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Sequence 74programs supported by experience, a long-term experience. We will establish guidelines only through a natural process that… |
Sequence 75Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Resource Center. New York: Schocken… |
Sequence 76John McNamara and Students 68 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 77COMMUNITY, FREEDOM, AND DISCIPLINE IN A CARING CLASSROOM by John McNamara John McNamara characterizes adolescents through… |
Sequence 78graduation speeches, letters they've written to me, or, in many in- stances, essays they wrote for their applications to… |
Sequence 79Camillo Grazzini: Creative imagination enables all of us, adults and children, to produce or create something new, something… |
Sequence 80Ruffing Montessori, I learned that if a task was not worth giving my best effort to initially, then it was not worth doing at… |
Sequence 81adolescents-but it is an age of silliness, that they need just to be silly to have fun. One student said in her eighth grade… |
Sequence 82part of the Ruffing mystique. You only realize what has actually happened to you after you leave, but that's why Ruffing… |
Sequence 83positions to understand something they were not able to before-that is, by giving them the opportunity to work through for… |
Sequence 84------------------------------- ----- ment is connected with all parts of learning. A student wrote to me when she was in… |
Sequence 85environment special for everyone else. They have to feel connected through common goals, mutual activities, and mutual tasks.… |
Sequence 86Laurie Ewert-Kroeker instructs students at the Farm School 78 The NAMTA Journal • Vol. 31, No. I • Winter 2006 |
Sequence 87OCCUPATION PROJECTS, THE MICRO- ECONOMY, AND STUDENT MANAGERS: MEETING THE NEEDS OF ADOLESCENTS by Laurie Ewert-Kroeker… |
Sequence 88are aiding in the third plane, and this experience of a legitimate society, a" school of experience in the elements… |
Sequence 89Diversity of Opportunities Available in a Full-Time Land-Based Program • Building operation and maintenance • Innovations… |
Sequence 90Manager Positions • Sheep/Goat Manager • Cow Manager • Bee Manager • Horse Manager • Pond/Wastewater Treatment… |
Sequence 91period. As seventh- and eighth-year students, they're introduced to avenues of social organization and division of labor… |
Sequence 92We had a record number of managers this year, our sixth year of operation, which is a situation we are pleased with; the… |
Sequence 93also diplomatically handles complaints about menus and the balanc- ing of vegetarian and non-vegetarian food options. The… |
Sequence 94Jim Webster and student 86 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 95SOCIALIZATION OF f ARM p ARTNERSHIPS by Jim Webster Jim Webster's personal recounting of his partnership with an… |
Sequence 96You see, we wanted, more than anything else, to make the work upon the land real, rather than metaphorical. We had set this as… |
Sequence 97chores over the weekend, they feed wood into our furnace in the evening; we do the chores in the mornings and when they are… |
Sequence 98is no doubt it was difficult, but that is for the best, for it is, of course, the challenges that teach. We could not get the… |
Sequence 99came time to explore the jungle they became and to gather in the fruits. Our Farm Economy Occupation group began to pile the… |
Sequence 100waiting below a good rapid. We take canoes, because in canoes you have to work together. You have to call out what you see and… |
Sequence 101we should set forth large challenges whose fulfillment requires both the commitment and development of the individual and of… |
Sequence 102David Ayer 94 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 103SCIENCE STUDY FOR THE ERDKINDER: PHILOSOPHICAL CONSIDERATIONS by David Ayer David Ayer's reexamination of the… |
Sequence 104"[Education] must aim to reform humanity so as to permit the inner development of human personality and to develop a… |
Sequence 105human mission is to understand and manipulate the natural world in order to bring into being a higher state of peace and… |
Sequence 106exchange on the farm "appears to be a kind of 'supercreation' due to the labor of civilization .... This is… |
Sequence 107This basic principle of Montessori education at all levels under- scores the importance of a deep understanding of Montessori… |
Sequence 108The evaporative pond inspires chemistry; the greenhouse evokes physics. To provide structure for the adults as well as the… |
Sequence 109abilities and contributions of staff members. FMES staff members David Ayer and Susan Andree recently had the opportunity to… |
Sequence 110So what did this look like in practice? Because we have a two-year program, we needed to develop a two-year cycle. In one year… |
Sequence 111In the second unit, we expanded our scope to consider the ecology of the school grounds, as well as developing some ecological… |
Sequence 112develop more complex scientific understanding of the material, as well as working with the adolescent's interest in human… |
Sequence 113In the second unit, we explored the achievements of the Ancient and Classical periods, considering the Neolithic revolution,… |
Sequence 114years of creativity, experimentation, study, and refinement. That's where we are now in the adolescent work-guided by… |
Sequence 115The NAMTA Journal l 07 |
Sequence 116LOS The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 117SOCIALIZATION THROUGH THE p ARTNERSHIP WITH PRAIRIE CROSSING by Linda Davis Highlighting the primary function of adolescent… |
Sequence 118which at the end of the first five years will have run a total deficit of close to $200,000. The Board of the school agreed to… |
Sequence 119premise: Socialization is central to who we are as human beings. It's the reason for our big brains. My second premise… |
Sequence 120neighbors, and they often had little in common with us other than physical proximity. If a child was seen by a neighbor doing… |
Sequence 121Learning Farm is part of the Prairie Crossing Institute, but all the farm land is owned by Prairie Holdings Corporation. There… |
Sequence 122repaying the loan to buy the mushrooms, so our profit margin is small. An unexpected benefit was that a local journalist heard… |
Sequence 123said, "Well, the answer is right there in the Erdkinder essay on page 72, paragraph 2." I looked at the text… |
Sequence 124116 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 125NATURE EXPERIENCE AND EDUCATION by Kevin Rathunde Kevin Rathunde turns his research lens to the task of finding out the… |
Sequence 126I accepted a job at the University of Utah partly because of expe- riences that I had in nature. I love the desert and the… |
Sequence 127our profound biological nature as isomorphic with nature in general. (333) What r"see Maslow saying is that our… |
Sequence 128out in the wilderness, is good for self-esteem and competence. There are dozens and dozens of studies that say nature… |
Sequence 129experience of nature in childhood would lead to lifelong learning as an adult. A child was more likely to become an ad-… |
Sequence 130know, if you sit all day long, if you're concentrating, using directed attention, which means you have to focus and block… |
Sequence 131learning in schools that are cutting out recess, in schools that are saying, "We are so worried about evaluation and… |
Sequence 132ive teachers, free choice, and positive interaction with peers. But I think nature experience, and the integration of the… |
Sequence 133Q. It occurs to me that there is continuing pressure on Montessori schools to de-nature their environments and place more… |
Sequence 134vinced by anything that I've read. But, you know, some people are suggesting that. Q. I was just thinking, along the… |
Sequence 135ties in Montessori and Traditional School Environments." Tl,e Ele111e11tary School Jo11r11al 106.1 (2005, September… |
Sequence 136Hershey Montessori Farm School Dorm 128 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 137"THE SCHOOL WHERE THE CHILDREN LIVE" by David Ayer and Elise Huneke Stone Da.vid Ayer and Elise Huneke… |
Sequence 138observed: "The proposal we have put forward has, therefore, nothing surprising about it, and there is no need of… |
Sequence 139OUTCOMES AND EFFECTS OF BOARDING DAVID AYER What does it mean for the students to have boarding as part of their experience… |
Sequence 140than the family" (69), provides opportunities for a young person to take initiative, assume responsibility, and even… |
Sequence 141parents ... ?" "No," they would reply, impatience creeping into their voices, "it's… |
Sequence 142What we as Montessorians have not had as much opportunity to observe is how young adolescents are transformed when they are… |
Sequence 143gram at which the students spent one day a week working on a small farm. Just when we finally admitted that we couldn't… |
Sequence 144include land-based businesses or other economic experiences to serve the young adolescent in developing an understanding of… |
Sequence 145And what happens when young adolescents are given this pre- pared environment? They have an integrity that I believe can only… |
Sequence 146adolescents wanted (loud rap music during supervised room clean- ing) and what the houseparent wanted (just about anything… |
Sequence 147of the day students as well. Though they were sometimes not the majority in terms of numbers, the boarding students were… |
Sequence 148John McNamara l40 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 149How MY STUDENTS SEE THEIR ADOLESCENT EXPERIENCE AND TURN OUT IN LIFE by John McN amara The chorus of letters written to… |
Sequence 150mean, I hold my deepest conversations at those hours and I would like to think that my arguments are at their most cogent.… |
Sequence 151I want to finish the chapter. I want to understand the point of the essay-I want to learn. Another student wrote: Thank you… |
Sequence 152let alone have them follow it, because it has to come from within you. The important lesson of learning to love to learn was… |
Sequence 153made me believe I could do it and on time. Now I absolutely love to read. Another student wrote: I remember the time when I… |
Sequence 154personal relationship with your teachers and you're on a first name basis you become more comfortable with adults and… |
Sequence 155... I guess that unless you experience the atmosphere you can't understand what it's like to go to school here.… |
Sequence 156treat your souls. So I will leave you with this: be strong and moral young men and women and as you face the world before you… |
Sequence 157The NAMTA Journal 149 |
Sequence 158Jenny Hoglund 150 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 159MONTESSORI THEORY: V ALORIZATION by Jenny Hoglund Personality, mental and moral independence, the law of maximum effort,… |
Sequence 160Education must help the child to develop his or her personality. In The Formation of Man, Montessori writes that "we… |
Sequence 161With the small children, Dr. Montessori found that this right kind of work, an activity that engages the child's whole… |
Sequence 162characteristics and, so to speak, this "new" child has emerged that education is possible. The basis for… |
Sequence 163tionships and experiences, and it is therefore only in the community that the child's potentialities can be realized.… |
Sequence 164ing importance" ("Principles and Practices" 13). And elsewhere, "This 'value of the… |
Sequence 165be freed from the overwhelming influences of home and school. He needs a special environment, a prepared environment, that… |
Sequence 166The young adult has a conscious interaction with her environ- ment, including people, based on knowledge and activity. There… |
Sequence 167REFERENCES Grazzini, Camillo. "The Four Planes of Development." The Child, the Family, the Future. AMI… |
Sequence 168Associations. London: Conference Committee, 1934. 171- 176. Stephenson, Margaret E." Adolescence-an Exploration.… |
Sequence 169The NAMTA Journal 161 |
Sequence 170Laurie Ewert-Kroeker 162 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 171FARM SCHOOL CULTURE AND THE V ALORIZATION OF THE PERSONALITY: How DoEs LIVING ON THE LAND CONTRIBUTE TO V ALORIZATION? by… |
Sequence 172Part of the key for this age group is that that accomplishment be recognized in some way by the community-by adults, yes,… |
Sequence 173gether, and play together, after a while you must meet each other's eyes over and over again and cannot hide behind masks… |