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Sequence 4evaluation. One point is clear-evaluation is an essential ingredient of the Montessori secondary program, probably because… |
Sequence 5I want students to be able to answer the question-What is a Mon- tessori school?-and to be very much conscious of what we are… |
Sequence 1The Adolescent: THE MONTESSORI l\flDDLE SCHOOL: A PERSONAL WITNESS by John McNamara John McNamara's description of the… |
Sequence 10not only connect with Montessori education-they may be indispensi- ble to the preservation and application of the Montessori… |
Sequence 7ture vs. interest, spontaneous activity vs. prepared environment. Many times the practitioner will regard these issues as… |
Sequence 15mutual service. The farm is a final acrualizarion of cosmic education. And as we have seen, farming is not just a technical… |
Sequence 8The Paideia model is clearly compatible with Montessori, both stressing presentation and coaching. The Paideia chart goes on,… |
Sequence 2Development of the Service Curriculum As the sixth-year student enters the middle school environment, the first period is… |
Sequence 7CURRICULUM FOR CARING Ruffing Montessori School Cleveland Heights, Ohio by Patricia Ludick Overview The Curriculum for… |
Sequence 84. To encourage the students to explore their widening world and to consider themselves not just as observers but as… |
Sequence 2SURVEY OF MONTESSORI ADOLESCENT PROGRAMS: INTERPRETIVE COMMENTARY by John Long Introduction Let me Lell a personal story… |
Sequence 1A number of years ago students described the adolescent environ- ment as follows: • An environment where we can experience… |
Sequence 8Everything about the children ment clearly urges middle schools to has a history, and if the stu- transform the fundamental… |
Sequence 2SOCIAL AND MORAL DEVELOPMENT: IMPORTANCE OF THE f AMILY by John McNamara This comprehensive view of social and moral… |
Sequence 6adolescents-but it is an age of silliness, that they need just to be silly to have fun. One student said in her eighth grade… |
Sequence 7part of the Ruffing mystique. You only realize what has actually happened to you after you leave, but that's why Ruffing… |
Sequence 4let alone have them follow it, because it has to come from within you. The important lesson of learning to love to learn was… |
Sequence 5made me believe I could do it and on time. Now I absolutely love to read. Another student wrote: I remember the time when I… |
Sequence 6personal relationship with your teachers and you're on a first name basis you become more comfortable with adults and… |
Sequence 2TUTORING WITHOUT CRUTCHES: EXTRA SUPPORT AND INCLUSION FOR THE OLDER MONTESSORI CHILD WITH LEARNING DIFFERENCES by Barbara… |
Sequence 8Figure 5. Ruffing West students in the lab. Figure 6. Examples of student work in the gardens at Ruffing West. Gray and… |
Sequence 9garden as a backdrop to study the effects of nature on the body, on the effectiveness of studying, and on completing work (see… |
Sequence 4132 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 identified by Maria Montessori as the alphabet of any aspect of reality… |
Sequence 5133 McNamara • Community, Freedom, and Discipline was reached. Although frustrating at first, correcting my mistakes helped… |
Sequence 6134 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Another real aspect of adolescence is that it is an age of silli- ness,… |
Sequence 7135 McNamara • Community, Freedom, and Discipline actually happened to you after you leave, but that’s why Ruffing itself… |
Sequence 11139 McNamara • Community, Freedom, and Discipline that contribute to their success. They know what quality looks like and it… |
Sequence 1how The MonTessori upper eleMenTAry And AdolescenT environMenT nATurAlly inTegrATes science, MATheMATics, Technology, And… |
Sequence 5At the elementary level, the students studied simple machines and how they worked. At the junior high level they went further… |
Sequence 1What It Means To Be A Montessori Parent by David Kahn The following lecture has been presented at NAMTA Media Festival~ this… |
Sequence 51evaluation. One point is clear-evaluation is an essential ingredient of the Montessori secondary program, probably because… |
Sequence 33I want students to be able to answer the question-What is a Mon- tessori school?-and to be very much conscious of what we are… |
Sequence 49The Adolescent: THE MONTESSORI l\flDDLE SCHOOL: A PERSONAL WITNESS by John McNamara John McNamara's description of the… |
Sequence 52not only connect with Montessori education-they may be indispensi- ble to the preservation and application of the Montessori… |
Sequence 12ture vs. interest, spontaneous activity vs. prepared environment. Many times the practitioner will regard these issues as… |
Sequence 155mutual service. The farm is a final acrualizarion of cosmic education. And as we have seen, farming is not just a technical… |
Sequence 57The Paideia model is clearly compatible with Montessori, both stressing presentation and coaching. The Paideia chart goes on,… |
Sequence 117Development of the Service Curriculum As the sixth-year student enters the middle school environment, the first period is… |
Sequence 122CURRICULUM FOR CARING Ruffing Montessori School Cleveland Heights, Ohio by Patricia Ludick Overview The Curriculum for… |
Sequence 1234. To encourage the students to explore their widening world and to consider themselves not just as observers but as… |
Sequence 10SURVEY OF MONTESSORI ADOLESCENT PROGRAMS: INTERPRETIVE COMMENTARY by John Long Introduction Let me Lell a personal story… |
Sequence 26between the family and the school. Do the students stay on the farm for the entire two years of early adolescence? How long… |
Sequence 143A number of years ago students described the adolescent environ- ment as follows: • An environment where we can experience… |
Sequence 150Everything about the children ment clearly urges middle schools to has a history, and if the stu- transform the fundamental… |
Sequence 48SOCIAL AND MORAL DEVELOPMENT: IMPORTANCE OF THE f AMILY by John McNamara This comprehensive view of social and moral… |
Sequence 81adolescents-but it is an age of silliness, that they need just to be silly to have fun. One student said in her eighth grade… |
Sequence 82part of the Ruffing mystique. You only realize what has actually happened to you after you leave, but that's why Ruffing… |
Sequence 152let alone have them follow it, because it has to come from within you. The important lesson of learning to love to learn was… |
Sequence 153made me believe I could do it and on time. Now I absolutely love to read. Another student wrote: I remember the time when I… |
Sequence 154personal relationship with your teachers and you're on a first name basis you become more comfortable with adults and… |
Sequence 45TUTORING WITHOUT CRUTCHES: EXTRA SUPPORT AND INCLUSION FOR THE OLDER MONTESSORI CHILD WITH LEARNING DIFFERENCES by Barbara… |
Sequence 236Figure 5. Ruffing West students in the lab. Figure 6. Examples of student work in the gardens at Ruffing West. Gray and… |
Sequence 237garden as a backdrop to study the effects of nature on the body, on the effectiveness of studying, and on completing work (see… |
Sequence 138132 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 identified by Maria Montessori as the alphabet of any aspect of reality… |
Sequence 139133 McNamara • Community, Freedom, and Discipline was reached. Although frustrating at first, correcting my mistakes helped… |
Sequence 140134 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Another real aspect of adolescence is that it is an age of silli- ness,… |
Sequence 141135 McNamara • Community, Freedom, and Discipline actually happened to you after you leave, but that’s why Ruffing itself… |
Sequence 145139 McNamara • Community, Freedom, and Discipline that contribute to their success. They know what quality looks like and it… |
Sequence 8983 McNamara • Naturally Integrates Science, Mathematics, Technology how The MonTessori upper eleMenTAry And AdolescenT… |
Sequence 21At the elementary level, the students studied simple machines and how they worked. At the junior high level they went further… |
Sequence 41What It Means To Be A Montessori Parent by David Kahn The following lecture has been presented at NAMTA Media Festival~ this… |