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Sequence 4• the ways in which decisions are made in the class: individu- ally, in small groups, and in whole-class meetings; • the… |
Sequence 54. Children attend very well when their teachers role-play vari- ous situations for grace and courtesy lessons. They… |
Sequence 6of the intellect for its own sake. The reasoning mind has a much grander task: The work of humanity that always loves more,… |
Sequence 1INTEGRATING CSIKSZENTMIHALYI AND MONTESSORI by Chulanganee Fernando As a tribute to Dr. Csikszentmihalyi's work, Ms.… |
Sequence 2The picture of the normalized child I like best is the one Dr. Montessori gives in The Secret of Childhood (1936/1966): The… |
Sequence 3in the flow .... There is no possible reason for climbing except the climbing itself; it is a self-communication."… |
Sequence 4For elementary children, Miss Stephenson says, "Put your head down and give the lessons; give the lessons!"… |
Sequence 5REFERENCES Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.… |
Sequence 1NORMALIZATION AND NORMALITY ACROSS THE PLANES OF DEVELOPMENT by David Kahn With the current emphasis on the four planes of… |
Sequence 2the virtue of inducing concentration rather than fatigue, adds to the child's energies and mental capacities, and leads… |
Sequence 3Montessori cites normalization as "the most important single result of our whole work" (1949 /1987, p. 204,… |
Sequence 4NORMALIZATION IN THE FIRST PLANE OF DEVELOPMENT Camillo Grazzini emphasizes the overriding importance of nor- malization for… |
Sequence 5sori class," the new child works "in fits and starts" (p. 173). Eventu- ally, however, the child… |
Sequence 6rested and satisfied after his labors, despite their intensity. (Lillard, 1972, p. 38) Lillard's description of the… |
Sequence 7tion of their work or grades. The acquisition of information is felt to be a discovery. The formation of a new function is… |
Sequence 8Montessorians say that chil- dren are "normalized," they usually mean that they find work without being… |
Sequence 9and systematic; his intelligence becomes whole and com- plete" (pp. 9-10). "Imaginative vision is quite… |
Sequence 10with whales and their role in nature, their relationship with the whole. The child penetrates the reality of whales and their… |
Sequence 11selves to concentration" (Montessori, 1948, p. 23). Normality de- pends on harnessing the deep synthesizing powers of… |
Sequence 121. Adolescence is time to develop "an understanding of the society which [the adolescent] is about to enter to play… |
Sequence 137. The relationship between adolescent and teacher should be established by the teacher's respect for the adolescent:… |
Sequence 14describes the unconscious process for the adolescent as being rooted in life experience. The adolescent must solve social… |
Sequence 15REFERENCES Gebhardt-Seele, P. (1997). Evaluating experiences in adolescent programs. The NAMTA Journal, 22(1), 14-21.… |
Sequence 1The Normalized Child by Kathleen H. Futreft 138 The NAMTA Journal • Vol. 22, No. 2 • Spring 1997 |
Sequence 2THE NORMALIZED CHILD by Kathleen H. Futrell Kit Futrell's classic, based on a parent talk she first delivered in 1966,… |
Sequence 3children whom Montessori undertook to study gave her the oppor- tunity of observing these needs. Montessori was ideally… |
Sequence 4truly uncorrupted spirit, scorning rewards and punishments, and finding their joy in the prodigious work which involved them.… |
Sequence 5It could be a rule of thumb never to do for a child that which he has learned or is trying to learn to do for himself. This… |
Sequence 6structed a language for himself, complete with nouns, verbs, a tense structure, and all the intonations and inflections he has… |
Sequence 7given under the decibel level of a shout. Children like to play the sound game, isolating sounds they hear in words. We play… |
Sequence 8describes another set of characteristics, "timidity, hesitancy in mak- ing decisions, a withdrawal before… |
Sequence 9adult asks him to renounce those instincts that favor his develop- ment, he cannot obey. When an adult demands such a… |
Sequence 10provide tools that fit his small hand and that he is capable of using without help. If all these needs are met in the… |
Sequence 11classify, a shoe polishing set might have a red ribbon, a red apron, a red applicator, a red brush, a red buffer. It will be… |
Sequence 12If you say 'to a small child, "If youJurn this knob just so, and pull-like this-the door will open,• he will… |
Sequence 13the children applaud-they seem to be so delighted with this period of silence they impose on themselves. MUTUAL Am AND… |
Sequence 14PROFOUND SPONTANEOUS CONCENTRATION It is not unusual here to see a child reading or working so intently that he is oblivious… |
Sequence 15interfering with the child when he has chosen his work, unless he is obviously misusing it or disturbing someone else. The… |
Sequence 16pline becomes established is one of active peace, of obedience and love, when work is perfected and multiplied, just as when… |
Sequence 17something is in use which they would like to work with, they learn to wait until it is free. There are no individual pencils,… |
Sequence 18children who were listening for the words, "All Fairfax County high schools closed because of snow"; the… |
Sequence 19It is possible to conceive a universal movement for human reconstruction which follows a single path. Its sole aim is to help… |
Sequence 1THE SPIRITUAL REGENERATION OF MAN by Maria Montessori This article recasts the role of normalization as "spiritual… |
Sequence 2The instinct for possession and the in- stinct for domination are so common among adults, that psychologists have come to… |
Sequence 3To-day, however, I wish to speak of the adult and of man's psychological structure, as the child has revealed it to us.… |
Sequence 4illnesses, and to analyse the obstacles to the child's development, which exist both in the home and in the school. We… |
Sequence 5to do with children may observe them and because psychologists have stressed them. Now we know that if we attack these… |
Sequence 6be encouraged, for example, excessive affection, curiosity, imitation. At the same time there are other characteristics, which… |
Sequence 7There are examples of adults who have been known to renounce their possessions and their pride, who have adopted work and who… |
Sequence 8Within man is an instinctive need for work, and if he can satisfy it he becomes normal and if he cannot he shows… |
Sequence 1DISCOVERING THE HIDDEN PERSON by Rita Zener and Laura Noriega Ezcurdia Capturing the optimism of normalization theory, the… |
Sequence 2seeing. If we look for the same qualities in psychology today, we will find the terms person and personality. WHAT Is A… |
Sequence 3sents the intelligent, rational person. We will see a little later why it is thin. The center circle represents the person who… |
Sequence 4tion becomes possible if there are activities that are appropriate to the child. Activities need to catch interest, bring… |
Sequence 5As educators, we have several things to do: 1. Limit everything that is not "person." The right limits are… |
Sequence 65. Safeguard children's concentration. It is attention that leads to concentration that leads to sustained work. 6.… |
Sequence 7When it is touched again and again, the mask is broken (Figure 3). When the person is touched, the covering is weakened. The… |
Sequence 8Figure 4: Persons in Community We must make a plan of development with the guide that the child gives us through the powers… |
Sequence 1THE GROWTH OF COMPLEXITY: SHAPING MEANINGFUL LIVES by Mihaly Csikszentmihalyi and Reed Larson As an outgrowth of Dr.… |
Sequence 2not build habits of discipline or skills: activities that waste human and material energy. Others grow up enjoying activities… |
Sequence 3meaning of a book is revealed when we understand its goal and we see how it is related to ours. Events in the world are not… |
Sequence 4builds his or her life around a theme, a meaningful arrangement of goals and of means, out of deepest tragedy. Thus it… |
Sequence 5behave like adults. Somewhere in those four years a mature human being is supposed to emerge out of the cocoon of childhood.… |
Sequence 6that, as far as immediate experience is concerned, the two years seem to make no great difference. Except for a significantly… |
Sequence 7gone; but my family will be there; I think I accept them more; like my grandmother had a stroke a year or two ago, so she was… |
Sequence 8The ability to reflect on the broader consequences of action, and thus to tolerate experience that is entropic, applies to… |
Sequence 9The ability to stand solitude goes hand in hand with emancipa- tion from the peer group. Many older adolescents seem to have… |
Sequence 10also has been often documented (for example, Looft, 1971; Conger, 1977; Costanzo, 1970; Berndt, 1979). Teens still feel angry… |
Sequence 11label his or her emotion (for example, "anger"), he or she might be able to reduce the emotion (Novaco, 1975… |
Sequence 12to use the dissipative structures culture provides to alleviate frustra- tion is the main task of maturity. THE DEVELOPMENT… |
Sequence 13There might have been many reasons that we have not begun to fathom. But one clear difference was that practically all the men… |
Sequence 14fixing the buildings he owned and being as thrifty as was humanly possible. Why were the lives of Henry and Julian, and the… |
Sequence 15Growth in complexity in- volves extracting as much order as possible from the information stored in the culture. Some of… |
Sequence 16whether that enjoyment contributes to their ultimate goals and the well-being of society. Julian found pleasure in a simple… |
Sequence 17great expense to society in order to facilitate learning about every- thing from the English language to physical health. And… |
Sequence 18At least some of the teenagers in this study were demonstrating that they understood the requirements of growth. They had… |
Sequence 19Kobasa, S.C., & Maddi, S.R. (1977). Existential personality theory. In R. Corsini (Ed.), Current personality theories… |
Sequence 1~------------------ Mo NT ES SOR I: COLLABORATION AS A WAY OF LIFE by David Kahn Maria Montessori's visionary pedagogy… |
Sequence 2universe, and a micro-perspective, rooted in the details of each special- ization. Every discipline, of course, has its areas… |
Sequence 3Collaboration also underlies all good work with children. Alfie Kahn's useful contrast of "doing to"… |
Sequence 14 The NAMTA Journal • Vol. 23, No. 1 • Wimer 1998 |
Sequence 2PART I UNDERSTANDING SELF-DISCIPLINE Like others I had believed that it was necessary to encourage a child by means of some… |
Sequence 3Allie Kohn 6 The NAMTA Journal • Vol. 23, No. 1 • Winter 1998 |
Sequence 4BEYOND BRIBES AND THREATS: How NoT TO GET CONTROL OF THE CLASSROOM by Alfie Kohn In an effort to clarify the basic… |
Sequence 5home. Have you had the experience of finding it difficult to persuade parents to move away from traditional practices and… |
Sequence 6Reflect for a moment on the list we just created. What common denominators come to mind? What generalizations might you draw… |
Sequence 7about intellectual development at all, but deal more broadly with the kind of people we hope children will turn out to be,… |
Sequence 8DOING TO WORKING WITH METHODS FOCUS GOAL MESSAGE CLIMATE VIEW OF CONFLICT INTELLEC- TUALIN- FLUENCES ACADEMIC… |
Sequence 9and working with are basically the topic for this morning. I'm going to go over them quickly now and then come back to… |
Sequence 10If you want to know whether it's a punishment, don't read Montes- sori, don't listen to me; look in the child… |
Sequence 11here's what I'm going to do to you," or I say, "Do this and you'll get that," I am… |
Sequence 12is a child who in many cases has already been over-controlled- though not always. In any case, the last thing that child needs… |
Sequence 13Methods of Working with Basically, the methods that I'm putting on the other side of this ledger begin with what I'… |
Sequence 14making decisions together, so that the idea of choices does not necessarily mean just solitary children figuring out what they… |
Sequence 15was giving them to do and with my mistaken assumptions about learning and what a good teacher was. It took me a long time to… |
Sequence 16half her sandwich to the kid sitting next to her. This other kid just gave half her sandwich to the kid sitting next to her.… |
Sequence 17ambitious objectives, it is still not about these things on the working with side. We have to look at the extent to which we… |
Sequence 18that belief is there, all rewards and punishments could disappear and new ones would pop up like new Kleenexes in the box. I,… |
Sequence 19If you're getting kias to do good stuff in order to please you, With• out a sticker in sight, you have a problem. If… |
Sequence 20dysfunctional, then by all means we should emphasize becoming winners, or taking punishments and rewards and control for… |