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Sequence 16136 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 If the teacher is clear about expectations, provides the tools, sup-… |
Sequence 17137 Lebitz • Creative Engagement: Handwork as Follow-Up Work Music: models of antique or historical instruments, dioramas or… |
Sequence 1suPPorTing sTudenTs Who have exPerienced TrauMa by Travis Wright Travis Wright presents an important understanding of trauma… |
Sequence 2142 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 where children are coming from, or making excuses for their behavior or… |
Sequence 3143 Wright • Supporting Students Who Have Experienced Trauma Though traumatic experiences may impact each child differently… |
Sequence 4144 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 ing in a state of such hyper-vigilance, and they have far less energy… |
Sequence 5145 Wright • Supporting Students Who Have Experienced Trauma fosTering PosiTive relaTionshiPs For educators interested in… |
Sequence 6146 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 on self-preservation, children who have experienced trauma tend to be… |
Sequence 7147 Wright • Supporting Students Who Have Experienced Trauma lowing them opportunities to practice connecting with others and… |
Sequence 8148 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Selecting books that showcase a variety of feel- • ings; Allowing… |
Sequence 9149 Wright • Supporting Students Who Have Experienced Trauma Learning requires attention, organization, comprehension,… |
Sequence 10150 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 conclusion Rather than devaluing the trauma response skills that… |
Sequence 11151 Wright • Supporting Students Who Have Experienced Trauma Bremner, Douglas, Bernet Elzinga, Christian Schmahl, &… |
Sequence 12152 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Symptoms-and-Behaviors-Associated-with-Exposure- to-Trauma>.… |
Sequence 1ParenT educaTion in The hoMe by Charo Alarcón Charo Alarcón speaks about the work of Lumin Education in partnering with… |
Sequence 2156 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 We truly believe that all parents want to do their best and wish the… |
Sequence 3157 Alarcón • Parent Education in the Home medical records and ensures that each child in the program has a medical home and… |
Sequence 4158 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 us who have children know how acute our hearing becomes once the baby is… |
Sequence 5159 Alarcón • Parent Education in the Home transition from the biological to the psychological birth in which the child… |
Sequence 6160 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 may even resort to aggression and violence to interact with it. The… |
Sequence 7161 Alarcón • Parent Education in the Home and encourage her to move and discover possibilities of interaction with the… |
Sequence 8162 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Montessori presentations from the infant community to my home visits. Of… |
Sequence 9163 Alarcón • Parent Education in the Home develop self-governance and so the mother could see the value of a predictable… |
Sequence 10164 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Setting Up Activities Not all the families we serve have an extra space… |
Sequence 11165 Alarcón • Parent Education in the Home ments that leave the child in a sitting position or a ready-to-work posture.… |
Sequence 12166 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 for each concept they want to teach. We do ask that they choose one… |
Sequence 13167 Alarcón • Parent Education in the Home The introduction of Montessori principles to our parent education program is… |
Sequence 1guiding children “back froM The edge” PreParing an environMenT To suPPorT children aT risk by Sarah Werner Andrews “The… |
Sequence 2170 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Opportunities to strengthen adaptive skills and self- • regulatory… |
Sequence 3171 Andrews • Guiding Children “Back from the Edge” Yes is a world, And in this world of yes, live, (skillfully curled)… |
Sequence 4172 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 When we look at this hierarchy, relationships are the most important,… |
Sequence 5173 Andrews • Guiding Children “Back from the Edge” Our relationships and the environment form the foundation, and have an… |
Sequence 6174 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Secure and positive relationships are especially important for children… |
Sequence 7175 Andrews • Guiding Children “Back from the Edge” To do it well, our work requires a great deal of self-reflection and… |
Sequence 8176 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 There is a wonderful article from Vanderbilt University (Joseph &… |
Sequence 9177 Andrews • Guiding Children “Back from the Edge” Many Montessori teachers think of the prepared environment as an… |
Sequence 10178 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 While it is true that for many children, this is really all we need to… |
Sequence 11179 Andrews • Guiding Children “Back from the Edge” positive social interactions (and we do, every year), it is our work to… |
Sequence 12180 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 ships; every year, we know we will need to give lessons on certain… |
Sequence 13181 Andrews • Guiding Children “Back from the Edge” help children who have difficulty sequencing long tasks or activities.… |
Sequence 14182 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Our task is to think through and prepare, all of the little routines or… |
Sequence 15183 Andrews • Guiding Children “Back from the Edge” because many other programs begin with an adult-planned activity or pre-… |
Sequence 16184 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 also need additional positive reinforcement of a new behavior, or social… |
Sequence 17185 Andrews • Guiding Children “Back from the Edge” praise, an encouraging smile, a “thumbs up,” or positive comments… |
Sequence 18186 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 behaviors, and when we are frustrated, it undermines our relation- ships… |
Sequence 19187 Andrews • Guiding Children “Back from the Edge” Everyone helped orient him to the classroom by kindly 3. taking him… |
Sequence 20188 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 the positive, we can see that some children are absolutely going to need… |
Sequence 21189 Andrews • Guiding Children “Back from the Edge” suring to know how well supported children can be through our… |
Sequence 22190 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Hattie, J. & Yates, G. Visible Learning and the Science of How… |
Sequence 1suPPorTing eleMenTary children in crisis by Liesl Heide Taylor “Just as every child is human, every child, no matter the… |
Sequence 2194 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 of work towards beginning to figure out how to support children living… |
Sequence 3195 Taylor • Supporting Elementary Children in Crisis every child, and we must work tirelessly to make it so. Just as every… |
Sequence 4196 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Socially, children learn that all have strengths and all have struggles… |
Sequence 5197 Taylor • Supporting Elementary Children in Crisis hear his struggles, do you know what I mean?” Leon nods, saying, “… |
Sequence 6198 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Those of us working in public Montessori settings with diverse groups of… |
Sequence 7199 Taylor • Supporting Elementary Children in Crisis content our children will need to know even just a few years from now… |
Sequence 8200 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 One of my best Friends, Feneti, helped me open up. She introduced me to… |
Sequence 9201 Taylor • Supporting Elementary Children in Crisis tal characteristics of elementary aged children, the importance of the… |
Sequence 10202 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 children. It is imperative to remember that when a child is esca- lated… |
Sequence 11203 Taylor • Supporting Elementary Children in Crisis have to melt the snowball, man!” Barely needing prompts, they… |
Sequence 12204 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 for improvement. Yet, because they are not kicked out of school or sent… |
Sequence 13205 Taylor • Supporting Elementary Children in Crisis head about whether you agree with the rule or not. Sometimes we… |
Sequence 14206 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 steps so all children have a chance to work towards, and carry out… |
Sequence 15207 Taylor • Supporting Elementary Children in Crisis Jaslene worked for months with a few restarts, crumpled papers, tears… |
Sequence 16208 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Cornerstone tested and analyzed the health of their on-site wetland,… |
Sequence 17209 Taylor • Supporting Elementary Children in Crisis classroom environment is the opportunity to do that which makes him… |
Sequence 18210 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 the AMI Refresher Course last year. Those of us working with children in… |
Sequence 19211 Taylor • Supporting Elementary Children in Crisis I was instantly in love with the children; there were twenty-two of… |
Sequence 20212 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 was working because we weren’t starting from a common place of… |
Sequence 21213 Taylor • Supporting Elementary Children in Crisis We sang and sang and sang. We danced. The children taught me their… |
Sequence 22214 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 and I got out really special square crayons and we did leaf rubbings and… |
Sequence 23215 Taylor • Supporting Elementary Children in Crisis Mistakes are okay! We use them in work and behavior • to learn from… |
Sequence 24216 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 the guide. Once there was a shared concern, I led the children in a… |
Sequence 25217 Taylor • Supporting Elementary Children in Crisis The class added to the list over the first several days. After two or… |
Sequence 26218 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 weight into the other side of the balance, showing the children that… |
Sequence 27219 Taylor • Supporting Elementary Children in Crisis to work. I didn’t see it happen, though I noticed later that just as… |
Sequence 28220 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 we left a problem unsolved, i.e. they don’t go bobbing off to work with… |
Sequence 29221 Taylor • Supporting Elementary Children in Crisis who is not yet there speaks volumes; the children must feel this from… |
Sequence 30222 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 All come up with a solution. • People might need time to be mad or sad… |
Sequence 31223 Taylor • Supporting Elementary Children in Crisis A special note about “I’m sorry”: It is important never to tell a… |
Sequence 32224 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 what they’ve discovered or learned about living more harmoniously in… |
Sequence 33225 Taylor • Supporting Elementary Children in Crisis six and twelve years! “It is important that you don’t waste a mo- ment… |
Sequence 34226 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 orienTing The children To The adulT roles At Cornerstone, in addition to… |
Sequence 35227 Taylor • Supporting Elementary Children in Crisis example, when Susan, our special education teacher, comes into the… |
Sequence 36228 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 years ago, materials in other languages, and the countless stories about… |
Sequence 37229 Taylor • Supporting Elementary Children in Crisis Elementary to the pioneer children all the time. I told them that… |
Sequence 38230 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 specialized licensed special education teachers to English language… |
Sequence 39231 Taylor • Supporting Elementary Children in Crisis member when that person is not present, has absolutely no place at… |
Sequence 40232 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 child of growth in the very area we so desperately wish he would grow.… |
Sequence 41233 Taylor • Supporting Elementary Children in Crisis All children are good. • Poor choices are separate from a lovely… |
Sequence 42234 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 On the flip side of the chart, we have a list of phrases we do not want… |
Sequence 43235 Taylor • Supporting Elementary Children in Crisis Please reconsider the choice you are making. • You have a… |
Sequence 44236 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 seeking The suPPorT of oTher exPerTs The entire community has benefited… |
Sequence 45237 Taylor • Supporting Elementary Children in Crisis reading and working with Lisa Delpit’s book Other People’s Children;… |
Sequence 46238 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 study, children who are exposed to adverse childhood experiences may… |
Sequence 47239 Taylor • Supporting Elementary Children in Crisis choices. She was still and quiet for a moment and then said, “Are you… |
Sequence 48240 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 best in each other and themselves. Working in this way adds an entirely… |
Sequence 49241 Taylor • Supporting Elementary Children in Crisis She goes on to quote from Emotional Intelligence: Why It Can Matter… |
Sequence 50242 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 firmed that she would be at the meeting. She had no way to know how… |
Sequence 51243 Taylor • Supporting Elementary Children in Crisis are not alone. You are not alone. We are all bound by how much we care… |