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Sequence 101areas but not necessarily across tlie curriculum. How do you balance it, or by balancing it are you interrupting flow? A:… |
Sequence 102but he's not-But I think having that balance, having the piano and chemistry, I think that's a good thing to have.… |
Sequence 103A MONTESSORI JOURNEY OF SELF by Eduardo J. Cuevas Eduardo Cuevas' luncheon talk explores the experimental nature of… |
Sequence 104a greater meaning of the thought being conveyed. Thus dissecting the title, by way of a mind map, I came to the message I am… |
Sequence 105covery, an interpretation, and an approach-a dynamic understand- ing of the child-and not a recipe. Too often our students… |
Sequence 106need today is not for a greater number of intelligent people, or gifted people, but for deep people. How do we become deeper… |
Sequence 107REFERENCES Foster, R. (1978). Celebration of discipline. New York: Harper & Row. Krishnamurti, J. (1953).… |
Sequence 108NORMALIZATION by Eduardo J. Cuevas In a brief, direct essay about normalization summarizing the thematic focus of his… |
Sequence 109concept of normalization is central to our understanding, and imple- mentation, of Montessori education. Let us first define… |
Sequence 110expression of spontaneous activity conducive to self-construction, was seen as a vital component in this transformation.… |
Sequence 111work (even as the child), and that he would then be capable of solving the social problem. What we look upon as "… |
Sequence 112THE PREPARED ENVIRONMENT by Eduardo J. Cuevas In this summary of his workshop session, Eduardo Cuevas explores what really… |
Sequence 113presently dealing with. The notion expressed in this statement seems to me to be of the greatest importance since the adult in… |
Sequence 114We are so worried about losing control that we do not allow for that space of time where it seems to us that the child is… |
Sequence 115adult and the children, as these expressions of the spirit pour out of their daily experiences of togetherness-their oneness… |
Sequence 116CHARACTER AND MORAL DEVELOPMENT by Johnnie Denton Ms. Denton's summary of her workshop session on character development… |
Sequence 117Some children even at six or seven had an evident desire to be tactful, courteous, generous in their willingness to see the… |
Sequence 118feelings. Coles tells the story of an eight-year-old girl who refused to participate in a spelling bee, despite her teacher… |
Sequence 119• the ways in which decisions are made in the class: individu- ally, in small groups, and in whole-class meetings; • the… |
Sequence 1204. Children attend very well when their teachers role-play vari- ous situations for grace and courtesy lessons. They… |
Sequence 121of the intellect for its own sake. The reasoning mind has a much grander task: The work of humanity that always loves more,… |
Sequence 122INTEGRATING CSIKSZENTMIHALYI AND MONTESSORI by Chulanganee Fernando As a tribute to Dr. Csikszentmihalyi's work, Ms.… |
Sequence 123The picture of the normalized child I like best is the one Dr. Montessori gives in The Secret of Childhood (1936/1966): The… |
Sequence 124in the flow .... There is no possible reason for climbing except the climbing itself; it is a self-communication."… |
Sequence 125For elementary children, Miss Stephenson says, "Put your head down and give the lessons; give the lessons!"… |
Sequence 126REFERENCES Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.… |
Sequence 127NORMALIZATION AND NORMALITY ACROSS THE PLANES OF DEVELOPMENT by David Kahn With the current emphasis on the four planes of… |
Sequence 128the virtue of inducing concentration rather than fatigue, adds to the child's energies and mental capacities, and leads… |
Sequence 129Montessori cites normalization as "the most important single result of our whole work" (1949 /1987, p. 204,… |
Sequence 130NORMALIZATION IN THE FIRST PLANE OF DEVELOPMENT Camillo Grazzini emphasizes the overriding importance of nor- malization for… |
Sequence 131sori class," the new child works "in fits and starts" (p. 173). Eventu- ally, however, the child… |
Sequence 132rested and satisfied after his labors, despite their intensity. (Lillard, 1972, p. 38) Lillard's description of the… |
Sequence 133tion of their work or grades. The acquisition of information is felt to be a discovery. The formation of a new function is… |
Sequence 134Montessorians say that chil- dren are "normalized," they usually mean that they find work without being… |
Sequence 135and systematic; his intelligence becomes whole and com- plete" (pp. 9-10). "Imaginative vision is quite… |
Sequence 136with whales and their role in nature, their relationship with the whole. The child penetrates the reality of whales and their… |
Sequence 137selves to concentration" (Montessori, 1948, p. 23). Normality de- pends on harnessing the deep synthesizing powers of… |
Sequence 1381. Adolescence is time to develop "an understanding of the society which [the adolescent] is about to enter to play… |
Sequence 1397. The relationship between adolescent and teacher should be established by the teacher's respect for the adolescent:… |
Sequence 140describes the unconscious process for the adolescent as being rooted in life experience. The adolescent must solve social… |
Sequence 141REFERENCES Gebhardt-Seele, P. (1997). Evaluating experiences in adolescent programs. The NAMTA Journal, 22(1), 14-21.… |
Sequence 142The NAMTA Journal 137 |
Sequence 143The Normalized Child by Kathleen H. Futreft 138 The NAMTA Journal • Vol. 22, No. 2 • Spring 1997 |
Sequence 144THE NORMALIZED CHILD by Kathleen H. Futrell Kit Futrell's classic, based on a parent talk she first delivered in 1966,… |
Sequence 145children whom Montessori undertook to study gave her the oppor- tunity of observing these needs. Montessori was ideally… |
Sequence 146truly uncorrupted spirit, scorning rewards and punishments, and finding their joy in the prodigious work which involved them.… |
Sequence 147It could be a rule of thumb never to do for a child that which he has learned or is trying to learn to do for himself. This… |
Sequence 148structed a language for himself, complete with nouns, verbs, a tense structure, and all the intonations and inflections he has… |
Sequence 149given under the decibel level of a shout. Children like to play the sound game, isolating sounds they hear in words. We play… |
Sequence 150describes another set of characteristics, "timidity, hesitancy in mak- ing decisions, a withdrawal before… |
Sequence 151adult asks him to renounce those instincts that favor his develop- ment, he cannot obey. When an adult demands such a… |
Sequence 152provide tools that fit his small hand and that he is capable of using without help. If all these needs are met in the… |
Sequence 153classify, a shoe polishing set might have a red ribbon, a red apron, a red applicator, a red brush, a red buffer. It will be… |
Sequence 154If you say 'to a small child, "If youJurn this knob just so, and pull-like this-the door will open,• he will… |
Sequence 155the children applaud-they seem to be so delighted with this period of silence they impose on themselves. MUTUAL Am AND… |
Sequence 156PROFOUND SPONTANEOUS CONCENTRATION It is not unusual here to see a child reading or working so intently that he is oblivious… |
Sequence 157interfering with the child when he has chosen his work, unless he is obviously misusing it or disturbing someone else. The… |
Sequence 158pline becomes established is one of active peace, of obedience and love, when work is perfected and multiplied, just as when… |
Sequence 159something is in use which they would like to work with, they learn to wait until it is free. There are no individual pencils,… |
Sequence 160children who were listening for the words, "All Fairfax County high schools closed because of snow"; the… |
Sequence 161It is possible to conceive a universal movement for human reconstruction which follows a single path. Its sole aim is to help… |
Sequence 162The NAMTA Journal 157 |
Sequence 163158 The NAMTA Journal • Vol. 22, No. 2 • Spring 1997 |
Sequence 164THE SPIRITUAL REGENERATION OF MAN by Maria Montessori This article recasts the role of normalization as "spiritual… |
Sequence 165The instinct for possession and the in- stinct for domination are so common among adults, that psychologists have come to… |
Sequence 166To-day, however, I wish to speak of the adult and of man's psychological structure, as the child has revealed it to us.… |
Sequence 167illnesses, and to analyse the obstacles to the child's development, which exist both in the home and in the school. We… |
Sequence 168to do with children may observe them and because psychologists have stressed them. Now we know that if we attack these… |
Sequence 169be encouraged, for example, excessive affection, curiosity, imitation. At the same time there are other characteristics, which… |
Sequence 170There are examples of adults who have been known to renounce their possessions and their pride, who have adopted work and who… |
Sequence 171Within man is an instinctive need for work, and if he can satisfy it he becomes normal and if he cannot he shows… |
Sequence 172DISCOVERING THE HIDDEN PERSON by Rita Zener and Laura Noriega Ezcurdia Capturing the optimism of normalization theory, the… |
Sequence 173seeing. If we look for the same qualities in psychology today, we will find the terms person and personality. WHAT Is A… |
Sequence 174sents the intelligent, rational person. We will see a little later why it is thin. The center circle represents the person who… |
Sequence 175tion becomes possible if there are activities that are appropriate to the child. Activities need to catch interest, bring… |
Sequence 176As educators, we have several things to do: 1. Limit everything that is not "person." The right limits are… |
Sequence 1775. Safeguard children's concentration. It is attention that leads to concentration that leads to sustained work. 6.… |
Sequence 178When it is touched again and again, the mask is broken (Figure 3). When the person is touched, the covering is weakened. The… |
Sequence 179Figure 4: Persons in Community We must make a plan of development with the guide that the child gives us through the powers… |
Sequence 180The NAMTA Journal 175 |
Sequence 181BEING ADOLESCENT Conflict and Growth in the Teenage Years MIHALY CSIKSZENTMIHALYI REED LARSON 176 The NAMTA Journal • Vol… |
Sequence 182THE GROWTH OF COMPLEXITY: SHAPING MEANINGFUL LIVES by Mihaly Csikszentmihalyi and Reed Larson As an outgrowth of Dr.… |
Sequence 183not build habits of discipline or skills: activities that waste human and material energy. Others grow up enjoying activities… |
Sequence 184meaning of a book is revealed when we understand its goal and we see how it is related to ours. Events in the world are not… |
Sequence 185builds his or her life around a theme, a meaningful arrangement of goals and of means, out of deepest tragedy. Thus it… |
Sequence 186behave like adults. Somewhere in those four years a mature human being is supposed to emerge out of the cocoon of childhood.… |
Sequence 187that, as far as immediate experience is concerned, the two years seem to make no great difference. Except for a significantly… |
Sequence 188gone; but my family will be there; I think I accept them more; like my grandmother had a stroke a year or two ago, so she was… |
Sequence 189The ability to reflect on the broader consequences of action, and thus to tolerate experience that is entropic, applies to… |
Sequence 190The ability to stand solitude goes hand in hand with emancipa- tion from the peer group. Many older adolescents seem to have… |
Sequence 191also has been often documented (for example, Looft, 1971; Conger, 1977; Costanzo, 1970; Berndt, 1979). Teens still feel angry… |
Sequence 192label his or her emotion (for example, "anger"), he or she might be able to reduce the emotion (Novaco, 1975… |
Sequence 193to use the dissipative structures culture provides to alleviate frustra- tion is the main task of maturity. THE DEVELOPMENT… |
Sequence 194There might have been many reasons that we have not begun to fathom. But one clear difference was that practically all the men… |
Sequence 195fixing the buildings he owned and being as thrifty as was humanly possible. Why were the lives of Henry and Julian, and the… |
Sequence 196Growth in complexity in- volves extracting as much order as possible from the information stored in the culture. Some of… |
Sequence 197whether that enjoyment contributes to their ultimate goals and the well-being of society. Julian found pleasure in a simple… |
Sequence 198great expense to society in order to facilitate learning about every- thing from the English language to physical health. And… |
Sequence 199At least some of the teenagers in this study were demonstrating that they understood the requirements of growth. They had… |
Sequence 200Kobasa, S.C., & Maddi, S.R. (1977). Existential personality theory. In R. Corsini (Ed.), Current personality theories… |