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Sequence 33As discussed earlier, egocentrism is part of the normal develop- mental process during adolescence. This egocentric behavior… |
Sequence 34In 1972, Mosher and Sprinthall published a report that calls for a curriculum in psychological education for secondary… |
Sequence 35Work Experience and Community Involvement The modern-day secondary school virtually eliminates adoles- cent interface with… |
Sequence 36nomic marketplace, egocentrism, pseudostupidity, and social insen- sitivity are not rewarded but are quickly extinguished. The… |
Sequence 37cultural history when "bigger" was "better." The tradeoff was that bigness meant… |
Sequence 38Experiences in group therapy point to the fact that effective interaction is limited to groups of even smaller size. Because… |
Sequence 39in one class that sheds light on another-when she realizes what a scientific discovery, for instance, did to the political… |
Sequence 403. Adults were trustworthy, showed interest in youth, were friendly and nice, had a good sense ofhumor, and took time to… |
Sequence 41emerge from this collective sharing. There is no fantasy or real person somewhere out there to tell us whether we are on or… |
Sequence 42Erikson, E. Identity, Youth and Crisis. New York: Norton, 1968. Erikson, E. "The Problem of Ego Identity."… |
Sequence 43ization: Theory and Research. Ed. D. Goslin. New York: Rand McNally, 1969. Kohlberg, L., & C. Gilligan. "The… |
Sequence 44Ravitch, D. The Troubled Crusade. New York: Basic Books, 1983. Rogers, D. "Stage Theory and Critical Period as… |
Sequence 45REINVENTING CIVILITY by Larry Schaefer Larry Schaefer's plea for civility in an age of rudeness and commercial youth… |
Sequence 46universal put-downs, the hurtful and sometimes brutal teasing (that we pass off by saying, "I was only joking&… |
Sequence 47Do you expect good man- ners from yourself?, I re- ceived some interesting replies. Almost every ado- lescent expected good… |
Sequence 48refined manners but also the moral substructure that gives them substance and power. There is a striking and disconcerting… |
Sequence 49It takes a major shift in our cultural sensibilities to understand why Darcy isso deeply affected by her remark. The notion of… |
Sequence 50to Elizabeth's rejection. He is the elevated patrician aristocrat who, in an act of tremendous condescension, offers… |
Sequence 51It is amazing how wise teenagers can be. It came as a revelation to me how sensitive they could be to and how aware they could… |
Sequence 52Second, junior high students need to take their places in a commu- nity. This is one of the most fundamental learning… |
Sequence 53Love your neighbors not the neighbors you pick out but the ones you have. The NAMTA Journal 31 |
Sequence 54Hershey Montessori Farm School opening class (Fall of 2000) 32 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 55THE CULTURE OF CIVILITY: THE COHESION OF THE SOCIAL COMMUNITY by Pat Ludick Comparing the common characteristics between… |
Sequence 56This is indeed an important gathering and interrelationship: the coming together of Montessori guides and trainers who are… |
Sequence 57surprise that they somewhat resemble Lawrence Kohlberg's levels of moral development, where one graduates from a self-… |
Sequence 58meaning. Yes, it refers to theartofbeingcivil, of being a citizen; it refers to courteous behaviors, politeness, and… |
Sequence 59The teachers must have the greatest respect for the young personality, realizing that in the soul of the adolescent, great… |
Sequence 60ronment! It was grand! I remember that he came to graduation, and once again he wept. Let us proceed to study the work and… |
Sequence 61feelings. Don't act like that," from a young observer. Children helping children. It happens every day. The… |
Sequence 62• The lessons in grace and courtesy: Here the young one incarnates respect and the practice of his culture in its most… |
Sequence 63of a working community have been planted in the being of the child. It most definitely makes a difference. The Montessori… |
Sequence 64ClilLDREN'S HOUSE TO ADOLESCENT COMMUNITY PLANES OF DEVELOPMENT First Third PLACE WORK MOVEMENT1c… |
Sequence 65connected with economics or service or maintenance of the Erd kinder setting. Movement for the grow- ing young person is a… |
Sequence 66refreshes the spirit. I have used the silence game with great success with young teenagers. They still love being called and… |
Sequence 67Order is another need. After all, it is a human tendency. It is manifested in various ways across the planes (no matter the… |
Sequence 68pendence practiced on a daily basis with real roles, and the adult-like responsibilities connected with the spiritual and… |
Sequence 69<lards, she has a stable air about her. She is able to be respectful of the role of adults who work side by side with… |
Sequence 70SOCIAL OUTCOMES FOR ADOLESCENTS • Leaming what it means to make a contribution. • Understanding interdependency and the need… |
Sequence 71Comparison: Normalization and Valorization Normalization Valorization The young child who is The adolescent whose… |
Sequence 72community rituals, the young adolescents pick a name each week, pray for that person and for their own awareness, and then… |
Sequence 73Valorization of the personality? You bet! From their peers! Powerful! The prepared environment is crucial and all that… |
Sequence 74The crucial point of the whole question is the manner in which he considers the child, and this cannot depend on external… |
Sequence 75REFERENCES Suber, Martin. Between Man and Man. New York: Macmillan, 1978. Suber, Martin. I and Thou. New York: Scribner… |
Sequence 76Larry Schaefer 54 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 77To DANCE WITH THE ADOLESCENT by Larry Schaefer Larry Schaefer's metaphor to "dance" with the… |
Sequence 78I am reminded of the truth of these comments every year. The fact is that adults, in general, don't like this age. Many… |
Sequence 79I had lived a very idyllic life. At the time I thought this might be a sign that I should retire to a monastery. But then I… |
Sequence 80Ten years ago, to relieve the boredom at one of these events, I decided that I would dance. I first asked Christine, an eighth… |
Sequence 81The first thing we must understand is that the relationship be- tween the adult and child changes dramatically at adolescence… |
Sequence 82What, now, are the steps, the structure of the dance? This great dance is not free form. These are some of the structural… |
Sequence 83• the curious and wondering adolescent who asks good ques- tions and is highly motivated; • the adolescent sensitive to… |
Sequence 84Taking water samples 62 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 85TOWARD KEY EXPERIENCES FOR THE ADOLESCENT by John Long In the evolution of the urban Montessori adolescent programs, the… |
Sequence 86after hour,day after day, is a prison sentence. They need activity. They need to be up and down. They need to do physical work… |
Sequence 87adolescent, too, is constructing herself. Her psychic development is to articulate a personal vision. Her motto is "… |
Sequence 88And adolescents need to engage in real work that they see as important to others, to their community of peers or to the larger… |
Sequence 89need to write biographies of historical characters, of grandparents, of people they meet doing various projects. They… |
Sequence 90ness, dependence on others, a cynical outlook, and even criminality. How is right social adjustment to be achieved?… |
Sequence 91tive on human growth led her to think in terms of development of the personality. For the young child, she spoke of the… |
Sequence 92working and of contributing to society. "The consciousness of know- ing how to make oneself useful, how to help… |
Sequence 93The adolescent who realizes his own value displays joy, selfless- ness, optimism, confidence, dignity, self-discipline,… |
Sequence 94Experience and Curriculum Framework "The first reform in education must be to offer a wider environment and to… |
Sequence 95Experience for the sake of experience is not the goal. It is not the intent to merely make education fun. Experiences are a… |
Sequence 96are other reasons textbook history fails. It fails to meet the following criteria: • to go beyond the history textbook:… |
Sequence 97expression as they participate in seminars on the literature Our own experience as Montessori educators must match the… |
Sequence 98· Celebrations • Trust activities (e.g., ropes course) Serving others: • Curriculum for Caring • Community service… |
Sequence 99They build upon one another. Every ending is a new beginning. They must be understood as a whole-they must be correlated. They… |
Sequence 10078 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 101CHARACTERISTICS AND NEEDS OF ADOLESCENTS: A COMPARATIVE STUDY compiled by John Long Almost every Montessori secondary… |
Sequence 102Characteristics of Adolescents Physical Characteristics Montessori/Stephenson Emotional • Doubts, hesitations, violent… |
Sequence 103Carnegie Report • Period of significant growth and change initiated by the onset of puberty. •Capacity to reproduce. •… |
Sequence 104Physical Needs Emotional Needs Social Needs Cogitive Needs Needs of Adolescents Montessori/Stephenson • A need to… |
Sequence 105Carnegie Report • Young people need to be healthy and physically fit. •They need access to health services. • They need… |
Sequence 106RUFFING MONTESSORI SCHOOL PEACE CURRICULUM: AN INFORMAL NARRATIVE by John Long John Lang's implementation of a peace… |
Sequence 107Society at present does not adequately prepare man for civic life; there is no "moral organization" of the… |
Sequence 108to go from the personal point of view of the adolescent to more general sorts of things and then on to the development of… |
Sequence 109Personal Conflict Narratives Let me read to you some of the beginnings of these stories so that you can get an idea of some… |
Sequence 110During the ride back from the hunger center, I reflected upon my encounter with poverty. When I arrived home my mother stood… |
Sequence 111And so again we're coming back to the perspective of the students and their families and their world-view, and moving out… |
Sequence 112made. Then as we moved into World War II, we still were working on the development of empathy. I went rummaging through the… |
Sequence 113just been watching a movie. As I exited, I noticed that many trucks were parked around the perimeter of the camp. Men started… |
Sequence 114Near the end of the war I leaned toward the Japanese side. And when the war ended I was sad. I was sad and relieved. I was… |
Sequence 115toward that. It's also important for Montessori children to understand their Montessori heritage, to understand in a… |
Sequence 116together and pull other people into their goals such as Greenpeace. Do you know how efficient recycling would be if only one… |
Sequence 117APPENDIX: TEACHING UNIT ON WAR AND PEACE IN THE NUCLEAR AGE Traveling Teaching Unit (TTU): Many of the materials for this… |
Sequence 118Afterward: Extending beyond the six weeks was continued work on refining their mission statements in preparation for… |
Sequence 119Attention Grabber The Butter Battle Book, by Dr. Seuss (New York: Random House, 1984), was read to the students. Yes, middle… |
Sequence 120the readings. They were given in-class work time of up to an hour during several class periods to complete this work.… |
Sequence 121The Development of Empathy Oral Histories: Students were asked to conduct interviews with a grandparent regarding his or her… |
Sequence 122actually memorized their scripts. Others utilized note cards as an aid to memory. Others were comfortable with rehearsed… |
Sequence 123of his or her personal vision regarding war and peace. After this step was completed, each student or group of students was… |
Sequence 124John McNamara l02 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 125DESIGNING FOR THE NEEDS OF ADOLESCENTS: AN INTERVIEW WITH JOHN McNAMARA by David Kahn John McNamara's classic… |
Sequence 126The teacher takes responsibility for thirty-one percent in eighth the child's reaching each level of grade. 1 Depth is… |
Sequence 127And what about the role of computers and calculators? I have always used state-of-the-art computers. This past year I have… |
Sequence 128the right books, the right materials, the right process so that the student's formation is whole. The resources are… |
Sequence 129The how it is to be done remains constant: verbalization, materials for development, point of arrival, the three-period lesson… |
Sequence 130We need to provide an environ- ment where children can experi- ence community, affirmation, love, and support first and… |
Sequence 131twenty problems. I try to convey to students, for instance, in general terms, the purpose of what they are to do. Reading… |
Sequence 1324. The most efficient and effective education takes place when teachers stop trying to make children attend to their teaching… |