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Sequence 172experiences usually happened in places characterized by freedom for movement and m ultisensory discovery, where the child felt… |
Sequence 173Chawla, Louise. "Life Paths into Effective Environmental Action." Jo11rnn/ of E11viro11111e11tnl Ed11cntio11… |
Sequence 174Korpela, K. "Adolescents' Favorite Places and Environ- mental Self-Regulation." Journal of… |
Sequence 175\\ clb, . "At Home with ature: Effect... of 'Greennl'ss' on Children's Cognitive Functioning.… |
Sequence 176MONTESSORI EDUCATION IN EXILED TIBETAN CHILDREN'S VILLAGES by Ela Eckert translated by Sue Irwin Resenrc/rer £In… |
Sequence 177these schools are run privately; Montessori is seldom found in the regular school system. Setting up a Montessori class is… |
Sequence 178by the children's enthusiastic work, by their concentration, their varied interests and knowledge at an early age, as… |
Sequence 179found refuge with the support of the fndian government. The government initially provided a bungalow for him to live in, and… |
Sequence 180Initially, attempts were made to place the Tibetan children with refugee families.in the town, until the government provided a… |
Sequence 181A few days ago, of a hundred and fifty children expected from Nepal, a hundred and nineteen arrived. Children from about five… |
Sequence 182stances: "This courtesy and kindness in mutual relationships is amazing and a sign of a great culture. One… |
Sequence 183family-type atmosphere, looked after by foster mothers, and would be able to learn in their own schools. lndian schools in… |
Sequence 184more difficult to supply these remote locations with food, clothing, and medication. Ursula Eichstaedt published a harrowing… |
Sequence 185Doris Murray had no textbooks, and which could she have chosen, considering the huge variety of abilities of her pupils?… |
Sequence 186We need ideas which arc open, not rigid and closed, but from which new development can arise as needs change. We need… |
Sequence 187had played such a central role-especially as it was obvious that Montessori education had started at a very early stage in… |
Sequence 188Englishwoman Annie Besant in Paris, who was at that time president of the International Theosophical Society. Besant had lived… |
Sequence 189In the late 1930s, Mahatma Gandhi gave her the name Umadevi2, which she subsequently used either together with her original… |
Sequence 190She helped the Tibetans in many ways. She started by collecting clothes and appealing for donations from friends in fndia and… |
Sequence 191refugee children with a path to a successful future, whether in their adopted country oflndia or in their old home of Tibet.… |
Sequence 192broad public with these almost forgotten forms of art. Even before they visited Adyar, there was already a Montessori children… |
Sequence 193proposal to introduce Montessori education for the youngest children's group in the Dharamsala children's nursery… |
Sequence 194However, right to the end she continued to devote herself to the education of the Tibetan children and to the continuation of… |
Sequence 195Montessori educational theory, and a systematic presentation of the didactic materials after the participants had previously… |
Sequence 196ment of language, and the introduction of the basics of mathematics as the traditional areas of Montessori education in the… |
Sequence 197However, the establishment of Montessori education in Dharamsala in the 1960s was not without its detractors and remained… |
Sequence 198• Around sixteen thousand children are taken care of in Tibetan Children's Villages. Between two thousand and three thou… |
Sequence 199• Since 1995 there has been a teacher training institute in Dharamsala. Montessori and other teachers are trained at the… |
Sequence 200"Umadevi: Impressions and Dreams of a Worker." Report of t!,e Ti/Jetn11 Refugee Children's Nursery in… |
Sequence 201196 The NAMTA Journal • Vol. 32. No. I • Winter 2007 |
Sequence 202A MONTESSORI APPROACH TO LEARNING ANOTHER LANGUAGE by Diane Ceo-Difrancesco Or. Ceo-Di Francesco puts tlte Montessori method… |
Sequence 203A review of second language acquisition research to date reveals that there are three major components that must be present… |
Sequence 204matical patterns, very few students made significant gains toward creative production of the language. The search continued… |
Sequence 205self and other cultures, acquiring new bodies of knowledge through language study, developing insights into one's own… |
Sequence 206lary as well as consistent input in the new language does not produce stu- dents with any significant level of oral… |
Sequence 207new language with the cu I tural studies of three-to-six, six-to-nine, and ni nc-to-twclvc classrooms and with units developed… |
Sequence 208r C'om parison"' ·l~1'11Jlal'e llL'llt-111._ UI 1.1 dhd l~cultt•o ('rratht ..\rh ·0… |
Sequence 209An innovative program that goes beyond the traditional grammatical syllabus focuses on the notion that the essence of… |
Sequence 210puppet presentations, and Total Physical Response (TPR) to intro- duce vocabulary are all recommended. Art projects, food… |
Sequence 211then writing these down into a notebook, is a legitimate and useful carry- over from the three-to-six classroom. Constructing… |
Sequence 212sustain extended communication, itis also clear from an examination of the SFLL that the study of foreign languages should not… |
Sequence 213ACKNOWLEDGEMENTS This article is based on work accomplished with Montessori middle school teacher seminars. Many thanks to… |
Sequence 214Liskin-Gasparro, J.E. "If You Can't Use a Language, You Don't Know a Language." Middlebury… |
Sequence 215Foreign Language Program." Foreign Lnngunge A1111nls 25 (1992): 129-136. Shrum,J.L., & E.W. Glisan. Teacher… |
Sequence 216APPENDIX. SAMPLE THEMATIC UNIT PLAN INVENTORIES UNIT PLAN INVENTORY: LA ORUGA MUY HAMBRIENTA (BY ERIC CARLE) FOR… |
Sequence 217Vocabulary • days of the week: lunes, martes, miercoles, jueves, viernes, sabado, domingo • fruits and vegetables: manzana,… |
Sequence 218• compare favorite foods of students in the class • language experience: write own story about the very hungry boy or girl… |
Sequence 219Getti11g Things D011e • reacting to instructions Expressing Attitudes • expressing need Subject Content Language Arts •… |
Sequence 220Te de Hierbnb11ena Mexican Crafts • paper flowers · pii'iata • papel picado Mexican Music and Musical Jnstru111e11ts… |
Sequence 221Grammatical Structures • me gusta/n • te gusta/n - le gusta/n • tengo un/una ... • tengo/tiene _ anos. • esta/n +… |
Sequence 222• use rhythm instruments while singing traditional Mexican songs • use metric measurements to make polvorones • use… |
Sequence 223A natural approach to sensory integration. 218 The NAMTA Journal • Vol. 32. No. I • Wit11er 2007 |
Sequence 224AN EXPLORATION OF THE USE OF SENSORY INTEGRATION IN THE MONTESSORI CONTEXT by Paula Leigh-Doyle Paula Leigh-Doyle c/1ro11… |
Sequence 225sure that the principles of a Montessori prepared environment and its essential key materials were not compromised in the… |
Sequence 226be times when the Montessori guide becomes stumped as to what else to offer the child so that he can engage in concentrated… |
Sequence 227occupational therapist, the school purchased some sensory inte- gration equipment. Accommodations were created to ensure every… |
Sequence 228Teachers also observed that the students who selected SI ac- tivity during their day seemed to return to more concentrated… |
Sequence 229The main goal is to improve the brain's ability for "active listening." TLP is an extensive series of… |
Sequence 230The staff met with Ms. Granke at the end of the year for a more comprehensive and detailed analysis of the outcomes. 1 n… |
Sequence 231Another unexpected outcome of participating in an experiment that required dedicated, consistent, and documented observation… |
Sequence 232--------------------------------- intervention, the student worked individually or, in some cases, in matched pairs, for two… |
Sequence 233material. By the end of the school year, the five-year-olds who contin- ued to struggle with writing and reading were referred… |
Sequence 234TLP uses open headphones and therefore must be listened to in a very quiet place. In most cases, adult supervision is… |
Sequence 235The Montessori teachers agreed that their observations of children had improved as a result of the sensory integration… |
Sequence 236DOORS OF PERCEPTION: SENSORY INTEGRATION FOR MONTESSORI CLASSROOMS by J oAnn Granke Children's exposure to sensory… |
Sequence 237SI is foundational for relationships with persons, environ- ments, practical life, and academic activities. Sl is the brain… |
Sequence 238We are most aware of the five familiar senses of touch, taste, sight, sound, and smell. There are three All behaviors,… |
Sequence 239• Vestibular: constantly moving, rocking, somersaults, jumping, rolling, spinning, head down watching their walking, or… |
Sequence 240Figure 1 represents a cycle where, at the center, the child demonstrates what he or she needs through behavior. The upper… |
Sequence 241Tactile • A variety of textures in objects • Hugs • Folding fabrics of different textures • Food textures to taste or mix… |
Sequence 242highly specialized from birth to give the infant feedback on the properties of that which the mouth is exploring. Meanwhile,… |
Sequence 243Brain Gym, developed in the 1970s by Paul E. Dennison, PhD, an education specialist, is a series of twenty-six exercises using… |
Sequence 244with closed or open headsets. It requires a schedule of five days on and two days off and can be done at home or in a school-… |
Sequence 245determine appropriate items to be purchased. Several pieces of SI equipment, Bal-A-Vis-X Brain Buddy Boards (a specialized… |
Sequence 246lenge, focus, fun, and a sense of competency. For the child with SI dysfunction, these tasks may be too difficult without… |
Sequence 247As an occupational therapist, it has been an honor to serve as consultant to the Montessori classroom. It is always a delight… |
Sequence 248Brain Cy111 Teacher's Edition by Paul E. Dennison and Gail E. Dennison www.braingym.org www.braingym.com Bal-A-Vis-X… |
Sequence 249CLASSIFIEDS Arizona Certified Monte5sori Teacher<, Needed in orth Phoenix, Ari/ona Montessori school located in beau… |
Sequence 250Come 10 Mumbai. India for 9 Teacher training course offered by Sir Ratan Tata Institute. Primary Course - 3 10 6 years For… |
Sequence 251We off era competitive salary pack- age, medical and dental benefits, 401K and tuition remission. Inter- ested candidates… |
Sequence 252menting curricula, and a demon- strated commitment to personal growth. A master degree is pre- ferred. Please submit a… |
Sequence 253Join OUI Dynamic Team! New Gate School in beautiful Sarasota, FL celebrates over 20 years of Montessori education and serves… |
Sequence 254al} Montessori Institute of .Jltfanta ., Primary level (ages 3-6) Now accepting applications for September 2007 •… |
Sequence 255First Montessori School of At- lanta is accepting applications for Primary Guide and Elementary Guide. Applicants must have… |
Sequence 256The Montessori Training Center of Minnesota ~ Enjoy the rewards of helping children develop in harmony with life ... i(… |
Sequence 257Idaho Pioneer Montessori School i.n Ketchum, Idaho is seeking AMI trained guides at all levels, Primary through Elementary… |
Sequence 258• ~LZTEACHER TRAINING Receive Your A.M.I. Diploma for Teaching Ages 3-6 or 6-121 Montessori School is a non profit school… |
Sequence 259Benefits: Health coverage on om group plan, Support for Professional Development, Paid Holidays, sick and vacation days.… |
Sequence 260The HAND is the instrument of the MIND. ❖ The CHILD is the instrument of the FUTURE. AMI Teacber Training at Tlie… |
Sequence 261MSOQ is a diverse community, currently serving 110 children be- tween the ages of 3-9. Our school offers 4 beautiful primary… |
Sequence 262sist the staff in the development of the school's Montessori 1B Senior High, as well as the established Junior High… |
Sequence 263is less than 1 hour from Times Square, NYC. Contact: Claudia Gisonda Maria Montessori School P.O. Box 276 Massapequa, NY… |
Sequence 264to our web site: www.msr.org. or respond with resume and cover letter to: Ms. Meg Thomas Montessori School of Raleigh 7005… |
Sequence 265The Montessori School of Win- ston-Salem, NC, is committed to becoming a world class Montessori school and seeks a Head of… |
Sequence 266Pennsylvania New Horizons Montessori School seeksbotha PrimaryGuide(orintern) andanAssistanttoworkinourbrand new full-day… |
Sequence 267The Montessori Middle School admits students of any race, color, disability, religion, sexual orienta- tion, national and… |
Sequence 268Washington Montessori Institute at Loyola College in Maryland Graduate Programs in Montessori Education Offering the Master… |
Sequence 269Email rebeccal@ communitymontessori.com Come to the beautiful Hill Coun- try and cultural center of central Texas. Due to… |
Sequence 270Classroom Director /Directress po- sitions require Montessori certifica- tion or enrollment in an accredited Montessori… |
Sequence 271ta1y program forSY 2007-2008. AMS/ AMJ certification preferred. Estab- lished in 1967, we offer supportive and experienced… |