Search Inside Documents
Displaying results 17901 - 18000 of 40617
Sequence 442 Rousseau: It does sound quite natural and within the order of things. You are right in what you say, that we do have a… |
Sequence 1Editorial Report: Training, The Teacher, and Praxis By David Kahn AMI training must address the whole Montessori picture,… |
Sequence 22 conservative pressures for skills in the private school market. And with the private school rush for alternative elementary… |
Sequence 3other great ladies and great gentlemen coming along too. Don't rule them out because their name isn't Montessori.… |
Sequence 44 and pressures of the practicing teacher and the developing educational community at large. Montessori training needs to… |
Sequence 1The Professional Montessorian: An Examination of Conscience By Charlene S. Trochta Ms. Trochta encourages the invaluable… |
Sequence 26 effort in relation to the compensation received, either of salary or personal recognition. Why do I want to work with… |
Sequence 3toward self-improvement. He reflects at the end of each day on problems that arose as to his role in either contributing to… |
Sequence 48 above that are tangible and personal to the individual as well as intangible to the movement or field in general. Am I a… |
Sequence 5an organized effort as a member of a professional group, she attempts to influence such legislation or contribute to the… |
Sequence 1The Professional Development of the Montessori Teacher by Elizabeth Hall This talk was given at The First International… |
Sequence 2What could be clearer and simpler? However, in the context of daily living with children we are confronted with the many… |
Sequence 3Other important areas of involvement for the novice Montessori teacher include the following: I. Planning, so he/she is ready… |
Sequence 4colleagues. If we become ingrown, these relationships tend to suffer. It's important that we each make efforts to… |
Sequence 1The Genesis of a Montessori Trainer By Rita Schaefer The University of Portland has accepted the Primary AMI Teacher Training… |
Sequence 216 myself into training because somebody told me about them. That day I bought The Absorbent Mind and E. M. Standing's… |
Sequence 3The Contrast /965-1977 I worked fifteen months more with Mrs. Hanrath to complete my AMI training. We began again at the… |
Sequence 418 What is the resolution? This was just the conflict that Dr. Montessori was talking about where everybody lost. Yes,… |
Sequence 5themselves and bring it out during the two years of the course. Through learning how to observe many were able to see their… |
Sequence 620 There were similarities to be found as I moved into an administrative position at the Montessori Education Center/Oregon.… |
Sequence 7It did matter a great deal how one presented the material. l was seeing the impQrtance on a deeper level however. The changes… |
Sequence 8kind of a problem to be solved once and for all, we miss the point. Each child who comes in is the fine distinction. Each… |
Sequence 1A Continuing Exploration In Montessori Teacher Training By Lakshivi A. Kripalani Ms. Kripalani speaks of her early contact… |
Sequence 2and be fond of; someone with whom I could share my concerns and feelings. I came across average teachers but my thirst for… |
Sequence 3We got 50 children on the first day. Some of the students of my previous school rather than proceed with further education,… |
Sequence 428 By the time this training was over, plans for Dr. Montessori's arrival were finalized. It was as if she suddenly… |
Sequence 5This opened up further insights for me. It once again confirmed that when inner needs of humanity are met, even the most… |
Sequence 630 of letting them express themselves freely ... The teacher must remove her apparatus from the school and take away the… |
Sequence 7• To provide the trainee with support and the clinical evaluation as one faces each hurdle day by day in the initial stage and… |
Sequence 1Report from Atlanta by Marsha Kleis The mere notice of an AMI National Study Conference - Adolescence: An Ex- ploration -… |
Sequence 234 Friday morning's program was opened with remarks by Phil Gang, who has been a part of the research toward an… |
Sequence 3She was joined by Joseph Hamilton who is currently the director of the program at the Montessori Junior-Senior High School in… |
Sequence 4to center on the need for the ability to adapt. The pattern of thought that emerged was profound. Ors. Bremer and Salzmann… |
Sequence 5The final session included summary comments and a very heartfelt statement by Mary Raudonis, trainer, teacher and long… |
Sequence 1Feature: The First Campout by Jim Roberts Jim Roberts has contributed the definitive campout manifesto, demonstrating a… |
Sequence 2camping, I thought of the trips as nature study excursions, and did the camping part in the easiest possible way. Only… |
Sequence 4assisted on several overnights and he assured me he could hanc!Je the tents, etc., so I decided to give it a try. It worked… |
Sequence 542 Helping the children learn to roll their own sleeping bags is complicated by the fact that many sleeping bags are designed… |
Sequence 6The extended clay children will go home at 12:00 Friday, to rest and prepare for the trip. They will return to school at 3:00… |
Sequence 7- No matter how warm the bag, there needs to be a pad to insulate the child from the cold ground. A foam camping pad is best,… |
Sequence 8chiggers), and Avon Skin So Soft (for gnats). After the bite, we use Preparation Hon itches, and Adolph's Meat Tenderizer… |
Sequence 9Adults on the trip For safety's sake, I always have at least two adults on any trip away from school. If there are too… |
Sequence 10photo by Don lhme rambling through the woods, then it makes sense to have along someone who is. Still, however, your trip wiU… |
Sequence 11I figure on these quantities per person: 2½ hot dogs and buns; I ear of corn; I½ eggs; I cup yogurt; then I add several… |
Sequence 12The adult stacks aU the sticks together and I make it clear to the children that they must not touch them until I tell them to… |
Sequence 13the ear from burning. When I think the corn may be ready, I drag one out of the fire and check it; if it isn't ready, I… |
Sequence 14you have. I would especially appreciate hearing from anyone who uses the suggestions in this article as a guide. I hope that… |
Sequence 1Curriculum Review: Handwriting and Spelling for Primary and Elementary Classes by Martha Kent Ms. Kent emphasizes that even… |
Sequence 2handwriting. A teacher is the first to perceive a fine motor problem and proper handwriting instruction can often correct it.… |
Sequence 354 2. Introduce at least six letters at a time. Complete the lower case alphabet first. Always make the presentation… |
Sequence 4ready for a notebook by next week." is a p0werful stimulus to improve handwriting. 2. Plan a spelling program for… |
Sequence 556 Spelling Rules Spelling rules do not tell how to spell a word but only confirm the spelling. The correct spelling must be… |
Sequence 1Montessori in the Humanist Tradition By Ron Miller Mr. Miller integrates contemporary humanistic thinking with classical… |
Sequence 22 child's education is to "socialize" each new generation into the ways (and errors) of the old. The… |
Sequence 3those energies and grind them into the dust."9 Carl Rogers, speaking in the nuclear age, warns us of the probable… |
Sequence 1The Perfectibility of Intellect By Jerome S. Bruner Jerome Bruner's complex view of mental life is derived from a… |
Sequence 26 he encounters and in what context, but also ones that permit him to go beyond them. He learns the world in a way that… |
Sequence 3gist's nonsense syllables, for example), but for the most part organization is a far more active process of imposing… |
Sequence 48 minimal. I have recently observed a film shot in a natural park in East Africa in which a chimpanzee is using a straw,… |
Sequence 5ment of a stronger pelvic girdle to withstand the impacting strain of upright walking. The increased strength of the pelvic… |
Sequence 610 The change in the instruction of children in more complex societies is twofold. First of all, there is knowledge and skill… |
Sequence 7ress, though the details and the terminology differ as one travels west from Moscow to Geneva to Paris to Cambridge to Boulder… |
Sequence 812 lently. At first this process was not much noticed or at least was felt to be a process curbed within narrow bounds, not… |
Sequence 9In speaking of the nature of intellectual functioning, its evolution, its growth, and its codified products, I have placed… |
Sequence 1014 A more difficult task is to instill early in the learner what in effect is a balance between impatience with the trivial… |
Sequence 1Man The Unknown: A Need of a Better Knowledge of Man By Alexis Carrel Alexis Carrel's book published in 1935 had a… |
Sequence 218 fore, our idea of man varies according to our feelings and our beliefs. A materialist and a spiritualist accept the same… |
Sequence 3ences that are called anatomy, biological chemistry, physiology, and pathology. How- ever, the mystery of our existence, the… |
Sequence 420 It is evident that men have joyfully welcomed modern civilization. They have aban- doned the countryside and flocked to… |
Sequence 5sequences. These consequences, however, have revolutionized the world and made our civilization what it is. From the wealth… |
Sequence 622 which industrial civilization has attained its highest development are precisely those which are becoming weaker. And… |
Sequence 1Language, the Basis of Humanism by J.H. Pestalozzi Pestalozzi is mentioned in Montessori's early works as a principal… |
Sequence 2Pestalozzi Monument at Yuerdon 24 |
Sequence 35. Steps to learn and to name the qualities of objects divide themselves into- a. Teaching the child to express himself… |
Sequence 426 Field. sandy, loamy, manured, fertile, profitable, un- profitable. Then I invert the process, and find adjectives that… |
Sequence 5What does it say of him as struggling upwards, through the forces of his heart, mind, and skill, to a view of himself and his… |
Sequence 628 And then she goes on:- Beasts of prey are flesh-eating. Stags are light of foot. The roots are wide-spreading. Who or… |
Sequence 7Who or what must do? What must they do? Raindrops must fall. Fettered men must go together. The vanquished must submit.… |
Sequence 830 With these sentences, thus deeply impressed upon the children, we take care to choose those that are particularly… |
Sequence 9I have dwelt long upon language as a means of gradually making our ideas clear. It is indeed the first means. My method of… |
Sequence 1Some Higher Education Guidelines for the Prospective Montessori Teacher By David J. Kahn Ckcasions arise when high school… |
Sequence 2Jean Henri Fabre The Life of Insects Charles Darwin Origin of the Species. Autobiography Henri Bergson £Ian Vitale Lyell… |
Sequence 334 Language may be studied from the humanistic point of view that it is an adaptive medium whereby the human relates to his… |
Sequence 1Part// On the Child's Nature We have only wanted to indicate the parabolic character of the child as an invitation to… |
Sequence 236 The Child's Nature: The Child's Need to Anticipate By Lili E. Peller •Planning a child's day in such a… |
Sequence 4to a distant place but he will not immobilize the child's legs during the rest of the day. Though his legs are too weak… |
Sequence 5anticipate what comes next and thus to go actively with us. It is well known that time as such is meaningless to the child.… |
Sequence 640 The Need to Repeat and to Warn Closely related to the child's need to anticipate a thing before it happens is his… |
Sequence 7Even interruptions preceded by a fair warning should be kept at a minimum in nursery school. They are a necessary evil in the… |
Sequence 842 Love of familiar patterns is not restricted to children. When we listen to a well- known piece of music we would be very… |
Sequence 1The Child As Parable (from Euntes Docctc XXV /Po111ijicol Unil'ersit_,. Urbo11io110. /971/ pp. 509-5/4/ By Sofia… |
Sequence 244 |
Sequence 3In Mark's Gospel, the disciples do not dare to reply to Jesus when he questioned them as to what they had been speaking… |
Sequence 446 found way and comes to formulate in an essential manner a theme, which constitutes a foundational motif, and perhaps the… |
Sequence 5way the paradox of the coexistence of littleness/greatness, powerlessness/power - that paradox which Christ will live to its… |
Sequence 1I am trying to link up what you say about education with what I think is important - freeing a child from guilt. A.S.Neill… |
Sequence 2The Child's Nature: Mario Montessori and A.S. Neill Discuss their famous schools and their radical approaches to child… |
Sequence 3SO Neill: What? Montessori: New to the world. And one of his unconscious tasks is to classify his environment, to be able to… |
Sequence 4Montessori: How do you feel that children can be saved from this kind of thing? Neill: Well, the first thing is to be loved. l… |
Sequence 552 Montessori: But, at the time, for instance, if the child wanted to play with something of his father's, the mother… |