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Sequence 48• Two-week trips. Living in agricultural environment, parlicipaling in work on land. • Tr.ffel Long periods of concentrated… |
Sequence 49Insurmountable Difficulties • Urban setting, public school. • Inner city school ... experience things in our community as… |
Sequence 50Among the Poor (10) • adopt a needy family • deli,·er ChrisLmas food baskeLS, serve Thanksg1nng meals, food for the needy,… |
Sequence 51Twenty-two schools from the sample group responded to the ques- tion. There was some ambiguity in the way the question was… |
Sequence 52• car washes, working together to earn money for class Lrip (2), sell refreshments at basketball games Other (4) • in-jokes… |
Sequence 53plurality of the respondents call their programs "middle schools") was founded in 1988 and is currently in… |
Sequence 54While Median Montessori Middle School has no farm component, it does utilize community resources in its melropolitan… |
Sequence 55Many middle schools, Montessori and od1erwise, utilize some form of advising or counseling lo meet Lhe social needs of lhe… |
Sequence 56What about Montessori's Erdkinclcr proposal? The teachers at Median Montessori t.liddle School foci che Erdkinder is an… |
Sequence 57This is the picture that emerges from the survey data of Median Montessori Middle School. That Median is in only its sixth… |
Sequence 58to this survey, only the Franciscan Montessori Earth School in Portland, Oregon, gives adolescents an Erdkinder experience of… |
Sequence 59of which h,l\ e been appropriated h} traditional, mainstrl'.tm education. So we arc 1101 seen as lotally unique.… |
Sequence 60• At the same time, we need Lo decide as a group of Montessori schools \, hat our target is in the clevcloprnenl of adolescent… |
Sequence 61lis), Montessori on the Lake (Lake Forest, CA), Meadow Montessori School (Monroe, lvll), Mercy Montessori Center (Cincinnati… |
Sequence 62Kahn, David U980, Winter). Extending the elementary: McNamara- Kahn imerview. The /\~\ffA Quarter(v. ~2), 13-20. The… |
Sequence 63Index of Charts and Tables Accepting students without Montessori background ..................................... 16 Adults… |
Sequence 64Index of Charts and Tables (continued) Program source… |
Sequence 1To NURTURE THE HUMAN PoTENTIAL by David Kahn, Editor When Maria Montessori looked to the child, she saw unlimited human… |
Sequence 2occupations, looking at new challenges in linking practical life and experience with academic frameworks. Louise Chawla and… |
Sequence 1CREATIVE ABILITY IN CHILDHOOD by Maria Montessori Dr. Montessori presented this lecture at the Eightlz l11ternatio11al… |
Sequence 2In our century, the impression has become more and more definite that the possibility of a spiritual union has failed humanity… |
Sequence 3This great truth evokes in us a deep sense of humility and admiration. Children, who live a purer life than ours, are divine… |
Sequence 4that it finds round about itself. An evident example of this is lan- guage, which the little human being, dumb in its… |
Sequence 5fifty years, several times beginning over again the work that others had destroyed. I should not have the strength, at my age… |
Sequence 6The great secret for forming a union of better men consists in the scientific cultivation of their best hidden energies.… |
Sequence 7To understand human qualities deeply one must have recourse to the child. One must be led by this exponent of budding life in… |
Sequence 1NURTURING THE CREATIVE PERSONALITY Rita Schaefer Zener, PhD Exploring in careful sequence Dr. Montessori's writings… |
Sequence 2concrete, real, and relevant to the lives of young children; (5) provid- ing experiences for children that are outside of the… |
Sequence 3(1936/1975, 1949/1961, 1949/1975). When the developmental pro- cess proceeds normally, normalization occurs, and all four of… |
Sequence 4She emphasized that normalization is an empirical reality which appears in all cultures. She was not using the concept of… |
Sequence 5ln a little girl of 3½, who attended our first school, the intensity of this was amazing. With many interesting things on all… |
Sequence 6discoveries. He also becomes aware of his class-mates in whom he takes an affectionate interest" (Montessori, 1949/… |
Sequence 7In our schools, this moment of healing is not the point of arrival, as it is in the clinics for difficult children, but it is… |
Sequence 8The two kinds of activity among children are difficult to distin- guish because both appear to be spontaneous. In both,… |
Sequence 9Once children have thoroughly explored a material, the teacher presents a lesson with a new difficulty to master (Montessori,… |
Sequence 10Teachers have to know strategies that concern their own move- ments. "The teacher should study her own movements, to… |
Sequence 11more definite but also serve to awaken more concentration. Once again, the "personal skill of the educator is… |
Sequence 12careful and precise manner. "Their [children's] hands have been trained to the most delicate movements ... &… |
Sequence 13child and the world of possible activities. The lessons that they offer, the interventions they make to re-direct non-… |
Sequence 14it valueless for its purpose, that is, that it does nothing towards the development of the child's intelligence, she must… |
Sequence 15Another appropriate response teachers make to children who manifest characteristics of deviations is to limit the choice of… |
Sequence 16Teachers make new materials for the environment and try to find things to match the children's interests. They prepare… |
Sequence 17You, the teacher, with your knowledge and attitudes about guiding the process of normalization, are the most important part of… |
Sequence 1MONTESSORI AS AN AID TO LIFE by Hildegard Solzbacher Hildegard Solzbacher's direct encounter with Montessori values and… |
Sequence 2It is complex-not simply taught, but demanding continuous study and investigation of all aspects of life. It is complex… |
Sequence 3mark a celebration, something new for this child to explore indepen- dently. We give it happily and without conditions… |
Sequence 4students performed higher than expected. In fact, the homeroom teachers had to be convinced that is was really the students… |
Sequence 5since I began my work, childhood still seems to me an inexhaustible source of revelations and hope. Childhood has shown me… |
Sequence 6cence, and maturity. These periods are not determined by human beings but by nature-and education has to aid nature's… |
Sequence 7continuously remind ourselves and others of the creative power within the child that we must trust. It calls on faith, a faith… |
Sequence 8This Is a wonderful profession, but It Is not easy. We must pro- vide the structure for the soclal group and have clear… |
Sequence 9ronment is one that assures safety and protection. The ability to follow one's own interest without competition, without… |
Sequence 10cannot be free without being independent, hence, in order to gain independence, the active manifestations of personal liberty… |
Sequence 11again to firmly proclaim the secret of childhood which she had discov- ered. Education as aid to life, then, means for us to… |
Sequence 12References Boehm, W. (1973). The actuality of the Montessori method in the light of modern preschool education. Around the… |
Sequence 1NURTURING THE GROWING BRAIN by Jane M. Healy, PhD Dr. Healy's plea for the developing child calls for the removal of… |
Sequence 2it easier for a child to learn to use similar approaches in other situations-such as school. Dr. Martha Bridge Denckla, a… |
Sequence 3entertainment committee and the rest is up to the school or the day care. But I wonder if you can learn these general habits… |
Sequence 4its effects tend to be short-lived unless this kind of "behavioral" or "cognitive" therapy… |
Sequence 5Momentarily satisfied, the child decided his needs were taking a different course. "I'm thirsty!"… |
Sequence 6him get control over his own brain, his behavior-and his world. I am willing to bet this child will do well in school, not… |
Sequence 7her hands, pantomiming fear. "Oooooo-" she said, and Dad replied, "Ummmmmmm." Overall, it… |
Sequence 8organization-as well as with managing their behavior. It is more sur- prising to discover, in the writings of Russian… |
Sequence 9Speech that Tums into Thought According to Vygotsky, inner speech develops as the child learns to use language, first to… |
Sequence 10same way.) For the child, this step is an important one, which Vygotsky called "egocentric speech." &… |
Sequence 11situation or not, but older ones were more successful with instruc- tions that had appropriate meaning. Experiments like these… |
Sequence 12adult, working with the child, structures the situation so that the child can reason at a level that would be impossible… |
Sequence 13When a child learns along with an adult, special sorts of motiva- tion and mastery infuse the experience. They mutually share… |
Sequence 14One elementary school head in an affluent Midwestern suburb recently told me that children from "normal"… |
Sequence 15lower-order skills (routine adding, multiplying, etc.). Students' abili- ties to answer questions requiring application… |
Sequence 16as models and guides at every stage of devel- opment. Jerome Bruner calls this "loaning chil- dren our conscious… |
Sequence 17dissociation between talk and follow-through problems with complex and conceptual verbal activities inability to regulate and… |
Sequence 18If Luria was correct about inner speech being the mechanism that "feeds" the development of the frontal… |
Sequence 19spelled out and brought to people's attention, nobody's going to do the experiments," he continued. &… |
Sequence 20fail to instill in developing minds the fundamental skills of attention and reasoning. Increasing numbers of children today… |
Sequence 21Lambert, N. (1988). Adolescent outcomes for hyperactive children. American Psychologist 43(1), 786-799. Meichenbaum, D. (1977… |
Sequence 22Waters, H., & Tinsley, V. (1982). The development of verbal self-regulation. In S. Kuczai (Ed.), Language development… |
Sequence 1THE PLACE OF READING RECOVERY IN MONTESSORI SCHOOLS by Mary Maher Boehnlein, PhD Dr. Boehnlein discusses the Reading… |
Sequence 2fact accounts for the spread of this approach to 49 of the 50 states and to other English-speaking countries, in both public… |
Sequence 3A good reader anticipates a possible sentence or discourse pattern and/or uses repetition to confirm the sentence or… |
Sequence 4cess rates. In the first Montessori school to implement Reading Recovery, all of the six-year-olds (100% of the children… |
Sequence 5The NAMTA Journal 67 |
Sequence 6Mary Maher Boehnlein, PhD 68 The NAMTA Journal • Vol. 20, No. 1 • Winter 1995 |
Sequence 7While Montessorl's definition of reading seems very similar to that of current ex- perts, her explanation of how to… |
Sequence 8work by linguists demonstrates that the meaning of a word can be derived only from the total context in which it is embedded.… |
Sequence 9Book-making provides meaningful context, extends practice with and reinforcement of the puzzle words, and makes the work with… |
Sequence 10speak, the result would be madness when they did: "an exhausting torrent of the most strange and difficult words&… |
Sequence 11Children can also keep an alphabetically filed dictionary of their known words on index cards in a small file box. They can… |
Sequence 12word, the child can pronounce the sounds faster and faster, as Montessori suggests, and pronounce the word. Montessori states… |
Sequence 13For the beginning reader, Clay advocates using pictures as one source of the meaning information to assist the young reader in… |
Sequence 14The use of books which have repeated sentence patters with changes in only one or two words helps overcome the problem… |
Sequence 15Qf current research on the acquisition of literacy and of the currently popular whole language approach. Reading Recovery,… |
Sequence 16ber 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 185 The NAMTA Journal |
Sequence 286 The NAMTA Journal • Vol. 20, No. 1 • Winter 1995 |
Sequence 3COSMIC EDUCATION AND LITERATURE- BASED TEACHING by Daniel Bachhuber Daniel Bachhuber provides a practical gttide to the… |
Sequence 4mic Education through the cultural subjects, yet her comments can help us flesh out a foundation for the study of literature… |
Sequence 5multiplicity of forms (myths, legends, folklore, poems, nonfiction, short stories, novels) with self-confidence intact,… |
Sequence 6become a research project in itself. This timeline experience will put all of their written language work into perspective,… |
Sequence 717. Numerical notations and the mystery of zero 18. The Middle Ages and the return of alphabetic literacy 19. The printing… |