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Sequence 2Jn Spring we planted seed, And by degrees the plants Grew, flowered, and transformed The light to food, which we Brought in… |
Sequence 3Renilde Montessori is very direct when it comes to this question of our fears. She says in her book Ed11cnte11rs sn11s… |
Sequence 4"The Crows!" The crows, here they come, darting to the ground. The crows, the crows, they're… |
Sequence 5A child can enter the disciplines of botany and entomology with vigor and great intel1igence, but first he must be familiar… |
Sequence 6cycle. This is so vitally important because this experience is the most direct way for a child to access the laws of nature,… |
Sequence 7Little Children had such a wide influence. Nature in education and its wider social ramifications was very much in the… |
Sequence 8.----------------------------- child's right to explore the natural world. Of the forest Dr. Montessori eloquently wrote… |
Sequence 9These words are simple and deep, but clear enough for an older elementary child to grasp. Other areas of creative endeavor in… |
Sequence 10of biology and nature study, to have heard of their particular life- changing experiences, and to experience their original… |
Sequence 11This type of work is the same done by great researchers and naturalists in the field. Jane Goodall has kept meticulous notes… |
Sequence 12example, Richard Dawkins' The Ancestor's Tnle takes a different look at the evolution of life. Dawkins moves from… |
Sequence 13• A clear introduction to the Bacteria and Protists in the later years of the elementary-we must move from the seen to the… |
Sequence 14years and most are already represented in our classroom materials. One large area of biology study that may not be as… |
Sequence 15book of Nnture Study (1911) is still in print today and is a great resource for teachers. 4 Both Professor Bailey's and… |
Sequence 161 would therefore initiate teachers into the observation of the most simple forms of living things, with all those aids which… |
Sequence 17Fabre, J. Henri. Tlte Life of the Spider. New York: Dodd, Mead, 1915. Kahn, David. "The Kodaikanal Experience-Part… |
Sequence 1Peter Gebhardt-Seele 98 The NAMTA Jo11mal • Vol. 33. No. 3 • Summer 2008 |
Sequence 2SCIENCE AND MATHEMATICS: WHAT Is FORMED IN THE ELEMENTARY THAT BLOSSOMS IN THE THIRD PLANE by Peter Gebhardt-Seele Peter… |
Sequence 3look, how do they feel, and what is their name? If J am six to twelve years old, what is important is the cosmos, the totality… |
Sequence 4to cover: physics. Physics has a lot of sections, and I will go through them in more detail because they are not as familiar… |
Sequence 5Next is liquids and gases: everything that has to do with pressure, volume and pressure (you know, the product of volume and… |
Sequence 6field hits a wire, then there is an electromotive force, and you can create a generator that way, to generate alternating… |
Sequence 7languages too), philosophy, religion, natural science-biology and so forth-and history. This seems to be a huge body of… |
Sequence 8support that. You also have to stimulate issues on which they can go off and do their own work. No worksheets. Collect them,… |
Sequence 9In order to prepare for all this, the adolescent level has to provide advanced studies related to those topics. Mathematics:… |
Sequence 10They're not dummies, but this is not their priority. It's not where they excel. The elementary children, they do… |
Sequence 11CONCLUSION The responsibility of the elementary class needs new definition. The Erdkinder program must have keen interest in… |
Sequence 1ELEMENTARY MORAL OUTCOMES LEADING TO A SuccEssFUL ADOLESCENT Col\1MUNITY by Greg MacDonald Greg MncDona/d applies the… |
Sequence 2arms around and used an angry voice, and I would have made her feel terrible about herself. She would have wagged her tail (… |
Sequence 3passing from one stage of independence to a higher lone], by means of their own activity, through their own effort of will,… |
Sequence 4Montessori conceived of the approach that came to be called indirect preparation. If you visit a Montessori primary classroom… |
Sequence 5patterns that have been absorbed are related to the patterns and process of cubing, and then to calculation of cube roots. In… |
Sequence 6Moral development and awareness come from within a child's normal social experience. It may need to be guided and… |
Sequence 7tales, we call it in Australia): 'Johnny did so-and-so.' 'Betty did such- and-such,' and so forth.&… |
Sequence 8Daniel Goleman speaks of five dimensions of emotional intelli- gence, characterized by twenty-five emotional competencies. Two… |
Sequence 9The concept of emotional competence is rooted in the understand- ing of emotions as being normal, useful aspects of being… |
Sequence 10At a Direct Input level of study, we read things or we hear things or we see things or we absorb information using a… |
Sequence 11atone level or another, either between people or between peoples. They will encounter situations that require some sort of… |
Sequence 12comes of their studies, they are met with a mixture of alternative, complementary, and unrelated studies, provided by their… |
Sequence 13reptiles, insects, and birds into the campsite of a group of early humans. What, Swim me asked, would be the likely response… |
Sequence 14Grentworkmaybeobserved as thechildrenapply a newly acquired skill to a project that extends beyond the boundaries that most… |
Sequence 15the time that we went to the Metro subway station. We all boarded the train, their chaperone boarding last. It was the wrong… |
Sequence 16'Tm walking down the city street with my friends on this going out. I see a homeless person over there. He looks hungry… |
Sequence 17marmoset, or the generation of lasers, or whatever interest that group may be pursuing. It is the experience that is… |
Sequence 18• Adults beyond immediate family. • Children beyond immediate family. • The chance to become an observer or a spectator of… |
Sequence 19• The children begin to learn how society works (going out- buses, museums, factories, etc.). · The children study societies… |
Sequence 20. Interaction with and use of the mechanisms of society-banks, suppliers, machines, etc. • Cooperative, longer-duration,… |
Sequence 21Montessori flips the funnel. The children enter at the small end of the funnel (the family end) and gradually, horizons are… |
Sequence 22little doubt that that person would pause and then respond: "No- body-I taught myself." Then, many of them… |
Sequence 1Laurie Ewert-Kroeker 132 The NAMTA Journal • Vol. 33. No. 3 • Summer 2008 |
Sequence 2UNRAVELING THE 1.1MYSTERY OF THE ADOLESCENT" AND FINDING WHAT'S FUNDAMENTAL by Laurie Ewert-Kroeker Lnurie… |
Sequence 3Twelve years into this adolescent work, reflecting on what I have come to understand about Montessori principles, what I have… |
Sequence 4out of the child's way, watch closely, follow the child's lead, and respond to what we learn to be fundamentally… |
Sequence 5cent-a visual "Incredible Voyage," imagining I could go inside the body/ soul of a fourteen-year-old… |
Sequence 6To be part of, to belong to, to have a role in, to perform a task for, to be recognized as a member of-those are the parts of… |
Sequence 7the broader soul of everything this child was born with and everything that has already shaped her personality (which is… |
Sequence 8knowledge upon which further knowledge and understanding are based. We must not give everything, but strive to know what is… |
Sequence 9And do those elefftents of social organization change from the first sub-plane of twelve to fifteen to the second sub-plane… |
Sequence 10offered to humanity in solving dilemmas and facing challenges. The natural, psychic gifts of humans-mathematics, language,… |
Sequence 11Most of the time, this kind of meaningful work cannot take place solely in a classroom. That's a challenge. It's a… |
Sequence 12We haveourworkcutoutforus. We have to keep our minds sharp. We have to keep our observations as free from personal agenda as… |
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 3work. One of the blessings r be- lieve f have re- ceived-and I have indeed asked for it-is the gift of won- der. Out… |
Sequence 4richness in theirlives and in their world view. It is because of what has come before that they are who they are: Montessori… |
Sequence 5a school; we're a nice school, but we are not a comm unity that learns, that learns and grows together in all that we do… |
Sequence 6guide our practice and where it is all going? The times that L have been privileged to do that kind of staff education at our… |
Sequence 7all, it is a place. We are grounded. There's stability in that place, wherever your place is, wherever your ado-… |
Sequence 8This is yours, we say. Weare gifting you with this home. Weare gifting you with this Jand. All isa gift to you. How will you… |
Sequence 9This work is demanding. I don't have to tell anyone here that. It is demanding. It's messy. But it's… |
Sequence 10DOING THE WORK This woi:k is demanding. I don't have to tell anyone here that. It is demanding. 1t's messy. But it… |
Sequence 1Jacqui Miller and Barbara Fox 154 The NAMTA Jo11nwl • Vol. 33. No. 3 • S11111111er 2008 |
Sequence 2DEEPENING ERDKINDER PRINCIPLES WITHOUT A FARM: PEDAGOGY OF PLACE IN A NEIGHBORHOOD by Jacqui Miller and Barbara Fox Arbor… |
Sequence 3miles east of Atlanta, with no prospect of becoming rural. In fact, the tension has come from the fact that we have no desire… |
Sequence 4wonderful sharing of ideas and experience that helped us deepen our understanding of Pedagogy of Place. By the summer of 2004… |
Sequence 5Farm Hostel Garden To serve. to sell, Shop Coffee House to eat Market Pizza Day Produce, Crafts Lunch Service Baked… |
Sequence 6decorations to support the theme they have chosen. Live or recorded music adds to the ambiance. Students manage preparation… |
Sequence 7and market, but may someday serve as a focus of community gatherings. Our first garden was located on the north side of the… |
Sequence 8ing. Students presented to the class and the staff and gained support to move forward, so we did a second occupation focused… |
Sequence 9The final pivotal element is the Shop. During the first year of the garden, we sold our first harvest, lettuce and sage,… |
Sequence 10Just as we've recognized the need for occupations to support the work of them icroeconomy, we've identified the need… |
Sequence 11ing the second year of our program, a student with a passion for marine biology set up a fifty-gallon marine reef aquarium.… |
Sequence 12Yesterday, PeterGebhardt-Seele reminded us of the way Montessori used the term Erdkinder. Our prepared environment is not a… |
Sequence 1John McNamara 166 The NAMTA Joumal • Vol. 33, No. 3 • Summer 2008 |
Sequence 2MATHEMATICS, SCIENCE, AND TECHNOLOGY FOR THE WHOLE THIRD PLANE: A BIRD'S-EYE VIEW, PART 1 by John McNamara Keeping to… |
Sequence 3"Mac, don't forget when you start your talk to use your Bishop Sheen quote because you use that all the time.… |
Sequence 4own the commutative property. lt was not taught to that child. We have to continue, whatever materials we use, not to forget… |
Sequence 5The Montessori perspective is to get students to operationalize the ideas themselves. If we ignore their way of thinking and… |
Sequence 6adding. So if it's 23, I do 20 + 3. Then I don't even have to think about subtraction. All I am doing is adding.… |
Sequence 7through all these activities?" So then we have the third period: "Why did we go through this? What's… |
Sequence 8We can't lose sight of the progression from concrete to symbolic to abstract. I think that Montessori really acknowledges… |
Sequence 9Part of my responsibiUty, even though we extensively use technol- ogy, is to decide if a certain technology is appropriate,… |
Sequence 10make connections with their own experience. One of my past students came back to give the address to graduates and said that a… |
Sequence 11problems or thirty geometry problems, when they've already mastered it and understand it after doing three or four. It… |
Sequence 12three hundred games. Twenty-six times I've been trusted to take the game-winning shot and missed. ['ve failed over… |
Sequence 1Gena Engelfried 178 The NAMTA Joumal • Vol. 33, No. 3 • S11111111er 2008 |
Sequence 2GLIMPSING MATURITY: CHARACTERIZING THE FIFTEEN- TO EIGHTEEN-YEAR-OLD by Gena Engelfried ft is essential to Montessori high… |
Sequence 3There is only one thing that education can take as a sure guide, and that is the pcrso11ality of the children who are to be… |
Sequence 4rules and more willing to devote their energies to larger issues less close to home. For the older students, the sensitivity… |
Sequence 5The propensity to idealize leadership and the tendency to be loyal and enthusiastic followers of ideological agendas and of… |