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Sequence 72is given to kids on a regular basis? Should I skip this entirely, then, or would it be helpful, as with the other stuff, to… |
Sequence 73a weak correlation, that correlation tends to vanish when you use more sophisticated statistical controls and, more… |
Sequence 74But won't kids just go home and play video games if we don't give them homework? Here's what I say: First,… |
Sequence 75I need to just chill out and do the stuffllove, so why the hell shouldn't children have that opportunity? Do they have to… |
Sequence 76your body to move the right way in tennis. "Well, but homework reinforces what teachers do during the day"-… |
Sequence 77Q. What ca11 we say about standardized testing? A. Standardized testing measures what matters least. Research demonstrates… |
Sequence 78kids-if you were primarily interested in sorting people into winners and losers. If you were interested in the quality of… |
Sequence 79punishment and sometimes a very cruel one to the child. It's not a matter of figuring out slightly groovier ways to do… |
Sequence 80THE ORIGINAL PRINCIPLES OF THE SILENT JOURNEY by Barbara Gordon Bnrbnrn Gordon recounts tlie evol11 tio11 of The Si lent… |
Sequence 81morning, and, believe it or not, I have a lot of working people who do stay for the breakfast after drop-off and then go to… |
Sequence 82a question on something you sent out. So, we thought they really needed to experience it. The first time we did the Journey-… |
Sequence 83Group lesson in the toddler environment. moved to a newer facility, we had nicer classrooms, I was talking with the staff,… |
Sequence 84When we decided to redo it, we thought that in the one we had done before, there was something missing. The parents needed a… |
Sequence 85Individual work in the primary. We spend about fifteen minutes in the toddler class, in the primary usually about forty-five… |
Sequence 86pushing the teacher because l don't think he's choosing well. lfound out !had a hard time choosing. I found out I… |
Sequence 87Then I will tell a little bit of background on the Jo11r11ey, what it means, talk about the levels of develop- ment, and… |
Sequence 88pencil or pen. Or you could use a little clipboard. They don't need the folder on Saturday, so we ask them to leave the… |
Sequence 89the Journey to put out the Saturday materials, so that on Friday night everything could be on the shelves just like the… |
Sequence 90Timeline work in the lower elementary. He told me at that time that he had never experienced anything as powerful as the… |
Sequence 91tomorrow after we have the experience?" Sometimes they don't ask the question on Saturday. But I have my notes.… |
Sequence 92was amazed-it showed my preconceived ideas-a man went into the primary class, and he went over to the hand washing. It was so… |
Sequence 93Let me tell you something that has been said over and over: "I had such a spiritual experience."… |
Sequence 94Lower elementary grammar work using a direction card. that is another beauty of this: You learn a lot about these parents. You… |
Sequence 95don't always put directions by them; it depends on the material. Some of them just say "explore";… |
Sequence 96Upper elementary. Note the variety of work. Choose from the materials that are out." I've had several do that. I… |
Sequence 97in an exercise, [ say, "You may finish it and join us later." The only thing is, it will cut short their… |
Sequence 98WHvTwo DAvs? When I came back to the Barbara Gordon Montessori School ten years ago, I was dumbfounded to find that they had… |
Sequence 99things and said, "That's not the way I present that." So they've got to do their own. Even if I… |
Sequence 100the children do. Also, if you have really long directions, they won't do it. I've seen people stop and read, and no… |
Sequence 101are. So one of the beauties of the journey is that the parents and teachers get to work with each other in a different way… |
Sequence 102What we have done sometimes is that we have an art teacher who just comes in and works in the class. If you do decide to have… |
Sequence 103preparation with them, explaining what Montessori is all about and what their grandchildren were experiencing, and then we did… |
Sequence 104there-and I didn't know it until I got there-were prospective par- ents. It was pretty difficult. They enjoyed it, but… |
Sequence 105being a child in so many years. And to try to get in touch with myself as a child is ... I can't even express it.&… |
Sequence 106• That learning can be fun. • Better insight into how my kids spend their days. • Richer understanding of the Montessori… |
Sequence 107• [ will seek to be more observant and encourage my children to explain what they do rather than to tell them what to do. • I… |
Sequence 108COSMIC EDUCATION by Annette Haines Annette Haines makes a clear and well-doc11me11ted presentatio11 of Cosmic Education,… |
Sequence 109From the moon, the earth does indeed look like a beautiful little pearl. From that distance, all appears in quiet harmony.… |
Sequence 110With all this acting in concert, then, something marvelous happens. Like Sisyphus rolling his rock, the living world recreates… |
Sequence 111Along this line of reasoning which we are pursuing, we have to consider the numerous factors that pollute air and water which… |
Sequence 112All animals, all living things except human beings, have a pre- estab.Ushed pattern of behavior built in. They have instincts… |
Sequence 113which," she said, he "doesn't understand yet." This idea, she felt, was "a very… |
Sequence 114who is the link in the long chain of history that ensures human evolution, and this is where education comes in. According to… |
Sequence 115to isolate one element out of a complex, the isolated parts and their separate behaviors never explain the associated… |
Sequence 116extent and use it in our dealings with children. For the children are the inheritors and passers-on of culture. They are… |
Sequence 117Montessori, Maria. The Secret oJC!,i/dlwod. 1936. Trans. M. Joseph Costelloe. New York: Ballantine, 1966. Montessori, Maria.… |
Sequence 118THE CHILD AND SOCIETY by Baiba Krumins Grazzini Baiba Kru 111ins Grnzzini puts the relationsl1ip between child a11d society… |
Sequence 119Work that would be impossible for one alone becomes feasible as a group enterprise; the discoveries and inventions of a few… |
Sequence 120sharing of work and the sharing of learning, discovery, and invention. These two combined, the learning and the sharing, lie… |
Sequence 121created a superworld or, if you will, a supernature; and as he gradually built this supernature, Man has raised him- self.… |
Sequence 122To start with, it is self-evidently true that the individual cannot develop normally outside society, that is to say, without… |
Sequence 123Thus Maria Montessori says: The child has a psychic life from birth .... The child is intelligent, and he can see and… |
Sequence 124Dr. Montessori quotes an unnamed scientist who says: When I see a child of three ... in front of me, J feel imbued with the… |
Sequence 125constituted a means of transport. Furthermore, the human way of life was then much more open to viewing, to observation, than… |
Sequence 126ls this not even truer now than in 1937? Consider just a few examples: Since 1937, our streets have become infested with… |
Sequence 127ity-that which is forming itself [the child] and that which applies its formation (the adult]. Every act that the adult… |
Sequence 128not punish, may or may not indulge. In either case, the collaboration which should exist between the generations, between… |
Sequence 129The child who simultaneously works with mind and hands is following the path traced out by humanity; the child who… |
Sequence 130... the fact that the child learns by himself, that he can overcome so many difficulties by himself, gives him an inner… |
Sequence 131younger children, between the stronger and the weaker, reflects an instinct for social progress. Moreover, not only a re the… |
Sequence 132Montessori, Maria. Ed11catioJ1 and Pence. 1949. Trans. Helen R. Lane. Oxford: Clio, 1992. Montessori, Maria. Educazio11e e… |
Sequence 133Nilda Cosco and Robin Moore 128 The NAMTA Journal • Vol. 32, No. I • Winter 2007 |
Sequence 134GREENING MONTESSORI SCHOOL GROUNDS BY DESIGN by Robin Moore and Nilda Cosco Robin Moore and Nilda Cosco view the Montessori… |
Sequence 135This green desire is also driven by a renewed interest in Maria Montessori's insistence on the importance of hands-on… |
Sequence 136ence, learning styles, psychomotor skills, and personality traits. The dense diversity of life in natural settings offers a… |
Sequence 137RENOVATION AND NEW CONSTRUCTION This article addresses school grounds renovation as well as new construction. Both are… |
Sequence 138A GENERAL CONSTRUCTION ADVISORY Over the last several years, The Natural Learning Initiative (NLJ) has worked with… |
Sequence 139Figure 3. Cloistered courtyard shades classrooms but at the same time offers an intimate, transitional, sunny, sheltered space… |
Sequence 1402. Seek Design Profession Advice Seek advice from tbe state chapters of the American Institute of Architects (AlA) and the… |
Sequence 141States) to ensure that sustainable design issues such as passive solar heating, natural air conditioning, day lighting, and… |
Sequence 142Figure 7. Soft-surfaced secondary pathway offers children daily exploration of the natural world. Figure 8. Narrow tertiary… |
Sequence 143Figure 9. An elevated hillside deck otters children a commanding, secluded (yet visible to teachers) "prospect and… |
Sequence 144DESIGN IMPLEMENTATION A full range of play and learning settings was previously de- scribed in The NAMTA Joumnl (Moore, &… |
Sequence 145Surface Drainage School grounds surface drainage can be designed as a life-sup- porting system with fine I y differcntia ted… |
Sequence 146Figure 11. Transition area and outdoor classrooms. Children's House, Montessori School of Raleigh. Site Circulation… |
Sequence 147three types of pathways (primary, secondary, and tertiary) can be considered. Together, they serve a variety of functions.… |
Sequence 148Figure 13. Easy-to-build multilevel learning garden. Construction above ground offers children a more comfortable, accessible… |
Sequence 149to later inset with artwork using pebbles, tiles, glass beads, broken china, and other interesting objects. Tinted concrete… |
Sequence 150Figure 15. Rough ground in the edge of the school grounds offers learning opportunities for larger scale, hands-on projects.… |
Sequence 151Dependu,g on the children's age, OL1tdoor activities may be sup- ported by a variety of settings. Ground-level wooden… |
Sequence 152include flower and vegetable gardening (a key priority for healthy nutrition education; see Figure 13), fruiting orchards, and… |
Sequence 153Figure 17. Children explore the edge of their known world at further reaches of their school ground territory. torical… |
Sequence 154at their terri toria 11 i mi ts, constant! y expanding the "known" world by pressing against the "… |
Sequence 155learning style. Territorial design will similarly motivate the continu- ing interest of teachers, who will be as excited to go… |
Sequence 156Moore, R. (1996). "Outdoor Settings for Playing and Learn- ing: Designing School Grounds to Meet the Whole Child and… |
Sequence 157Louise Chawla I 52 The NAMTA Jou ma/ • \lo/. 32. No. I • Winter 2007 |
Sequence 158LEARNING TO LOVE THE NATURAL WORLD: A UNIFYING MESSAGE FOR p ARENTS AND TEACHERS by Louise Chawla Louise Chawla's… |
Sequence 159If a child is to keep alive his inborn sense of wonder without any such gift from the fairies, he needs the companionship of… |
Sequence 160claim that these people had different backgrounds than others who appear less environmentally concerned. Several studies,… |
Sequence 161commitment to protect the environment? What personal exper.iences turned you in this direction and inspired you to pursue it?… |
Sequence 162Regardless of families' socioeconomic status, the more green the home surroundings, the more resilient children… |
Sequence 163gain perspective on things, and sort out whatever troubled them. Natural areas appear to function this way for younger… |
Sequence 164was not the overall quality of their new home, but its amount of improvement in terms of natural views and more natural yards… |
Sequence 165importance of positive interactions with caretakers and other support- ive adults, these results are significant as well.… |
Sequence 166advantage of being allowed to move about, discovering the environ- ment and their own capabilities. In the words of the… |
Sequence 167This principle that children need opportunities to move through the world, explore it, and test their powers in it applies to… |
Sequence 168Nature never does anything exactly the same way twice. Every time children go outdoors they have new discoveries to make-such… |
Sequence 169William James and ecological psychology suggests an answer-and this principle too is in harmony with Montessori teaching. In… |
Sequence 170her granddaughter the parts of flowers. As an uncle tracks the flight of a bird, his nephew follows it with hi.s eyes. Later,… |
Sequence 171ences are associated with concern and care for nature in adolescence and adulthood. I have also reviewed ways in which… |