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Sequence 3the overall school culture. The guide's ability to speak specifically about a child's progress as well as the… |
Sequence 4now find it critical to re-establish their mission and/or values, the process of including appropriate stakeholders, pursuing… |
Sequence 5may sound unusual, but it's important to remember that prospec- tive parents aren't necessarily out to make a… |
Sequence 1HIGH ANXIETY, THE SEQUEL by Patrick F. Bassett Patrick Bassett offers wan11th, h11111or, and opti111is111 for independent… |
Sequence 2• Current parent gifts are up 27.5% (to an average of $1,404 versus $1,101 five years ago, in inflation- adjusted dollars),… |
Sequence 3current-and, until now, full-pay-parents contact her about finan- cial aid for next year. Honoring their request would take… |
Sequence 4• Best case-continued growth or modest dip of+/- 3-5% (the normal fluctuation inde- pendent schools experience during… |
Sequence 54. Schools have started having deeper,more meaningful conversations with their constituents. The first of the ninety-five… |
Sequence 1THE EMERGENT DISCIPLINE ORIENTATION OF MONTESSORI EDUCATION by David Kahn With the English-language publication of Psico-… |
Sequence 2itself through his or her acquisition and continua- tion of culture. • Each discipline is embodied in great lessons for the… |
Sequence 1THE DEVELOPMENT OF LANGUAGE by Annette M. Haines An11ette Hni11es begins with the "e111bryo11ic co11stmctio11&… |
Sequence 2of language-pronunciation, grammar, and syntax, those things we think of as subjects for grammar books-develop naturally… |
Sequence 3In the dense nebulae where stars are produced, much of the hydrogen is in molecular form, and so the potential stars are… |
Sequence 4human function of language is reflected in the book of Genesis. In the first pages we read: When the Lord God had formed out… |
Sequence 5regarded as an ego asleep. But all of a sudden he wakes up and hears delicious music; all his fibers begin to vi- brate. The… |
Sequence 6one by one, from the babys repertoire. Already the open-ended potentiality with which the child was born has begun to narrow… |
Sequence 7infant to the words she hears and their sounds. The word dog and the word duck don't sound too different-so she has to… |
Sequence 8Figure 1 shows three levels of categorization. The basic level is the highest level at which a single mental image can… |
Sequence 9According to linguist Martin Joos, by the time the child is eight, he or she has disciplined his own language to the point… |
Sequence 10that we could not see. The learning process must take place inside the child, and this internal process requires time. It is… |
Sequence 11Montessori, Maria. Tile For111ntio11 of Mn11. 1955. Oxford: Clio, 1989. Montessori, Maria. Unpublished lectures. Dr. Maria… |
Sequence 1LANGUAGE: THE BASIS OF CULTURE by Greg MacDonald Greg MacDonald views /n,1g11age as a social tool i11dispe11sable to h11111an… |
Sequence 2Language can be used as a tool, supporting our memories. Mathematicians (a group of specialists that includes second-plane… |
Sequence 3The fact that accomplished readers are barely slowed by such a confusion of letters informs us that as we develop our ability… |
Sequence 4Kcbara hyoid is almost identical to a modern human hyoid. This indicates that Neanderthals may have possessed the anatomical… |
Sequence 5Old English covers the period from the first Anglo-Saxon settle- ments in England up to about UOO CE. Symbols used in the… |
Sequence 6MODERN ENGLISH Now the elder son was out on the farm; and on his way back, as he approached the house, he heard music and… |
Sequence 71400s, it meant "deserving of compassion." Two hundred years later, it had come to mean "weak.&… |
Sequence 82007, McDonald's initiated a campaign to have this entry removed from the dictionary or its definition changed. I checked… |
Sequence 9systems that exist in the world today. "The basic structures for our behavior are innate. The specific details of how… |
Sequence 10however, seemingly over-written by children as their language capacity develops. The universal grammar theory was strongly… |
Sequence 11and four months, babies respond to tones of voice such as angry, soothing, playful. Most understand some words by the time… |
Sequence 12suit. When the same test was given to children aged from seven to eleven, only one in every twenty-eight children was able to… |
Sequence 13• In the first plane, grace and courtesy is related to such language-dependent matters as how to greet someone and how to… |
Sequence 14The Montessori pathways to culture are illustrated in part in E.M. Standing's book Marin Montessori: Her Life and Work (… |
Sequence 15• Adolescents of the third plane specialize, and they also find in art a critical form for self-expression and social… |
Sequence 16Tf we turn to the fourth definition of culture, which focuses on "the customary beliefs, social forms, and material… |
Sequence 17one another. One nation provides steel, while another constructs computers. One nation provides others with fruits, while… |
Sequence 18REFERENCES Arensburg, Baruch, & Anne-Marie Tillier. "Speech and the Neanderthals." Endeavour 15.1 (… |
Sequence 1MONTESSORI DEVEIDPMENTAL TURNING PoINIS roR AooLFSCENT LANGUAGE by Laurie Ewert-Kroeker Lnurie Ewert-Kroeker§ charts provide… |
Sequence 2• Language is the vehicle for passing on culture (through literature, history, science, mathematics). • Language is the… |
Sequence 3Language Lens: Comparison of Second and Third Planes, continued Topic Second Plane Third Plane Reading Interest in… |
Sequence 4• Introduce many forms of language communication- and multiple languages. • Respond to the need for self-expression (with… |
Sequence 5PART II: LANGUAGE ARTS IN THE MONTESSORI SYLLABUS FOR ADOLESCENTS Language Arts in the Montessori Syllabus for Adolescents -… |
Sequence 6Language Arts in Program Components Oral Written Reading Occupations Seminar discussion . Research papers . Primary… |
Sequence 7Language Arts in Program Components, continued Oral Written Reading - Workshops • Reading aloud for fun . Writing… |
Sequence 1TECHNOLOGY AND THE ADOLESCENT: FINDING THE TRUE BALANCE IN THE PREPARED ENVIRONMENT by Linda Davis and Colin Palombi Two… |
Sequence 2I'm not going to call it an "issue." Technology isn't necessarily a problem itself, but it… |
Sequence 3Read: Colin and I both read Montessori in preparation for what we're doing today. We reread passages of From Childhood to… |
Sequence 4it because I grew up in a Montessori school. This Montessori thing has always been a part of my life, and as a result I think… |
Sequence 5T remember when the only computer in my home town took up the whole floor of a building that was about a quarter of a block… |
Sequence 6To me, this quote begins to define our problem. But the problem can't belong to our students alone. The challenge this… |
Sequence 7knowledge and intelligence. At risk of oversimplification, our ancestors shared stories around the fire. Fire was a… |
Sequence 8She made clear that this was within the context of developing as a member of society. She must have gotten it right because… |
Sequence 9stimulated by an optimal environment, the proper connections may not be kept. This past October I read in The New York… |
Sequence 10that American teens spend with TV, video games, and the computer has risen by one hour and seventeen minutes a day; and the… |
Sequence 11Remember several years ago when nasty things were being written on the Internet about some of our girls? When the student… |
Sequence 12Colin: No, one computer cannot constitute a prepared environment. In The Formation of Mm1, Montessori says, "If the… |
Sequence 13Some technology has only been brought into the classroom after months and months of class meetings and draft after draft of a… |
Sequence 14Later that morning, Kevin approached me. "Colin, can you show me how the website thing works?" He had other… |
Sequence 15It is a big thing. It has Jed us as far as this general statement: Colin: Music is part of life and so should be part of our… |
Sequence 16Linda, Bev, Ann, and I are struggling with this definition. We're seeing now that there are students using laptops in… |
Sequence 17By the way, one of our former students, now a college freshman, says that dealing with the crops and the chickens in our… |
Sequence 18But ... there are dangers. Any new invention, any new techno- logical development can become dangerous. Montessori says that… |
Sequence 19Rubin, Bonnie Miller. "Teen, lween Mt•di,1 Ust• Ris- ing." U,,, ,\ T I ,, J,rnuan 20, 2010 \ta, 1, 2U JO… |
Sequence 1LANGUAGE DELAYS: WHAT Do I Do Now? by Pam Shanks Pa111 Sha11ks refutes some com111011ly held ideas about how a guide should… |
Sequence 2• "He doesn't look at me. It's as if he looks right through me." • "She's such a… |
Sequence 3turns them into appropriate motor, behavioral, or communicative responses. Essentially it is a failure of the sensory system… |
Sequence 4Additionally, it is helpful to understand the typical develop- mental course for speech sounds. Note that many of the sounds… |
Sequence 5infections treated recently with tubes or that a parent has a history of hearing loss might ease or increase your concerns,… |
Sequence 6vision screenings. A screening is the very beginning of the process either to identify a child as eligible for special… |
Sequence 7children who are late to develop speech are overly sensitive to sound. They tune out all noises, including language, to reduce… |
Sequence 8observation can help determine if competing sensory input is dif- ficult for the child. Reducing sensory input as much as… |
Sequence 9It may also be that the glitch is on the formation end of pro- cessing for a child who speaks in jargon. This child may be… |
Sequence 10going pretty well. After a few bites, however, his motivation went down, quickly followed by his ability to concentrate on… |
Sequence 11Dr. Montessori's use of concise language that will help children who experience difficulty learning to talk. Slow Down… |
Sequence 12a teacher who uses long, abstract sentences or one who uses key vocabulary words spoken with emphasis in conjunction with… |
Sequence 13Traditional Three-Period Teaching Speech & Lesson Language I" Period ··This is rc<l."… |
Sequence 14long for a response. It takes practice and patience to wait for these children to process language. When beginning to move… |
Sequence 15Child places the sponge on the tray. Line 3. Guide: "Good work. Sponge ... 011 ... tray." ... "Say… |
Sequence 16When a child says "I did it," there is a good chance the conversa- tion partner will respond. Therefore,… |
Sequence 17focused, and motivated. If these children could learn to talk, they would have. That they are demonstrating significant delay… |
Sequence 18Batshaw, Mark L., & Yvonne M. Perret. Cltildre11 with Disabilities: A Medical Primer. 3rd ed. Baltimore: P.H. Brookes… |
Sequence 1THE MATHEMATICAL MIND by M. Shannon Helfrich Begin11i11g with a defi11itio11 of tlie 11wt/Je111atical 111i11d as "a… |
Sequence 2nerds) got good grades and seemed to understand what all the symbols meant. You were not one of those, so you must not have a… |
Sequence 3needs many months to develop the muscular system. As humans, we speak, but the physical and intellectual apparatus that allows… |
Sequence 4and happened to hit the button that changed the channel. You can imagine the response from her sister. I am convinced that the… |
Sequence 5the tree, the concentric "rings" of the spider's web, or the different patterns the swing will move in… |
Sequence 6SUPPORTING THE DEVELOPMENT OF THE MATHEMATICAL MIND While our human nature is sufficient to ignite the workings of the… |
Sequence 7It is most often in the practical life activities that the child first is challenged to new levels of exactness and precision… |
Sequence 8a sense of clarity about what information the mind is receiving and processing. So we might ask, What kind of information is… |
Sequence 9learned. Can I build it this way? ls the pattern the same? How does it look when the pattern is different? The child does not… |
Sequence 10beads. Learning to recognize and name-a 1111it, a teI1, a /11111dred, and a tho11sa11d-is no different for the four-year-old… |
Sequence 11• any place the child uses beads/stamps/strips to carry out an equation written on paper All of these explorations build… |
Sequence 12mathematical mind as the child sees what is happening and takes the natural shortcut. (Of course, this is why we have two more… |
Sequence 13process is to be applied. When we really think about it, this is a huge leap for the child, but if the mathematical mind has… |
Sequence 14ABSTRACTION At some point close to age six, the child makes one more great leap, and that is the realization that he can… |
Sequence 15child'.s experience with seeing patterns and the ability to predict what may happen or what should happen. Planning means… |
Sequence 1THE MATHEMATICAL LENS: A MONTESSORI KEY FOR A THEORY OF EVERYTHING by Kay Baker Mathe111ntics ns n le11s is n powerful… |
Sequence 2universe. To be sure, this is a monumental task. However, the human mind is undaunted by what it encounters. Human beings… |