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Sequence 8ideal, we're talking about something that is viable, that is actually economically more effective, but it's not… |
Sequence 9So you begin to see that these are all interconnected, mutually support- ing elements. We are trying to get away from this old… |
Sequence 10the good leader, the good manager will exercise that power in a partnership structure. These are very important distinctions… |
Sequence 11name it-they con- trolled, just as the male head of household con- trolled. You always have to look at both the family… |
Sequence 12The fact that women in the Nordic nations are about forty percent of the national legislatures has had a profound effect on… |
Sequence 13work because we humans learn through experience, through model- ing, but we also learn through stories, we live through… |
Sequence 14violence, domination. Now, of course, we have a capacity for that- nobody will deny that-but what about the other capacities… |
Sequence 15to maintain the domination system. Think about it for a moment, there's the story of original sin, and what really is the… |
Sequence 16solutely no evidence, they write, that male bonobos have any interest whatsoever in passing on their genes-none. Why? First of… |
Sequence 171 ike the mother's womb, a mysterious place for rites to take place. She's carved at the entrance of this cave… |
Sequence 18always expected to give their bodies, their lives, because some guy on top wanted more real estate. In fact, in Euro- pean… |
Sequence 19the older woman is the villain, so never listen to an older woman, right? She's bad. The father is a real jerk. Instead… |
Sequence 20I'll give a little narrative on economics that r give at great length in The Real Wealt/1 of Nations, and I will tell you… |
Sequence 21kids also get it. Whether it's African-American history, whether it's women's history, if it's just that… |
Sequence 1Judith Cunningham with Ambassador Francis Lorenzo of the Dominican Republic 248 The NAMTA Journal • Vol. 33, No. I • Winter… |
Sequence 2THE MONTESSORI MODEL UNITED NATIONS by Judith Cunningham Judith Cunning/Jam puts her practice of peace educatio11 into t/Je… |
Sequence 3The meeting was crowded with medical people, educators and teachers. Europe and the world were stil I under the cloud and the… |
Sequence 4nities did not become more understanding of the child's developmental needs, then the goals of helping humanity develop… |
Sequence 5In 1950, Mario Montessori wrote about the celebration of his mother's eightieth birthday: "UNESCO gave a… |
Sequence 6about the work of the UN by mirroring its activities and cul- tivating important life skills such as negotiation and con-… |
Sequence 7more than that. In order for a delegation to be successful at a confer- ence, the work must start months in advance. Each… |
Sequence 8mission: "The next generation of leaders will come from this program. Soon they will be sitting here, and it will. be… |
Sequence 9they can also experience the participatory excitement of learning how the UN works. During the conference, our students,… |
Sequence 10REFERENCES Barres, Victoria. "Maria Montessori and UNESCO." AMI Co1111111111icntio11s 2004 (#2-3): 41-44… |
Sequence 1Maura Joyce 258 The NAMTA Journal • Vol. 33, No. I • Wi111er 2008 |
Sequence 2COMMUNITY VISION OF THE SCHOOL by Maura C. Joyce Looking at Maria Mo11tessori's historical persona, Maura foyce focuses… |
Sequence 3LIBERATE THE CHILD This morning Lynne Lawrence shared with us the words of Dr. Montessori and put before usa "call… |
Sequence 4their natural development. She worked hard to make sure that schools would not compromise the environment for the child. She… |
Sequence 5school teacher. Dr. Evans, who has consulted in hundreds of private and public schools throughout the U.S. and internationally… |
Sequence 6But by this definition, perceiving ourselves as distinct is not enough. Sharing common interests is not enough. And… |
Sequence 7We know that this industrialization continued for the next forty years. From the family, the disconnection spilled over into… |
Sequence 8Montessori blamed industrialization and greed. Today we call this technology and consumerism. Perhaps your part of the… |
Sequence 9Parents in Today's Society The parents, who, in numbers, form the largest subgroup of adults in the school community,… |
Sequence 10"Transitioning to the Second Plane of Development," "Geography in the Montessori Classroom.&… |
Sequence 11Montessori "Messaging" You must forgive me for my blasphemy, but we have some chal- lenges that are… |
Sequence 12are very good at our job-to protect the children and aUow them to follow the laws of human nature. The children are in control… |
Sequence 13took her all of her life to do. She did not leave us as developed a plan for the adults. She did, however, leave us her wisdom… |
Sequence 14The school will go through stages, the parents will, the adminis- tration and the teachers will. So, what do we do to create… |
Sequence 15to listen twice as much as you talk." Clear communication about expectations for all adults is critical. Parents a !… |
Sequence 16most basic of tools in any community and need to be prevalent in the Montessori school. Patience As we all must exhibit in… |
Sequence 17Montes~ori, Man.1. The S1•cret of Cl1ildho<1d. 1936. Tr.1ns. \I. Joseph C.ostelloc. c" York: Ballantine, 1992… |
Sequence 1Jonathan Cohen, PhD 276 The NAMTA Journal • Vol. 33. No. I • Will/er 2008 |
Sequence 2THE THOUGHTFUL SCHOOL: SOCIAL, EMOTIONAL, ETHICAL, AND COGNITIVE EDUCATION AS THE SCHOOLWIDE LANDSCAPE FOR LEARNING by… |
Sequence 3Dewey's work, over the last two decades there has been growing interest in America and abroad about the fields of social-… |
Sequence 4fn this paper, I will summarize the fundamentals of current re- search-basedK-12 social, emotional, ethical, and aca-… |
Sequence 5cal, and academic education 2. Their work was grounded in a deep appreciation of noble goals for education: peace and… |
Sequence 6cognitive competencies and ethical dispositions and (2) creating a climate for learning or safe, caring, participatory, and… |
Sequence 7above? How are you working to promote the capacities you believe are most important? And to the extent that you believe that… |
Sequence 8Reflections: What is your school's mission statement? To what extent do students and parents have an opportunity to… |
Sequence 9of thoughtful schools are deeply invested in being and becoming a caring professional learning community. This is easy to… |
Sequence 104. Relationships: Creating a Climate for Learning The three R's of SEEAE are relationships, relationships, and… |
Sequence 11Reflections: What are the social norms in your school and homes? What kind ofrole model are you? How do you listen? To… |
Sequence 126. Aligning Policy and Practice: Creating a Climate for Learning All schools-public and independent-have policies that… |
Sequence 138. Expectations and Empowerment We all know that we should have high expectations for student learning. And schools that are… |
Sequence 14NCLB has stirred an impor- tant and complicated debate about what "data" is and what kinds of evidence we… |
Sequence 15• Academic activities: These SEEAE curriculum and program- ma tic efforts are direct! y and/ or indirectly linked to academic… |
Sequence 16School climate refers to the quality and character of school life. School climate is based on patterns of people's… |
Sequence 17efforts. In short, we can use measuring school climate to foster truly authentic learning communities. (For more information… |
Sequence 18ship of the meeting have spurred my thinking and learning. For that, I am deeply grateful. ACKNOWLEDGEMENTS I am pleased to… |
Sequence 19ge11t. Ed. R. Bar-On, J.G. Maree, & M.J. Elias. Westport, CT: Praeger, 2007. Cohen,J., L. McCabe, N.M. Mitchel Ii,… |
Sequence 20APPENDIX A "EVIDENCE-BASED" CURRICULUM AND PROGRAMMATIC EFFORTS THAT SUPPORT SEEAE • Center for the… |
Sequence 1--------------------------- ------ - -- Molly O'Shaughnessy 296 The NAMTA Journal • Vol. 33, No. I • Winter 2008 |
Sequence 2MONTESSORI OUTREACH: A PLATFORM FOR CHANGE by Molly O'Shaughnessy Molly O'5/za ughnessy' s plan for social… |
Sequence 3A REVOLUTION IN EDUCATION Dr. Montessori's discoveries began a revolution in education. A sudden, radical, and… |
Sequence 4education and peace, I realized I personally needed to take action to help remedy this situation. Our board was quickly… |
Sequence 5The campaign itself is $6.8 million, which requires an extensive reach into the philanthropic community as well as talking to… |
Sequence 6The first reaction might be to defend our position and explain why these perceptions are incorrect. (And of course some of… |
Sequence 7dialogue and an ordinary discussion is that, within the latter people usually hold relatively fixed positions and argue in… |
Sequence 8The capacity to see what is possible and how to get there is the innate mechanism for evolution and social progress. The edit… |
Sequence 9nization that financially supports social entrepreneurs, explains, "Social. entrepreneurs are not content just to… |
Sequence 10rate with others. "Leadership is an art, something to be learned over time, not simply by reading books. Leadership… |
Sequence 11No vision can be realized without continuous and sustained work. When we commit ourselves to something, it literally… |
Sequence 12• R. F. Bigelow Foundation · I.A. O'Shaughnessy Foundation · Otto Bremer Foundation · Minnesota Association for Infant… |
Sequence 13student we trained last year from Australia, Julie Retallick, went to help set up the school with Betty and they have been… |
Sequence 14or what we perceive something to be, we open the world of possibility with endless boundaries. ln a speech delivered in South… |
Sequence 15REFERENCES "Ashoka Questions and Answers." Ashoka. July 29, 2005 <www.ashoka.org/ w hat_is /… |
Sequence 16"What Is a Social Entrepreneur?" Ashoka. July 29, 2005 <http://ashoka.org/social_entrepreneur>… |
Sequence 1Mary B. Verschuur 312 The NAMTA Jou ma/ • Vol. 33. No. I • Winter 2008 |
Sequence 2THE SPONTANEOUS, INTERESTED, AND OBSERVANT ADULT IN THE PREPARED ENVIRONMENT by Mary Verschuur Tit is insiglttful article… |
Sequence 3that it would be important for me to acknowledge the reality of the time of year and to be practical rather than theoretical… |
Sequence 4called for, but the spontaneous activity of the adults must be and is as firmly grounded in principle as is the spontaneous… |
Sequence 5lack of interest. By paying attention to and observing our own re- sponses as to how we feel when noise or disorder pollutes… |
Sequence 6It is al.so helpful, dare I say necessary, for staff to share their observations of the children and their reactions to events… |
Sequence 7fixed or highlighted in the follow-up re-presentation may come from any or all of the sources of information. These pointers… |
Sequence 87. Be interested yourself if you want to captivate the child's interest. During the course of my program, we were able… |
Sequence 1Linda Davis 320 The NAMTA Journal • Vol. 33. No. I • Winter 2008 |
Sequence 2FROM CARE OF OTHERS AND THE ENVIRONMENT TO COMMUNITY SERVICE AND SOCIAL RESPONSIBILITY: THE EMERGENCE OF THE SOCIAL AND… |
Sequence 3success to their Montessori experience. Isn't that success enough? Who has the time and energy to take on more than that… |
Sequence 4eyes, energy to burn, and he had come from a play group where there were few limits on behavior, including throwing things… |
Sequence 5erased, and something else being written. It was getting silly and becoming a distraction. Here's reality. A three-year-… |
Sequence 6engagement in the real social and economic world; and their working out problems through community meetings is informed by… |
Sequence 7Independence and socialization. Remember the chapter on social development from The Ab- sorbent Mind? Dr. Montessori… |
Sequence 8How do we both direct and protect the power of the will so that it can grow? This, in my opinion, is our greatest challenge… |
Sequence 9Darn. Can't they develop their will by having us explain it to them? That would be so much easier and more efficient.… |
Sequence 10down, looking into the second pitcher. He picks up the pitcher con- taining water. The gaze of his eyes moves from the second… |
Sequence 11growth of personality, demonstrates, almost as in a splen- did revelation, the true manner in which man renders himself… |
Sequence 12The next day they asked to eat lunch with me. We discussed the kinds of birds that we could see out the window-you get the… |
Sequence 13program. What are those values?" They name the two big R's-respect and responsibility. They also list ethical,… |
Sequence 14Here's the kick ending. "To ensure moral salvation, it is primariJ y necessary to depend on oneself, because in… |
Sequence 15by Miss Child that "We don't sit on tables, dear," the young woman got down, as if hearing this for the… |