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Sequence 29237 Luborsky • Occupational Therapy and Montessori—Kindred Spirits If space permits, it may be helpful to set up a quiet cave… |
Sequence 30238 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 for working in all fours to facilitate wrist extension and shoulder… |
Sequence 31239 Luborsky • Occupational Therapy and Montessori—Kindred Spirits Make sure the thumb is pointing to the ceiling • Start… |
Sequence 32240 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 PuTTing The Pieces TogeTher It is clear that OTs and Montessorians have… |
Sequence 33241 Luborsky • Occupational Therapy and Montessori—Kindred Spirits remembering not to break the child’s concentration or… |
Sequence 34242 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 the basics of sensory integration theory, an under- • standing of… |
Sequence 35243 Luborsky • Occupational Therapy and Montessori—Kindred Spirits QuesTions every Teacher asks How can I make adaptations… |
Sequence 36244 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Come prepared with proposed options for action, a referral, and… |
Sequence 37245 Luborsky • Occupational Therapy and Montessori—Kindred Spirits eQuiPMenT T h aT every inclusive MonTessori classrooM… |
Sequence 38246 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 There are many types of ball chairs available commercially. Here is an… |
Sequence 39247 Luborsky • Occupational Therapy and Montessori—Kindred Spirits www.crayonrocks.net www.funandfunction.com Lap pads,… |
Sequence 40248 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 and Communities.” Lecture. Linthicum, MD. October 18, 2013. Dunn, W.… |
Sequence 1Feature haWaiian inDigenous eDucaTion anD The MonTessori aPProach: overlaPPing PeDagogy, values, anD WorlDvieW by Nanette… |
Sequence 2252 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 from the past to the future.” (J. Palakiko, Personal Communication,… |
Sequence 3253 Schonleber • Hawaiian Indigenous Education of development suggesting a fundamental unity to the human mind and… |
Sequence 4254 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 the same developmental sequence, children had within them a par- ticular… |
Sequence 5255 Schonleber • Hawaiian Indigenous Education Hawaiians in precontact Hawai‘i had a well-organized system for both… |
Sequence 6256 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The success of HLC programs has come with challenges, how- ever. One… |
Sequence 7257 Schonleber • Hawaiian Indigenous Education Participants and Settings There were 40 participants, all of whom were either… |
Sequence 8258 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 finDings Analysis of the data revealed six themes and two links connect… |
Sequence 9259 Schonleber • Hawaiian Indigenous Education similarity to Montessori’s own writings in this area. Keomailani noted that… |
Sequence 10260 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 [My colleague’s work] was to show Hawaiian children learning together… |
Sequence 11261 Schonleber • Hawaiian Indigenous Education level. One group of middle-school teachers stated that they were very proud… |
Sequence 12262 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 & Lee, 1972) of each person. Puanani related it to the notion… |
Sequence 13263 Schonleber • Hawaiian Indigenous Education Montessori teachers were now teaching as elementary teachers and two who had… |
Sequence 14264 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 lead to related overlaps in values and goals, and these in turn lead to… |
Sequence 15265 Schonleber • Hawaiian Indigenous Education educational approach that is congruent with some of their deepest beliefs.… |
Sequence 16266 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 possibly provide a structure for indigenous educators to create their… |
Sequence 17267 Schonleber • Hawaiian Indigenous Education and Montessori educators in further developing this place-based model could… |
Sequence 18268 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Bielenberg, B. (2000). Charter schools for American Indi- ans. In J.… |
Sequence 19269 Schonleber • Hawaiian Indigenous Education Kana‘iaupuni, S. M. (2007). A brief overview of culture-based education and… |
Sequence 20270 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Pease-Pretty on Top, J. (2002). Native American language immersion:… |
Sequence 21271 Schonleber • Hawaiian Indigenous Education Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching… |
Sequence 1Grace and courteSy acroSS the PlaneS of develoPment by Pat Ludick Pat Ludick’s commentary on grace and courtesy is… |
Sequence 212 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 turity, arises as a first necessity: for man is a unity, an… |
Sequence 313 Ludick • Grace and Courtesy Across the Planes of Development a larger view of seeing life (the window), but then to… |
Sequence 414 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Some Thoughts on Grace Grace in its simplest form is the manner in which… |
Sequence 515 Ludick • Grace and Courtesy Across the Planes of Development process is often connected with the goodness and interaction… |
Sequence 616 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 and light in the lives of others. From the infant to the child to the… |
Sequence 717 Ludick • Grace and Courtesy Across the Planes of Development the work of the will, deepest respect, and consideration,… |
Sequence 818 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 young lad proceeded to take his coat, to offer him a chair, and then… |
Sequence 919 Ludick • Grace and Courtesy Across the Planes of Development in shared conversation. He shook his head, still in disbelief… |
Sequence 1020 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Watch for the mistakes and how children embrace those realities. Note… |
Sequence 1121 Ludick • Grace and Courtesy Across the Planes of Development what does that feel like and what happens when things fall… |
Sequence 1222 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Now with a lens on grace (the respect for oneself) and courtesy (that… |
Sequence 1323 Ludick • Grace and Courtesy Across the Planes of Development As she experiences life in the toddler program and in the… |
Sequence 1424 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 During the second stage, language becomes the language of discovery and… |
Sequence 1525 Ludick • Grace and Courtesy Across the Planes of Development We must trust the work of these constructive stages of life.… |
Sequence 1626 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 The needs of the adolescent for language deal with the realities of… |
Sequence 1727 Ludick • Grace and Courtesy Across the Planes of Development be able to respond to another ’s needs with genuine devotion… |
Sequence 1828 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 other in civil and compassionate ways, of all humanity becoming one… |
Sequence 1929 Ludick • Grace and Courtesy Across the Planes of Development and body language and movements that reflect respect and love… |
Sequence 2030 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 of education, for this is the only way to build a new world and to bring… |
Sequence 1Grace and courteSy and Beyond by Pat Schaefer Taking up the cause of grace and courtesy across the planes of education, Pat… |
Sequence 1Grace and courteSy and Beyond by Pat Schaefer Taking up the cause of grace and courtesy across the planes of education, Pat… |
Sequence 234 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 NAMTA © Tim Kahn The whole process begins in the primary, in the House… |
Sequence 234 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 NAMTA © Tim Kahn The whole process begins in the primary, in the House… |
Sequence 335 Schaefer • Grace and Courtesy and Beyond other egos, of simply “the other.” It is a spiritual way of being. It is quiet… |
Sequence 335 Schaefer • Grace and Courtesy and Beyond other egos, of simply “the other.” It is a spiritual way of being. It is quiet… |
Sequence 436 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 propriate got far more enthusiasm and attention. At the close of the day… |
Sequence 436 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 propriate got far more enthusiasm and attention. At the close of the day… |
Sequence 537 Schaefer • Grace and Courtesy and Beyond old boy who tweeted two words that set off a wildfire of accusa- tions and… |
Sequence 537 Schaefer • Grace and Courtesy and Beyond old boy who tweeted two words that set off a wildfire of accusa- tions and… |
Sequence 638 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 who they really can be as individuals, as group members, and as creators… |
Sequence 638 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 who they really can be as individuals, as group members, and as creators… |
Sequence 739 Schaefer • Grace and Courtesy and Beyond MDP © Sara Guren remembrance. It stokes our memories of activities and people… |
Sequence 739 Schaefer • Grace and Courtesy and Beyond MDP © Sara Guren remembrance. It stokes our memories of activities and people… |
Sequence 840 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Wisdom Day In the 1980s, I received a phone call from Susan Hartman. She… |
Sequence 840 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Wisdom Day In the 1980s, I received a phone call from Susan Hartman. She… |
Sequence 941 Schaefer • Grace and Courtesy and Beyond shoulders in through the school’s main doors, shaking hands with the principal… |
Sequence 941 Schaefer • Grace and Courtesy and Beyond shoulders in through the school’s main doors, shaking hands with the principal… |
Sequence 1042 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 thorns are written on pieces of paper and represent those things that… |
Sequence 1042 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 thorns are written on pieces of paper and represent those things that… |
Sequence 1143 Schaefer • Grace and Courtesy and Beyond about being present to life, being grateful for it, for one another, for the… |
Sequence 1143 Schaefer • Grace and Courtesy and Beyond about being present to life, being grateful for it, for one another, for the… |
Sequence 1244 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 We must pay attention to the implications of what we are doing when we… |
Sequence 1244 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 We must pay attention to the implications of what we are doing when we… |
Sequence 1345 Schaefer • Grace and Courtesy and Beyond children choosing unnecessary electronic communication over the simple, natural… |
Sequence 1345 Schaefer • Grace and Courtesy and Beyond children choosing unnecessary electronic communication over the simple, natural… |
Sequence 1446 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 put one’s own aggrandizement over others as the bully does. In es- sence… |
Sequence 1446 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 put one’s own aggrandizement over others as the bully does. In es- sence… |
Sequence 1547 Schaefer • Grace and Courtesy and Beyond contributing the civility of a citizen who cares, is empathetic, and effective.… |
Sequence 1547 Schaefer • Grace and Courtesy and Beyond contributing the civility of a citizen who cares, is empathetic, and effective.… |
Sequence 1648 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 When talking with Chris Anderson, former editor of Wired and now chief… |
Sequence 1648 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 When talking with Chris Anderson, former editor of Wired and now chief… |
Sequence 1749 Schaefer • Grace and Courtesy and Beyond com/2014/09/11/fashion/steve-jobs-apple-was-a-low- tech-parent.html>.… |
Sequence 1749 Schaefer • Grace and Courtesy and Beyond com/2014/09/11/fashion/steve-jobs-apple-was-a-low- tech-parent.html>.… |
Sequence 1livinG Grace and courteSy in the Primary by Polli Soholt Polli Soholt looks at grace and courtesy from the 3-6 classroom… |
Sequence 252 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 First, they offer specific skills and information that aids the child in… |
Sequence 353 Soholt • Living Grace and Courtesy in the Primary precedes any conscious interest in the social world, suggesting it… |
Sequence 454 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 who has not yet revealed himself to us. This steady faith aids us in our… |
Sequence 555 Soholt • Living Grace and Courtesy in the Primary and courtesy lesson to every child in the room. The skills that are… |
Sequence 656 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 to do the skill. This results in the children giving these presenta-… |
Sequence 757 Soholt • Living Grace and Courtesy in the Primary Courtesy The dictionary definition of courtesy is excellence of manners… |
Sequence 858 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 outrageous exploits are protected by a veil of anonymity, we are fast… |
Sequence 959 Soholt • Living Grace and Courtesy in the Primary such as touching my work, talking too loudly, or jumping over their… |
Sequence 1060 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 the little community If we look at all of this social guidance we are… |
Sequence 1161 Soholt • Living Grace and Courtesy in the Primary the tools and means to seek out and form communities of this type when… |
Sequence 1nurturinG the reSPectful community throuGh Practical life by Joen Bettmann Joen Bettmann’s depiction of practical life… |
Sequence 264 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Might we want them to have courage and strength in the face of… |