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Sequence 696 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Next, post three easel pages with the following titles: “academic skills… |
Sequence 797 Joyce • Blending Differing Perspectives of Parents and Guides a Academic Skills Math/science proficiency • Reading and… |
Sequence 1the montessori adolescent and the Pedagogy of Journey by Larry Schaefer Another historic Montessori essay puts into writing… |
Sequence 2102 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 The Odyssey trip was created at Lake Country School in Min- neapolis for… |
Sequence 3103 Schaefer • The Montessori Adolescent and the Pedagogy of Journey more staff and one alumnus. On the bus there was a… |
Sequence 4104 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 grown-up and adult, and their teachers should expect them to do so. It… |
Sequence 5105 Schaefer • The Montessori Adolescent and the Pedagogy of Journey great values are hidden and that in the minds of these… |
Sequence 6106 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 farther from home on their own. They are not as timid, they don’t feel… |
Sequence 7107 Schaefer • The Montessori Adolescent and the Pedagogy of Journey Every day is different; nothing is routine. There is… |
Sequence 8108 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 questions. Beyond the laboratories, there are outdoor Anasazi Life Way… |
Sequence 9109 Schaefer • The Montessori Adolescent and the Pedagogy of Journey read, I had lots of friends, people I knew and liked.… |
Sequence 10110 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 powerfully than without it. We also learned to grind corn, and start… |
Sequence 11111 Schaefer • The Montessori Adolescent and the Pedagogy of Journey a junior high.” She didn’t have to use the word… |
Sequence 1into the city: near north montessori school and the uses of environment by Rick Mosher Rick Mosher’s coining of the word… |
Sequence 2114 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Our program is relatively large for a Montessori school; we have more… |
Sequence 3115 Mosher • Into the City Adolescence is a time of growing interest in adult roles and adult society; according to Dr.… |
Sequence 4116 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 prepared environment. But does that mean the adolescent has no need for… |
Sequence 5117 Mosher • Into the City adolescent students for practical life, then we need to put them into the city environment in… |
Sequence 6118 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 I think it’s essential to note here that the goals of the farm, ur- ban… |
Sequence 7119 Mosher • Into the City ence with their own world without an adult interceding, or worse, helping. Some of the qualities… |
Sequence 8120 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 one of the group looks up at and says, “Wait, you guys.” Then it is up… |
Sequence 9121 Mosher • Into the City and required components, though our projects may relate to what we experience on city trips, and… |
Sequence 10122 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 City Trips Are Open to Diversion and Interruption for the Sake of… |
Sequence 11123 Mosher • Into the City card. Leaders emerge, we dress for the weather (or not; their call, their consequence), we hit… |
Sequence 12124 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 the city invaded my lesson: locating the key exPerience Often the city… |
Sequence 13125 Mosher • Into the City ness, health care, city government, and so on. The points that the young people raised were… |
Sequence 14126 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 to gain by this advice. If anything, the hazardous nature of city life… |
Sequence 15127 Mosher • Into the City a references Kahn, David. “The Unfolding Drama of the Montessori Adolescent in America.” The… |
Sequence 1community, freedom, and disciPline in a caring montessori environment by John McNamara John McNamara’s historically rich… |
Sequence 2130 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 how far we have come as a community. Tonight, twenty- five individuals… |
Sequence 3131 McNamara • Community, Freedom, and Discipline ments either come from the essays they wrote for class, their gradu- ation… |
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 8136 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 level of abstraction than I am capable of and use examples such as… |
Sequence 9137 McNamara • Community, Freedom, and Discipline extra mile for us. If they’re encouraged to express their opinions in… |
Sequence 10138 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 well-read and internalized is always worth more than rushing through… |
Sequence 11139 McNamara • Community, Freedom, and Discipline that contribute to their success. They know what quality looks like and it… |
Sequence 12140 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 I guess that unless you experience the atmosphere you can’t understand… |
Sequence 1the Positive Personality of the montessori adolescent by Pat Ludick A theory paper that gives a universal portrait of the “… |
Sequence 2144 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 many communities in which we learn, work, serve, and grow. Whether you… |
Sequence 3145 Ludick • The Positive Personality of the Montessori Adolescent support we have in our practice by way of the “Plan for… |
Sequence 4146 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 traits become manifest. Personal experiences during early childhood… |
Sequence 5147 Ludick • The Positive Personality of the Montessori Adolescent use that as our guide in education. In speaking of the… |
Sequence 6148 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 These are just a few of Dr. Montessori’s strong directives. I invite you… |
Sequence 7149 Ludick • The Positive Personality of the Montessori Adolescent but rather good, consistent, and tolerant adult guides who… |
Sequence 8150 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 When we took the personality of the child into account in and of itself… |
Sequence 9151 Ludick • The Positive Personality of the Montessori Adolescent than passive learning experiences, particularly if those… |
Sequence 10152 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 They see the world in unique ways, with open arms and with ever opening… |
Sequence 11153 Ludick • The Positive Personality of the Montessori Adolescent est sharing within the group; it was more than touching.… |
Sequence 12154 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 While they can be problem makers, (a bit tangled at times in social… |
Sequence 13155 Ludick • The Positive Personality of the Montessori Adolescent adults as long as they can process experiences in a safe… |
Sequence 14156 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 laborative and even risky. Work that calls them to deep research and… |
Sequence 15157 Ludick • The Positive Personality of the Montessori Adolescent studies affirm Montessori’s belief in specialists for this… |
Sequence 16158 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 The issue of adaptability looms. The adolescent becomes the skater,… |
Sequence 17159 Ludick • The Positive Personality of the Montessori Adolescent Dazzling by flashes of his light! Then she suggests, he… |
Sequence 1toWard the ultimate goal of Peace: hoW a montessori education at the high school level suPPorts moral develoPment through… |
Sequence 2162 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 analysed in all its factors, each carefully studied and provided for” (… |
Sequence 3163 Henke • Toward the Ultimate Goal of Peace and outer peace throughout the developmental continuum. It is our task, as… |
Sequence 4164 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 of the discipline is its ultimate purpose; it is that which serves as a… |
Sequence 5165 Henke • Toward the Ultimate Goal of Peace that result in experiences of valorization. The organizing principles of the… |
Sequence 6166 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 are capable of knowing, communicating, and receiving feedback. Yet… |
Sequence 7167 Henke • Toward the Ultimate Goal of Peace play are all excellent behaviors with minimal long-term risk and a high… |
Sequence 8168 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 of orientation is removed, it is not that one feels lost in a city, one… |
Sequence 9169 Henke • Toward the Ultimate Goal of Peace betterment of humanity? How do I? How much should one sacrifice for the… |
Sequence 10170 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 In the early high school years, the students study the epistolary novel… |
Sequence 11171 Henke • Toward the Ultimate Goal of Peace their own. By studying another culture, students begin to question what is… |
Sequence 12172 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 A student initiative called Charla (chat) was created to informally… |
Sequence 13173 Henke • Toward the Ultimate Goal of Peace covering the organizing principles of the universe, the sciences also open up… |
Sequence 14174 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 and see the need for concrete solutions. It also helps them realize they… |
Sequence 15175 Henke • Toward the Ultimate Goal of Peace Class. Here students address current issues such as biological politics, water… |
Sequence 16176 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 the classroom into the real world and examining how individuals shape… |
Sequence 17177 Henke • Toward the Ultimate Goal of Peace developmental needs of the adolescent, particularly their desire to understand… |
Sequence 18178 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 and independent thought that will guide us for the rest of our lives.”… |
Sequence 19179 Henke • Toward the Ultimate Goal of Peace Through this discussion, the students saw that despite the poten- tialities… |
Sequence 20180 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 education takes the form of Current Events and Ethical Thought (CEET)… |
Sequence 21181 Henke • Toward the Ultimate Goal of Peace to see how differently societies chose to organize themselves (in reality) and… |
Sequence 22182 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 of extending it to Montessori adolescent communities around the globe.… |
Sequence 23183 Henke • Toward the Ultimate Goal of Peace must be exposed so the students can meet them. This extends be- yond material… |
Sequence 24184 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 they are sharing a piece of themselves. This makes them extremely… |
Sequence 25185 Henke • Toward the Ultimate Goal of Peace Both of these definitions of “great work” apply universally because they are… |
Sequence 26186 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 but an institution that directly affects the way future generations… |
Sequence 27187 Henke • Toward the Ultimate Goal of Peace aPPendix the montessori institute for the science of Peace adolescent… |
Sequence 28188 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 is the sequence of phases in perspective-taking, and the insight that… |
Sequence 29189 Henke • Toward the Ultimate Goal of Peace dissemination of knowledge fundamental to the full development of the human… |
Sequence 30190 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 progression and digression, but also see their role in transforming the… |
Sequence 31191 Henke • Toward the Ultimate Goal of Peace reform issues of our time. These student groups form the backbone of peace… |
Sequence 32192 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Hart, Roger. Children’s Participation: From Tokenism to Citi- zenship.… |
Sequence 1The BesT for The YoungesT: The PaTh Toward uniTY by Connie Black, Roxana Linares, Molly O’Shaughnessy In this three-part… |
Sequence 26 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 ParT 1. The PaTh Toward uniTY Molly O’Shaughnessy Nothing that is formed… |
Sequence 37 Black, Linares, O’Shaughnessy • The Best for the Youngest Serving All Children. It is all about connection—finding and work… |
Sequence 48 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 a disconnect between people’s perception of Montessori and what they… |
Sequence 59 Black, Linares, O’Shaughnessy • The Best for the Youngest But there are larger, systemic issues that interfere with optimal… |
Sequence 610 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 work evenings, to have jobs without paid leave, and to be unable to… |
Sequence 711 Black, Linares, O’Shaughnessy • The Best for the Youngest Respond when colleagues and others stereotype poor • students… |
Sequence 812 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Our work must begin with children. Montessori, as a product of her own… |
Sequence 913 Black, Linares, O’Shaughnessy • The Best for the Youngest to its roots. As our printed brochures say, a Montessori… |
Sequence 1014 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 and Monica are key to establishing attitudes of doing with as op- posed… |
Sequence 1115 Black, Linares, O’Shaughnessy • The Best for the Youngest the Work Sampling System. These schools include Centro Siembra… |