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Sequence 69Lambert, N. (1988). Adolescent outcomes for hyperactive children. American Psychologist 43(1), 786-799. Meichenbaum, D. (1977… |
Sequence 70Waters, H., & Tinsley, V. (1982). The development of verbal self-regulation. In S. Kuczai (Ed.), Language development… |
Sequence 71The NAMTA Journal 67 |
Sequence 72Mary Maher Boehnlein, PhD 68 The NAMTA Journal • Vol. 20, No. 1 • Winter 1995 |
Sequence 73THE PLACE OF READING RECOVERY IN MONTESSORI SCHOOLS by Mary Maher Boehnlein, PhD Dr. Boehnlein discusses the Reading… |
Sequence 74fact accounts for the spread of this approach to 49 of the 50 states and to other English-speaking countries, in both public… |
Sequence 75A good reader anticipates a possible sentence or discourse pattern and/or uses repetition to confirm the sentence or… |
Sequence 76cess rates. In the first Montessori school to implement Reading Recovery, all of the six-year-olds (100% of the children… |
Sequence 77The NAMTA Journal 67 |
Sequence 78Mary Maher Boehnlein, PhD 68 The NAMTA Journal • Vol. 20, No. 1 • Winter 1995 |
Sequence 79While Montessorl's definition of reading seems very similar to that of current ex- perts, her explanation of how to… |
Sequence 80work by linguists demonstrates that the meaning of a word can be derived only from the total context in which it is embedded.… |
Sequence 81Book-making provides meaningful context, extends practice with and reinforcement of the puzzle words, and makes the work with… |
Sequence 82speak, the result would be madness when they did: "an exhausting torrent of the most strange and difficult words&… |
Sequence 83Children can also keep an alphabetically filed dictionary of their known words on index cards in a small file box. They can… |
Sequence 84word, the child can pronounce the sounds faster and faster, as Montessori suggests, and pronounce the word. Montessori states… |
Sequence 85For the beginning reader, Clay advocates using pictures as one source of the meaning information to assist the young reader in… |
Sequence 86The use of books which have repeated sentence patters with changes in only one or two words helps overcome the problem… |
Sequence 87Qf current research on the acquisition of literacy and of the currently popular whole language approach. Reading Recovery,… |
Sequence 88ber leopard. If not, then the teacher simply tells the child the word but requires him or her to look at the word and run a… |
Sequence 89Current understandings of the reading process have led to dra- matic changes in the teaching of literacy in traditional… |
Sequence 90Clay, M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann. Clay, M. (1993). Reading… |
Sequence 91The NAMTA Journal 85 |
Sequence 9286 The NAMTA Journal • Vol. 20, No. 1 • Winter 1995 |
Sequence 93COSMIC EDUCATION AND LITERATURE- BASED TEACHING by Daniel Bachhuber Daniel Bachhuber provides a practical gttide to the… |
Sequence 94mic Education through the cultural subjects, yet her comments can help us flesh out a foundation for the study of literature… |
Sequence 95multiplicity of forms (myths, legends, folklore, poems, nonfiction, short stories, novels) with self-confidence intact,… |
Sequence 96become a research project in itself. This timeline experience will put all of their written language work into perspective,… |
Sequence 9717. Numerical notations and the mystery of zero 18. The Middle Ages and the return of alphabetic literacy 19. The printing… |
Sequence 98est power of the universe, with God. The word inspiration derives from the Latin spirare, "to breathe"; its… |
Sequence 99and meaning in the universe is one of the ways we provide a secure environment. But we also create a context in which there is… |
Sequence 100much as he did." Yet, in finding "wonders" in the real world, such as the hanging gardens of… |
Sequence 101When we study a poem or a novel, children will know where to place it in the history of literature. We make these choices as… |
Sequence 102a vision of the whole into which the individual parts have context and meaning, a basis which is strong and broad enough so… |
Sequence 103tion of human mental capacities" (Cazden, 1992, p. 6). It is worthwhile to compare this quotation with a passage from… |
Sequence 104From the very beginning, children are presented with and encouraged to compose whole texts-real lan- guage written for real… |
Sequence 105you are studying frogs, the student might make a semantic map showing everything she already knows about frogs. Then, she… |
Sequence 106Since we are not omniscient, we cannot completely know what is in the child. Therefore, both Montessori and the whole language… |
Sequence 107within the student as we survey the "universe of literature." There it all is, before her, everything that… |
Sequence 108chapter is called "Discipline and the Teacher," and in it, Montessori is sympathetic to the struggle of a… |
Sequence 109When we ask questions (which are not interpretive] it not only directs the response to ourselves but implies we are looking… |
Sequence 110In my Bergamo training course, we learned that one of the goals of grammar study at the 6 to 9 level is style analysis in the… |
Sequence 111Writing: Teachers and Children at Work, Donald Graves (1983) talks about "game conditions" when discussing… |
Sequence 112In the early chapters of a novel, for example, I try to reinforce knowledge by asking factual questions about key information… |
Sequence 113quality of a work of literature. The children will have many ideas about what makes a book" good." A… |
Sequence 114-----------------------------~ - - where children need never experience the kind of total isolation Rogers touches upon.… |
Sequence 115part) of the disturbing hormonal changes of adolescence, the child of 9 to 12, Montessori believed, is a stronger learner than… |
Sequence 116or your eye blinking or a field of grass blowing in the wind Silence is perhaps a fish swimming or a witch flying or the… |
Sequence 117children will want to send their work out for publication. In our local newspaper, The St. Paul Pioneer Press, a segment of… |
Sequence 118Here is one of Koch's choices, "The Tyger," by William Blake: The Tyger Tyger, Tyger! burning bright… |
Sequence 119is a question they often think about. How did something get the way it is? They ask this question about animals, about apples… |
Sequence 120idea-Koch's, for example, was, "Write a poem in which you are talking to a beautiful and mysterious creature… |
Sequence 121sciousness, activate their personal schema. Have you ever been taken somewhere you didn't want to go? (Gilly is being… |
Sequence 122processes as well as the actual transcriptions as he is doing them, and students relate the spoken word to the written word… |
Sequence 123of thumb might be What I do cover I will do patiently and well. The subconscious of the child can make connections to other… |
Sequence 124Conclusion It may be obvious that the practical suggestions I have introduced only scratch the surface of the research and… |
Sequence 125Hopkins, L.B. (1987). Pass the poetry, please. New York: Harper Collins Children's Books. Koch, K. (1970). Wishes, lies… |
Sequence 126John Long 120 The NAMTA Journal • Vol. 20, No. 1 • Winter 1995 |
Sequence 127TOWARD KEY EXPERIENCES FOR THE ADOLESCENT by John Long John Long compares the early-childhood and adolescent levels of… |
Sequence 128after hour, day after day, is a prison sentence. They need activity. They need to be up and down. They need to do physical… |
Sequence 129Montessori reminded us that our students are training for the intellectual professions (1948/1973, p. 99), but we are not… |
Sequence 130the silo. They need to sweep the barn. They need to prepare lunch for 10 people or for 200. They need to plan and organize and… |
Sequence 131announcements of upcoming events and advertising posters. They need to write biographies of historical characters, of… |
Sequence 132The work of this stage of development is adaptation to social life. The adolescent is vulnerable to the development of all… |
Sequence 133Part II: Valorization, Normalization, and the Key Experiences The comparison of the adolescent and the very young child can… |
Sequence 134How is valorization accomplished? It is through work, by activ- ity, by experience, by action, by being active with one's… |
Sequence 135The normalized child displays all of the characteristics familiar to experienced Montessori teachers: love of order, love of… |
Sequence 136Experience and Curriculum Framework "The first reform in education must be to offer a wider environ- ment and to… |
Sequence 137Experience for the sake of experience is not the goal. It is not the intent to merely make education fun. Experiences are a… |
Sequence 138Now, all of this could be covered by some history textbook, and may well be. I know they try to handle history "as a… |
Sequence 139process. They are developing personal identity by examining their own ethnicity and the stories of their own ancestors. They… |
Sequence 140Self-expression Formation of a theater company Coffeehouse extempore Speaking befor:e a group The seminar Building… |
Sequence 141The Nature of Experience What are the characteristics of key experiences? "The Thing that is important above… |
Sequence 142They build upon one another. Every ending is a new beginning. They must be understood as a whole-they must be correlated. They… |
Sequence 143The NAMTA Journal 137 |
Sequence 144Lawrence Schaefer, PhD 138 The NAMTA Journal • Vol. 20, No. I • Winter /995 |
Sequence 145REINVENTING CIVILITY by Lawrence Schaefer, PhD Dr. Schaefer calls for "a renaissance in civility," a return… |
Sequence 146and intolerance of others-especially others who are or appear differ- ent. There are the universal put-downs, the hurtful and… |
Sequence 147write essays on good manners. To the questions Do you expect good manners from adults?, Do you expect good manners from your… |
Sequence 148superior and refined manners but also the moral substructure that gives them substance and power. There is a striking and… |
Sequence 149gentlemanlike conduct in the late twentieth century is radically differ- ent from what it was in the eighteenth. Let us look… |
Sequence 150aristocrat who, in an act of tremendous condescen- sion, offers himself to his social inferior. It is an in- credible… |
Sequence 151for teenagers to be rude? Is it normal behavior for teenagers to use tasteless language? Is it normal behavior for teenagers… |
Sequence 152Critical to developing social awareness is the development of com- passion and empathy, of coming to understand and value why… |
Sequence 153It is, I think, critical for middle school Montessorians and elemen- tary Montessorians to develop materials and activities… |
Sequence 154THE ROOTS OF ENVIRONMENTAL CONCERN by Louise Chawla, PhD, and Roger A. Hart, PhD Louise Chawla and Roger A. Hart present a… |
Sequence 155rights to animals, plants, and the land itself is rare, this paper will recognize three sources of concern: fears for self-… |
Sequence 156such as the tendency to think that everything is made for people, intentionality of nature, or animism. Alongside this… |
Sequence 157ests, which became threads upon which otherwise isolated experi- ences were bound together into larger, interlocking patterns… |
Sequence 158If children's experiences are solely with the world of people, it is unlikely that they will develop ecological… |
Sequence 159Kohlberg further incorporated into his theory Erikson's concept of epigenesis, in which seeds of later modes of life and… |
Sequence 160Discussion At this point, it is possible to speculate about the development of an environmental morality in light of the… |
Sequence 161enough with people to correct misconceptions regarding their behavior or the impact of human actions on their lives. When… |
Sequence 162References Abelson, R., et al. (1968). Theories of cognitive consistency: A sourcebook. Chicago: Rand McNally. Bandura, A… |
Sequence 163Navarra, J. G. (1955). The development of scientific concepts in a young child. New York: Columbia University Bureau of… |
Sequence 164Annette M. Haines 158 The NAMTA Journal • Vol. 20, No. I • Winter 1995 |
Sequence 165EQUAL OPPORTUNITY AND THE MONTESSORI MAGNET SCHOOL by Annette M. Haines Annette Haines redefines equality of opportunity… |
Sequence 166According to Kenneth Strike's analysis (1982, p. 214), two educa- tional strategies are possible prescriptions to… |
Sequence 167Actually, test scores suggest that the miseducative effects of poverty continue to undermine even the extraordinary attempts… |
Sequence 168dren and their families. A combination of health care, housing, transportation, job training, social welfare, and schools… |