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Sequence 11which student learning scales up to the next plane. What, then, are the necessary prepared environment components in the upper… |
Sequence 12• Second language grammar as another point of inter- est in grammar, especially classical languages in the context of… |
Sequence 13• Class meetings, collaboration, dealing with conflict, the conscious development of social and emotional skills (structure… |
Sequence 14Rexford Brown 2 described the skj[[ set necessary for a systemic understanding of the global problems of our time: • Looking… |
Sequence 15for the next stage of development, where the students themselves form a micro-community embedded in reality. The elementary… |
Sequence 16of the adolescent's most salient psychological traits: Self-Expression, Psychic Development, and Preparation for Adult… |
Sequence 17developmental need of the adolescent to define a community and to be a contributing member to that community through meaning… |
Sequence 18manager. The occupation converts into a "role" and the adolescent learns what it means to make a… |
Sequence 197.()()IOM· nJtm..cu ,o rm'S-1(~ lll\1-\\ IUOl.0(,\ ,.._'"'lfltOlOt,I 111\U\ rt(ll\0(..()1,\ 7..… |
Sequence 20consortium of educational institutions with the ability to extend the disciplines (See Figure 5). Nine libraries, five long-… |
Sequence 21areas to look for the basis of universal solidarity, peace, and social justice. The arts and social sciences (anthropology,… |
Sequence 22We took the IB disciplines and put them into the context of the Montessori Syllabus (See Figure 6), revealing a Montessori… |
Sequence 23ply strengthening one's confidence and adapting to different groups and environments. These metacognitive (thinking-about… |
Sequence 24personal. I think that a great work is the most outstanding action or task that one can achieve and has had an effect on at… |
Sequence 25The Validation of History The importance of history is almost immeasurable as it plays an integral role in our every… |
Sequence 26certainty that every grain of information was true without a hint of falsehood. We must not be discouraged by this, instead… |
Sequence 1UNIFYING THE PLANES OF DEVELOPMENT: A TRAINER' s PERSPECTIVE by Greg MacDonald In this article, Greg MacDonald… |
Sequence 2into place. Academic content is the means to a developmental end, not the end in itself. Two aspects of this discussion of… |
Sequence 3for exploration of three-dimensional figures, ultimately leading to a study of volume and formulas for the calculation of… |
Sequence 4The concept of a Montessori "continuum" implies a great deal of commonality between the planes. We can… |
Sequence 5C<"l C<"l - Human First FIRST Second SECOND Third THIRD Fourth FOURTH Fifth… |
Sequence 6ploration is manifested as sensorial exploration at the first plane, by imaginative exploration at the second plane, by… |
Sequence 7Our understanding of the second-plane child's characteristics also guides us in the preparation of an appropriate… |
Sequence 8• exploration of now how to make oneself useful • determination of how to help mankind in many ways • development of personal… |
Sequence 9elsewhere). There is no "farm" in an elementary environment. However, there should be a garden. What new… |
Sequence 10A simple pattern of support for those individuals transitioning between planes emerges. Adults present in the lower plane (… |
Sequence 11working together to create a seamless process of interaction with transitioning children. It is with these ideas in mind that… |
Sequence 12We may well find that future discoveries will argue for modification of transition methods at other interfaces. This is an… |
Sequence 1MONTESSORI' s ROLE IN TWENTY-FIRST- CENTURY EDUCATIONAL REFORM by Krishna Kumar Mo11tessori adolescent education finds… |
Sequence 2in which we live today: the kind of crisis that, l think, teaching as a profession-especially teaching of the young as a… |
Sequence 3saying, first of all, stop calling it a new century. It has to be mnde new, and human originality has to be exercised. Our… |
Sequence 4out that after so much work, and so much valuable work, in fact-it is not something to be dismissed-we actually do not know… |
Sequence 5for peace came into being among progressive thinkers around the world. You know Montessori was in India during that period,… |
Sequence 6John Dewey, the American philosopher, has a very interesting idea. He says, if you want to know what is going on, one way to… |
Sequence 7may that teacher training continues to be dominated by that theory, which now I must name: the theory of behaviorism, which… |
Sequence 8ing: Yes, teachers are important because they bring about learning and, in fact, they can maximize learning, they can enhance… |
Sequence 9This is just one example. In everyday life, one can notice many examples of gradual fading away of forms of learning which are… |
Sequence 10ently from being a cause of learning. And that is precisely the kind of definition that we find in The Secret of Cliild/10od,… |
Sequence 11computer in the morning or to remember your room number so that you can get into the lift. We are living in times when it is… |
Sequence 12around and relating in as warm, affectionate, patient, prideless, angerless a manner as humanly possible, then we may be actu… |
Sequence 13Teaching as much as possible is not to teach somebody but to teach the subject. This tendency is justified by educational… |
Sequence 141 understand in the U.S. a lot more than elsewhere. A late discov- ery is that children's attention span is getting… |
Sequence 15has become unsustainable. It can only be sustained with war and violence. His last book, Pedagogy of Hope, gives us that hope… |
Sequence 16the teacher-student relationship as opposed to chemistry as opposed to language as opposed to nature study. Each one of these… |
Sequence 17of its potential for shaping the teacher-student relationship. But that would be a necessary step to take if we were to… |
Sequence 18within that broader ea tegoriza tion, we try to see differences. So individuality then becomes merely a matter of how child A… |
Sequence 19be seen with wider horizons in terms of a much grander picture of the human world and human potential requires great… |
Sequence 20analysis, and will have to prepare herself not to be guided by pride in her own insights and certainly not to be prone to… |
Sequence 21the known history of modern educational systems. Teachers have rarely been happy with governments, but governments, of course… |
Sequence 22term, "Where have all the teachers gone?" (Halperin & Ratteree), pointing out that the world today… |
Sequence 23either in the continuity of self or the soul is quite talked about in the literature on Buddhism. So it is not surprising that… |
Sequence 24have quoted to others, saying that this is what the Buddha believed. This is not the purpose of my teaching." The… |
Sequence 25that it reduces us to predictable outcomes, whereas we know that in education the most worthwhile outcomes are the ones which… |
Sequence 26apparatus, which is now produced by few companies around the world who claim that their apparatus is the only real one. It hap… |
Sequence 27discourses and curriculum designers would need to pay deeper attention to the exercise we referred to earlier in this talk… |
Sequence 28(The Culture of Educntio11), that we have to come to a point today where it is difficult to persuade youngsters that there is… |
Sequence 29natural right. If our children are in despair in such large number during their adolescence and teenage years, then obviously… |
Sequence 1TEACHER-STUDENT RELATIONSHIPS FOR THE MONTESSORI CONTINUUM by James Webster, Linda Davis, and Gena Engelfried This trilogy… |
Sequence 2We are asked to make conscious and dear all that is small and infinite, linear and turning, the music and the dance, and the… |
Sequence 3little of what you have discovered in your time here, enough that they are happy to have come to spend some of their time with… |
Sequence 4munity. lnstead he would be encircled by his tribe, who would sing him his song to remind him, when he has strayed from his… |
Sequence 5Sometimes, I found, [ could not call them. Perhaps fear, like a wall behind a wall, or a dullness, like many blankets that… |
Sequence 6sense! Wolves and elephants call in the distance. Cross the room and you cross the centuries. And a day does not pass that the… |
Sequence 7ln the end, they need to go forth alone. When do you know when to let go? You don't need to worry; it is they that let go… |
Sequence 8responsibility to themselves or to the world, all starts and no con- nections or conclusions. But when a balance is found, it… |
Sequence 9• Teachers challenge us. They disagree with us and cause frustration. The boy who said this sighed and said sometimes that… |
Sequence 10Adolescents, as I said earlier today, are incredibly sweet and sensitive when given the place where they can be that way. 1… |
Sequence 11Jesse White, the Secretary of State who refused to sign the papers for our new senator to be the senator. When the students… |
Sequence 12OLDER ADOLESCENT GENA ENGELFRIED "The adolescent must never be treated as a child, for that is a stage of life that… |
Sequence 13them our persona 1 structure because we don't have the farm anymore to illustrate all of the things that the farm… |
Sequence 14exchange in their own little shop. At Grove, we have our own little farm store and they open it up and they sell their eggs… |
Sequence 15of self-confidence," says Montessori (63). All of those experiences help with that self confidence. We talked a lot… |
Sequence 16about the world that our students are about to enter. We need to expose the students to adults who believe in humanity,… |
Sequence 17Linda Davis began her Montessori work in 1971. She has an AMI Elementary diploma a11d has worked with children from ages three… |
Sequence 1LANGUAGE: THE SONG OF LIFE by Baiba Krumins Grazzini Ms.Krumins Grazzi11 i's lecture begi11s with a vision of articulate… |
Sequence 2I wish to start with a quote. (Amazingly enough, it is not a quote from Dr. Montessori, whom I shall, instead, quote later on… |
Sequence 3Now every sphere has its own characteristics and its own role to play in the story and drama of the Earth. When it comes to… |
Sequence 4these environments are not simply a result of all the materials and resources provided by nature, but they are also a… |
Sequence 5Anything we consume, anything we use, requires various stages of production and therefore many different specialized workers… |
Sequence 6Now that is a very interesting metaphor Mario Montessori is using because in Greek mythology the Hydra was a monster, and… |
Sequence 7• Figure 1. Two charts illustrating spiritual territory. The first chart, the one on the left, depicts" all sorts of… |
Sequence 8Let us now look at the chart on the right, the one that is less well known. You can see how it is made up of adults only and… |
Sequence 9are also connected directly to one another by a circular dotted line. Can you see the dotted line that connects every single… |
Sequence 10Language, what an amazing human characteristic this is! And as we think about language, there are many questions that might… |
Sequence 11are respectful these days, so we will not even think, never mind say, gibberish. However, I do remember that, when we were… |
Sequence 12Therefore, this idea of language as being something that divides as well as something that unites is very important and very… |
Sequence 13I also remember that, when l was a university student (even more years ago), it was very common, almost fashionable, to talk… |
Sequence 14talking; he has to work to acquire these human powers for himself during the very earliest period of his life. The second… |
Sequence 15potentials to fulfil!, his or her own natural path of life to follow. What the child needs, then, is the freedom to develop… |
Sequence 16Only if the child can fulfil] his task of adaptation in relation to all aspects of the surrounding environment, including the… |
Sequence 17Gives somewhere back the thoughts by England given; Her sights and sounds; dreams happy as her day; And laughter, learnt of… |
Sequence 18become a kind of mother tongue; Ttalian is always a language to keep learning. When you learn a language as a child, it is so… |
Sequence 19as an ego asleep. But all of a sudden he wakes up and hears delicious music ... . At four months ... the babe becomes aware… |
Sequence 20during which he refines and enriches his language by learning many, many, many new words and by perfecting the formation of… |
Sequence 21And all l ask is a merry yarn from a laughing fellow-rover, And a quiet sleep and a sweet dream when the Jong trick's… |
Sequence 22a child finally seem like a full-fledged person .... [Language] is also the critical foundation for much of what we consider… |
Sequence 23So Mario Montessori makes this plea that we should not look on words, for example, as a burden on the children. Each word… |
Sequence 24projects itself into the future and is sunk in the remotest ages of the past, thereby linking the past to the present and the… |
Sequence 25Montessori, Maria. Unpublished lecture. International Montessori Conference. Amsterdam. 1950. Montessori, Mario M. The… |
Sequence 1Elise Huneke Stone with her daughter 116 The NAMTA Jo11mal • Vol. 34. No. 3 • Summer 2009 |