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Sequence 4438 The NAMTA Journal • Vol. 20, No. 2 • Spring 1995 |
Sequence 45Montessori principles inspire the parent to take the child's point of view, to see the child's need to belong, to… |
Sequence 4640 The NAMTA Journal • Vol. 20, No. 2 • Spring 1995 |
Sequence 47ATTACHMENT PARENTING: A STYLE THAT w ORKS by William Sears, M.D. Each day, expectant couples come into my office with eager… |
Sequence 48Make a Commitment Very early in your parenting career, before the birth of your baby, make a commitment. Promise your… |
Sequence 49family situation. In my opinion, the most effective parent support organization is La Leche League International, a worldwide… |
Sequence 50Life is a series of weanings-weaning from the womb, weaning from the breast, weaning from parents' bed or crib, weaning… |
Sequence 51cues that he is giving you about where he needs to sleep. You are also trusting yourself to respond to your baby's needs… |
Sequence 52cry one hour the first night, forty-five minutes the second night and by the third night, he'll sleep through the night.… |
Sequence 53By now you may be thinking that attachment parenting is all giving, giving, giving. Well, to a certain extent, that is true.… |
Sequence 54emergence of your child's self-esteem, the feeling of rightness which is so vitally important to the development of… |
Sequence 55Long-Term Benefits Attachment parenting has long-term benefits too. Let me share with you a very important concept of child-… |
Sequence 5650 The NAMTA Journal • VoL 20, No. 2 • Spring 1995 |
Sequence 57FUTURE CHALLENGE: THE NATllRAL WORLD Outdoor experiences play a critical role in meeting the needs of the whole school and… |
Sequence 5852 The NAMTA Journal • Vol. 20, No. 2 • Spring 1995 |
Sequence 59GROUNDS FOR CHANGE: LEARNING THROUGH LANDSCAPES IN BRITAIN by Bill Lucas There are more than 30,000 schools in Britain.… |
Sequence 60It was to tackle these issues that Learning Through Landscapes was created. Back in 1986, an imaginative and forward-looking… |
Sequence 61field. All of this was complemented by a fairly aggressive campaign in the educational press. In three years, we largely… |
Sequence 62elements of science, geography, physical education, and art can really not be taught effectively inside. Scientists can… |
Sequence 63to suggest that a school places little value on its pupils. Pupils deduce a cultural context in which their activities take… |
Sequence 64Roger A. Hart, PhD 58 The NAMTA Journal • Vol. 20, No. 2 • Spring 1995 |
Sequence 65AFFECTION FOR NATURE AND THE PROMOTION OF EARTH STEWARDSHIP IN CHILDHOOD by Roger A. Hart, PhD It is a great irony of modem… |
Sequence 66of an abstract understanding of ecology would be quite adequate. However, for those who see the ultimate solution to our… |
Sequence 67Behind the stated con- cerns of individuals for the environment, there are at least three possible moti- vations. One is a… |
Sequence 68animals as somehow existentially closer to people. If this is so, then maybe children would be much more interested in the… |
Sequence 69thought to what it was I enjoyed as a child. From this reflection I would like to add a couple of additional reasons why… |
Sequence 70(1908/1985), faced this issue and concluded that children should be given an already-finished, beautiful garden. This might… |
Sequence 71in monoculture on a billiard-table sur- face of soil. The sustainable develop- ment of the environment implies a different… |
Sequence 72or "nurseries" at an early age for children's protection. But to be kept in a variety of nurseries… |
Sequence 73community level where solutions need to be found for the more appro- priate management of the landscape. By beginning with… |
Sequence 74Froebe}, F. (1887). The education of man (Trans. W.M. Hailman). New York: Appleton. (Original work published 1886) Hart, R… |
Sequence 75fllTWff CIL\LLENGE: THE MONTESSORI ADOLESCENT Montessori adolescent programs examine the psychological charac- teristics of… |
Sequence 76..,,.._._.___ I 70 The NAMTA Journal • Vol. 20, No. 2 • Spring 1995 |
Sequence 77DARE TO Do ERDKINDER: REPORT FROM CHICAGO by John Long "What type of adult does civilization need?" This… |
Sequence 78need to return to Montessori's writing-particularly From Childhood to Adolescence and Education and Peace. But it was… |
Sequence 79this is pretty simple, but it is enough for the emerging adolescent to get his mind around, to understand the service we each… |
Sequence 80Mr. Rajki, who owns the farm in partnership with the Amish, had never heard of such a privilege. Our students experienced… |
Sequence 81threw a rope around the cow, and tried to pull her up onto her feet. He failed to get her up. So he made a phone call that… |
Sequence 82Could our school afford an Erdkinder program? Perhaps. If we needed to buy a working farm in a farming community (remembering… |
Sequence 83faculty without increasing the number of students. I'm sure there are creative solutions which could reduce the number of… |
Sequence 84ences in the natural world; many connect young people in myriad ways to adult society. All strive to provide a meaningful… |
Sequence 85HUMAN SOLIDARITY: REFLECTIONS ON CHICAGO by Patricia Ludick In Dr. Montessori' s lecture "Human Solidarity in… |
Sequence 86third plane? Are we not immersed in some necessary creative tension as we strive to bind our present explorations with her… |
Sequence 87that of social reconstruction and moral reform, that of bringing about peace and justice in our world. If this is the… |
Sequence 88adolescents I work with, discussions, reflections, and lessons on the fundamental spiritual and physical needs of humans often… |
Sequence 89basic human values through spiritual good works. Is this not the human being we desire to see as part of our future as a… |
Sequence 9084 The NAMTA Journal • Vol. 20, No. 2 • Spring 1995 |
Sequence 91FLTTLIRE CtULLENGE: MONTESSORI HISTORY History presents an overarching structure for the Montessori curriculum at all levels… |
Sequence 9286 The NAMTA Journal • Vol. 20, No. 2 • Spring 1995 |
Sequence 93CLAUDE CLAREMONT' S CONTRIBUTION TO THE HISTORY OF SCIENCE AND ENGINEERING by Harvey R. Hallenberg Claude A. Claremont… |
Sequence 94the Montessori educational community, yet he made most of his discov- eries in his own classroom working with a group of… |
Sequence 95great chasms and mighty rivers but also the trusses that support the roofs of our houses. Spanning space continues to be an… |
Sequence 96The elementary student is especially sensitive to historical context. The sense of time and duration crystallizes out of a… |
Sequence 97are guaranteed to please and educate. You can thank Claude Claremont for leading the way. THE STRUT TOWER Materials: 1.… |
Sequence 98Prerequisites: 1. Some skill with scissors and rulers-ruling off lines and cutting along lines 2. Some ability to follow… |
Sequence 99c. The child may make a few mistakes before this scoring procedure is mastered. She must learn to lean all of her weight on… |
Sequence 100c. Now the child can begin gluing the struts to the base. Have the child measure 1" up from the end of a strut along… |
Sequence 101i. Once the tower has been thus "capped," it will be quite sturdy. However, further bracing is necessary if… |
Sequence 102Points of Interest: 1. Scoring the lines that become the spines of the struts 2. Feeling how sturdy the tower is at each… |
Sequence 1036. Some children may wish to interview an architect or a build- ing contractor. 7. You can show interested children how a… |
Sequence 104Educational Aims: 1. To demonstrate that steam can push the cork out of the barrel with great force 2. To demonstrate that… |
Sequence 105dislodged from its support base at the moment of firing. Someone directly behind the cannon could be burned by contact with… |
Sequence 106lid. The demonstrator should not touch the Sterno can to reseat the lid tightly until the can has cooled completely (several… |
Sequence 1073. Measuring the distance the cork was propelled is always popular. Observers should be assured that they will all have an… |
Sequence 108102 The NAMTA Journal • Vol. 20, No. 2 • Spring /995 |
Sequence 109Fun11ff C11,.1uL\'GE: PUBLIC SCHOOL MONTESSORI Montessori is still expanding in the public sector, with 10 to 15… |
Sequence 110104 The NAMTA Journal • Vol. 20, No. 2 • Spring 1995 |
Sequence 111MONTESSORI HEAD START IMPLEMENTATION BRIEF by Alcillia Clifford and David Kahn MONTESSORI HEAD START: A COMPREHENSIVE… |
Sequence 112thus has a track record unrivaled by any alternative educational model currently in use in Head Start. The Montessori &… |
Sequence 113outs, and various presentations, allowing children to link sounds and letter symbols effortlessly and to express their… |
Sequence 114development and the educational process. Montessori has tradition- ally included a strong parent-education component that… |
Sequence 115cational theory, material demonstrations, supervised practice with Montessori apparatus, observation of Montessori classrooms… |
Sequence 1167. Build a consensus among staff regarding the extent of Montessori implementation. The Montessori faculty should have a… |
Sequence 117a. Expansion dollars may be available to offer services to an area which is newly determined to contain children living in… |
Sequence 118• Write an Expansion Proposal (required for any new Delegate Agency), meeting deadlines at each step. a. Submit Expansion… |
Sequence 119Delegate Agency: An organization designated by a Grantee to operate a Head Start program, using funds channeled through the… |
Sequence 120Washington, DC: U.S. Department of Health, Education, and Welfare, Office of Education. Karnes, M. et al. (1978). Immediate,… |
Sequence 121Funm.E C111\LLENGE: MONTESSORI ASSESSMENT Assessment becomes a pressing concern when Montessori enters the public sector.… |
Sequence 122MONTESSORI AND ASSESSMENT: SOME ISSUES OF ASSESSMENT AND CURRICULUM REFORM by Annette M. Haines INTRODUCTION This study… |
Sequence 123In short, Montessori entails a plan of education very different from the traditional idea of schooling. Worlds collide when an… |
Sequence 124priations and authorizations processes for such programs rely on outcome-based measures of effectiveness-generally,… |
Sequence 125kindergarten year and each year thereafter. The MMAT and the CAT, mandated by the school district and the state of Missouri,… |
Sequence 126The teachers interviewed were unanimous. All said that they were aware of test objectives and tried to cover the objectives… |
Sequence 127Another principal explained that the court gives $85,000 every year in order to raise language and math achievement. The… |
Sequence 128The second principal echoed the first, suggesting that people tend to overvalue and misinterpret test scores. This principal… |
Sequence 129to make it all. And so I think that the focus ... is tohelp,asmuch as possible, as quickly as possible, and as early as can be… |
Sequence 130suburbs, compared to all the schools in the nation .... And this is what the courts use, and this is how people get money.… |
Sequence 131sequence of presentations as a more dynamic way of assessing student progress than "paper-and-pencil tests."… |
Sequence 132Yet some form of standardized assessment is viewed as necessary to inform decisions at the classroom, school, district, and… |
Sequence 1331990, p. 37). The fact that the Montes- sori teachers interviewed seemed to spend more time than traditional teachers on… |
Sequence 134This principal's obser- vations are backed by re- search. A study done in the Denver Public Schools (Beal, 1987) found… |
Sequence 135Assessment (1992, p. 7), and the future of testing in America depends on issues of equity and the improvement of opportunities… |
Sequence 136Meister, G. R. (1991). Assessment in programs for disadvantaged students: Lessons from Accelerated Schools. ERIC Document… |
Sequence 137FunmE CHALLENGE: MONTESSORI RESEARCH Since 1910, over 200 research studies have touched on Montes- sori-a prolific history… |
Sequence 138132 The NAMTA Journal • Vol. 20, No. 2 • Spring 1995 |
Sequence 139COMPARATIVE STUDY OF PEACE EDUCATION APPROACHES AND THEIR EFFECTIVENESS by Ian Harris, PhD, and Aaron Callender Teachers in… |
Sequence 140peace education curriculum, with responses in a control group of class- rooms where teachers have no training in peace… |
Sequence 141study is provided. Next, a descriptive analysis of 40 classroom obser- vations across four sites is reported. Finally, the… |
Sequence 142pictures, animals for students to take care of, maps or globes of the world, and maps of different countries. During the first… |
Sequence 143BACKGROUND OF TEACHERS AND SCHOOLS Teacher Background The two teachers who were trained in Montessori methods, A and B at… |