence 2birth to 3 years of age, the child from 3 to 6 years, the child from 6 to 12, concerns a much more detailed look at individual… |
Sequence 8Montessori triangle? Surely the adult in the environment is indispens- able at any time of the day, and especially when the… |
Sequence 13Practical Life One of the guide's greatest resources in offering the more restless and less easily focused child deeply… |
Sequence 17Children's House, except more loquaciously. Some children need more repetition, and all the children seem to enjoy the… |
Sequence 15needs of each are different, it causes conflict and very often the needs of the adults will take precedence over the needs of… |
Sequence 20children, especially in the Children's House, we often look to the immediate situation at hand and try to figure out what… |
Sequence 25because an inner need or directive of the child is not being met. Balancing of freedom and discipline (or responsibility) is… |
Sequence 5the same elements that you see in Montessori and Sylvia Ashton Warner. For example, in all of these approaches is a deep… |
Sequence 8requires it; it requires that we dialogue. If you dialogue, you've got to be culturally salient. I think you will hear in… |
Sequence 16fixed in your mind. What is your place in the cosmos? What is the child's place in the cosmos? What is our purpose on the… |
Sequence 17to you is that the traditional paradigm of explaining Western culture to students, that is, the multicultural approach, I find… |
Sequence 20own culture. We're better people than that"-not to say, "Oh, don't do that. We've got to go… |
Sequence 4which evolves on its own terms. Like the child, as human culture grows with the passage of time, it becomes more conscious of… |
Sequence 1PAST, PRESENT, AND POSSIBLE: A MONTESSORI GLOBAL PERSPECTIVE by Muriel Dwyer Muriel Dwyer, whose sense of mission and single… |
Sequence 3The simplicity of his early years and his life with Dr. Montessori gave him a rare quality: the ability to mix and be"… |
Sequence 2THE INTEGRATION OF CULTURES: THE MONTESSORI CONTRIBUTION by Winfried Bohm translated by Devan Barker In this masterful… |
Sequence 1MONTESSORI IN SOUTH AFRICA: THE CHALLENGE, THE DREAM, AND THE PROMISE by Orcillia Oppenheimer The African challenge is… |
Sequence 2South Africa is the southern tip of the African continent. A country of contrasts-from the trees of the dinosaurs to the… |
Sequence 3TURMOIL Reality of Turmoil The argument whether the Sturm und Orang (storm and stress) of the teenage years is a natural and… |
Sequence 17A further argument for emphasizing local environmental research by children is that genuine ecological understanding involves… |
Sequence 25Orr, D. W. Ecological Literacy: Education and the Transition to a Postmodern World. Albany: SUNY, 1992. Piaget,J. TheGtild… |
Sequence 9love." "With eternal love I love you" say the prophets of Israel (Isaiah 54:8,Jeremiah31:3). &… |
Sequence 2Our mother, 1 five years in America and fresh to the ways of Ameri- can Catholicism, was not daunted by being a woman. A lay… |
Sequence 9When they are in high school, are former Montessori students reaching out to others? Are they volunteer tutors? Are they… |
Sequence 6in the year 1000, we find a series of settlements around the planet with a smaller number of hunter-gatherer bands that are… |
Sequence 15The child's mind between three and six can not only see by intelligence the relations between things, but it has the… |
Sequence 9Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 6For every material selected for the Practical Life area, the guide has the responsibility to know it fluently, so that all… |
Sequence 14The child needs to continue experiencing the living environment- the wilds, plants, animals, rocks, various kinds of terrain-… |
Sequence 110The child needs to continue experiencing the living environment- the wilds, plants, animals, rocks, various kinds of terrain-… |
Sequence 136For every material selected for the Practical Life area, the guide has the responsibility to know it fluently, so that all… |
Sequence 184Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 198The child's mind between three and six can not only see by intelligence the relations between things, but it has the… |
Sequence 3impulse towards work." 1 She had noticed that impulse in the work of that first group of children she was asked to… |
Sequence 10life of a group and to live it for himself, no longer so closely attached to and dependent upon his own family. The child… |
Sequence 2she brought them to analyze the words into sounds; (b) to relate the symbols of the alphabet with these sounds (not with the… |
Sequence 12It is amazing how wise teenagers can be. It came as a revelation to me how sensitive they could be to and how aware they could… |
Sequence 3connected with economics or service or maintenance of the Erd kinder setting. Movement for the grow- ing young person is a… |
Sequence 10start to see that Mexico developed in a way that did not completely embrace this Western paradigm. I can tell you that… |
Sequence 12to follow an indigenous Aztec pattern of development. That's a very cruel thing to say, but it's absolutely true.… |
Sequence 1So according to Montessori, the task of the educator is to "prepare an environment" with scientifically… |
Sequence 7what their child has received until they have moved into the elemen- tary school arena and they see the results in their… |
Sequence 11self. A well-developed will and a clear sense of belonging enable the adolescent to create a polite forum for debate and… |
Sequence 16the Children's House, let them first know a friendly world, which they can love, admire, and feel at one with. Where they… |
Sequence 8Houses. This is not a snobby attitude. If we take in too many children who cannot follow their healthy inner urges, then we… |
Sequence 23Kirkby, Mary Ann. "Nature as Refuge in Children's Envi- ronments." Children's Environments… |
Sequence 1A MONTESSORI LIFE AS A SPIRITUAL JOURNEY-PART 2 by Muriel Dwyer Muriel Dwyer' s caution that the best-laid plans do not… |
Sequence 3In all organisms, the major task is to produce more calories than what you consume and be able to pass on your genes to the… |
Sequence 3developing human being, 1 and it explains and justifies the constant Montessori idea of the importance of education as a &… |
Sequence 14materials, and the latter is essential if we are to devise appropriate presentations for children in the future. • To pass… |
Sequence 8These further developments were subsumed under sensorial, lan- guage, and arithmetic/math (the existing areas) wherever… |
Sequence 10language in all its various aspects or all of the math, and how the fifth album with its old identity tag was simply a working… |
Sequence 2Children's House. For this is how the public at large, teachers, and even college professors viewed her work: Montessori… |
Sequence 4only can this be understood as a particular type of peninsula, but also it brings in the third dimension, which is absolutely… |
Sequence 10Once upon a time, there was a Montessori manufacturer who produced this material in an erroneous fashion: The concept of pen… |
Sequence 12Figure 7. World Map Showing the Main Peninsulas of the World. Etymologies The teacher or children can research the stories or… |
Sequence 3the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,… |
Sequence 45the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,… |
Sequence 126Figure 7. World Map Showing the Main Peninsulas of the World. Etymologies The teacher or children can research the stories or… |
Sequence 128Once upon a time, there was a Montessori manufacturer who produced this material in an erroneous fashion: The concept of pen… |
Sequence 134only can this be understood as a particular type of peninsula, but also it brings in the third dimension, which is absolutely… |
Sequence 141Children's House. For this is how the public at large, teachers, and even college professors viewed her work: Montessori… |
Sequence 152language in all its various aspects or all of the math, and how the fifth album with its old identity tag was simply a working… |
Sequence 154These further developments were subsumed under sensorial, lan- guage, and arithmetic/math (the existing areas) wherever… |