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Sequence 12As they make their way inside, Hauling cumbersome objects on their shoulders Be they physical or mental, Happy or sad Each… |
Sequence 13The trees The ancient guards The silent watchers They follow me with eyes unseen And that silence That terrible silence,… |
Sequence 14To traverse This grove My companion Carries an axe A mercy jest Guillotine And end That saplings Life Are we also… |
Sequence 15Gaelle's love of animals, in particular an aging pony called Candy, documents the role of animals in the socialization of… |
Sequence 16began coming up with poetry, solicited by Gaelle personally for her poem book. Here, quite by accident, emerges a genre of… |
Sequence 17REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 1PROCESS WRITING: FINDING FLOW IN ADOLESCENT SELF-EXPRESSION by Kim Kinzer-Brackbill Process writing has been a mainstay for… |
Sequence 2student, that give him the opportunity to work alone, to experiment by himself, and that permit him to alternate his studies… |
Sequence 3discuss what a "critic" is and that we all have an "inner critic" that can be troublesome… |
Sequence 45. Once you begin a draft,finish it. This does not mean you must bring this piece all the way through the process, but you… |
Sequence 513. Contribute to a Workshop atmosphere in which serious, thought- ful writing can happen. Writing isa solitary activity, yet… |
Sequence 6• Additional editing conference with a workshop teacher if paper is to be published outside the school We spend some time… |
Sequence 7• "The thing I most enjoy about our workshop groups is how much freedom we have. We don't usually get assigned… |
Sequence 8as what they may give to their peers, one or two have been known to toss out "I think I've heard better from you… |
Sequence 9· "My first day of Middle School ... " • "Elementary school was the ... " · "My… |
Sequence 10156 The NAMTA Journal • Vol. 26, No. 2 • Spring 2001 |
Sequence 11Figure 1 continued The NAMTA Journal 157 |
Sequence 12Figure 1 continued 158 The NAMTA Journal • Vol. 26, No. 2 • Spring 2001 |
Sequence 13... ekt"'~\-J ~'t\ Q. \,.. -£ The NAMTA Journal 159 |
Sequence 14Figure 1 continued 160 The NAMTA Journal • Vol. 26, No. 2 • Spring 2001 |
Sequence 15Figure 1 continued The NAMTA Journal 161 |
Sequence 16Througll A Window t>ro-·H ~ . ,v ~ '1/4>"{0.'"' l.slalll.aut.my mdmonl… |
Sequence 17~ doWn. Even without haYlrlg~ ~ drugs, and alcohol, there's always that ever- loomilg decision of what 10 eer 10 school… |
Sequence 18THROUf3H A WJNOOW Alson 1/t71y2k1 Fs,al[)raft LsraraoutlD)L lledmam ilbbt wln:tba #4& ii! G '4DEl;.am:… |
Sequence 19always thatever- loomingdecislorrotwhatlD wearll:rschootlhe nextday. I'm so confused, I wonder if there Is such a th~ as… |
Sequence 20'?r< -~ -h ":J t)l.1(Prl \ o.;rol'""-~ 1.,vh1k-\q.l\.J¼,..\A,-e.1 f\oa.l\&… |
Sequence 21Ajmlape Ride White landscape, Floating olJblue corn !we. Soft, Metal harshness. Reclining seats, Ears popping>… |
Sequence 22Warm smells iowdc my body, A pink tulip in a vase) On the counter, Thrivmg, In the middle of winter, Colon:d coa1s,… |
Sequence 23Airplane Ride White landscape, Floating off blue corn haze. Soft, Metal harshness. Reclining seats, J Ears popping, ~… |
Sequence 24r ,.... Warm smells invade my body. A pink tulip in a vase, On the counter, Thriving, In the middle of winter. Colored… |
Sequence 25AirpJape Ride White landscape, Floating off blue corn haze. Soft, Metal harshness. Reclining seats, Ears popping, Com on… |
Sequence 26Warm smells inwde my body. A pink tulip in a vase, 0n the COWJler, Thriving, In the middle of winter. Colored coats, Feet… |
Sequence 27Cafe I melt into my table, Alone at a cafe. Green olives in a glass bowl, Sit solitary in front of me. Warm smells… |
Sequence 28Cafe I melt into my table, Alone at a cafe. Green olives in a glass bowl, Sit solitary in front of me. Warm smells invade… |
Sequence 29CELEBRATING WRITING: PUBLISHING STUDENT WORK Celebrating student work by publishing it is one of the most exciting… |
Sequence 30Graves, Donald. "Making Meaning Clear: The Logic of Revision." Journal of Basic Writing (1981, Fall/Winter… |
Sequence 1THE UNFOLDING DRAMA OF THE MONTESSORI ADOLESCENT IN AMERICA by David Kahn ACT ONE: IN THE BEGINNING Since the late 1970s,… |
Sequence 2emerged with prominent Montessori educators of the suburbs and cities deciding to move into the "third plane"… |
Sequence 3National Erdkinder Consortium, a clearing house for Erdkinder devel- opment founded by Gang. Three previously unpublished… |
Sequence 4appear more like a traditional junior high in miniature in some cases. But beneath this veneer of traditional time blocks and… |
Sequence 5a baseline for Montessori adolescent practice: Adolescence, according to Schaefer, is an age of boundless energy, an age with… |
Sequence 6The Prepared Environment: Beyond the Classroom, Pedagogy of Place Although the Montessori junior high programs were very… |
Sequence 7Place-a place for adolescents to experience as a whole: a place that is an island of green for beholding, a place to work and… |
Sequence 8some segment of Montessori consciousness. Another such crystalliza- tion point, for example, was Mario Montessori' s 1956… |
Sequence 9· It paraphrased Montessori on the psychological characteris- tics of the adolescent. • It emphasized the development of the… |
Sequence 10cent Colloquium (see the timeline of Montessori secondary programs in "The Development of a Montessori High School as… |
Sequence 11ing examples of spontaneous discipline through visiting ex- isting Montessori adolescent programs, consolidating past… |
Sequence 12If the human being is what we study, then we must create an environment which uniquely addresses the psychologi- cal… |
Sequence 13that is to bring the developing human through optimal prepared environments for every stage of development. The Farm School is… |
Sequence 15PaAJ 1: 1/ie, ttf~ e~ AN OVERVIEW OF ADOLESCENCE by Phil Gang Dr. Gang's overview of adolescence provides a backdrop… |
Sequence 16Towards the end of the nineteenth century the status of youth rapidly declined for three reasons: 1. Technical advancements… |
Sequence 171. compulsory education, 2. child labor legislation, and 3. special legal procedures for juveniles. There were two levels to… |
Sequence 18environment and where the transition from childhood to adulthood is not marked by a long period of preparation. ADOLESCENT… |
Sequence 193. developing affective relationships with peers of the same and opposite sex, 4. preparing for vocation, 5. constructing a… |
Sequence 20The adolescent can now recognize the thoughts of others; this newfound ability to think about other people's thinking,… |
Sequence 213. to grasp simile and metaphor, 4. to comprehend abstract concepts of space and time, 5. to handle multiple-variable… |
Sequence 22is as preoccupied with their behavior and appearance as they are themselves. They surround themselves with an imaginary… |
Sequence 1to be more realistic and open with close friends, and this helps them develop a clearer sense of themselves. At the onset of… |
Sequence 2recommendations and reforms are now offered, based on the findings of developmental psychology: 1. Secondary school teachers… |
Sequence 3As discussed earlier, egocentrism is part of the normal develop- mental process during adolescence. This egocentric behavior… |
Sequence 4In 1972, Mosher and Sprinthall published a report that calls for a curriculum in psychological education for secondary… |
Sequence 5Work Experience and Community Involvement The modern-day secondary school virtually eliminates adoles- cent interface with… |
Sequence 6nomic marketplace, egocentrism, pseudostupidity, and social insen- sitivity are not rewarded but are quickly extinguished. The… |
Sequence 7cultural history when "bigger" was "better." The tradeoff was that bigness meant… |
Sequence 8Experiences in group therapy point to the fact that effective interaction is limited to groups of even smaller size. Because… |
Sequence 9in one class that sheds light on another-when she realizes what a scientific discovery, for instance, did to the political… |
Sequence 13. Adults were trustworthy, showed interest in youth, were friendly and nice, had a good sense ofhumor, and took time to… |
Sequence 2emerge from this collective sharing. There is no fantasy or real person somewhere out there to tell us whether we are on or… |
Sequence 3Erikson, E. Identity, Youth and Crisis. New York: Norton, 1968. Erikson, E. "The Problem of Ego Identity."… |
Sequence 4ization: Theory and Research. Ed. D. Goslin. New York: Rand McNally, 1969. Kohlberg, L., & C. Gilligan. "The… |
Sequence 5Ravitch, D. The Troubled Crusade. New York: Basic Books, 1983. Rogers, D. "Stage Theory and Critical Period as… |
Sequence 6REINVENTING CIVILITY by Larry Schaefer Larry Schaefer's plea for civility in an age of rudeness and commercial youth… |
Sequence 7universal put-downs, the hurtful and sometimes brutal teasing (that we pass off by saying, "I was only joking&… |
Sequence 8Do you expect good man- ners from yourself?, I re- ceived some interesting replies. Almost every ado- lescent expected good… |
Sequence 9refined manners but also the moral substructure that gives them substance and power. There is a striking and disconcerting… |
Sequence 10It takes a major shift in our cultural sensibilities to understand why Darcy isso deeply affected by her remark. The notion of… |
Sequence 11to Elizabeth's rejection. He is the elevated patrician aristocrat who, in an act of tremendous condescension, offers… |
Sequence 12It is amazing how wise teenagers can be. It came as a revelation to me how sensitive they could be to and how aware they could… |
Sequence 13Second, junior high students need to take their places in a commu- nity. This is one of the most fundamental learning… |
Sequence 14Love your neighbors not the neighbors you pick out but the ones you have. The NAMTA Journal 31 |
Sequence 15Hershey Montessori Farm School opening class (Fall of 2000) 32 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 16THE CULTURE OF CIVILITY: THE COHESION OF THE SOCIAL COMMUNITY by Pat Ludick Comparing the common characteristics between… |
Sequence 17This is indeed an important gathering and interrelationship: the coming together of Montessori guides and trainers who are… |
Sequence 18surprise that they somewhat resemble Lawrence Kohlberg's levels of moral development, where one graduates from a self-… |
Sequence 19meaning. Yes, it refers to theartofbeingcivil, of being a citizen; it refers to courteous behaviors, politeness, and… |
Sequence 20The teachers must have the greatest respect for the young personality, realizing that in the soul of the adolescent, great… |
Sequence 21ronment! It was grand! I remember that he came to graduation, and once again he wept. Let us proceed to study the work and… |
Sequence 22feelings. Don't act like that," from a young observer. Children helping children. It happens every day. The… |
Sequence 1of a working community have been planted in the being of the child. It most definitely makes a difference. The Montessori… |
Sequence 2ClilLDREN'S HOUSE TO ADOLESCENT COMMUNITY PLANES OF DEVELOPMENT First Third PLACE WORK MOVEMENT1c… |
Sequence 3connected with economics or service or maintenance of the Erd kinder setting. Movement for the grow- ing young person is a… |
Sequence 4refreshes the spirit. I have used the silence game with great success with young teenagers. They still love being called and… |
Sequence 5Order is another need. After all, it is a human tendency. It is manifested in various ways across the planes (no matter the… |
Sequence 6pendence practiced on a daily basis with real roles, and the adult-like responsibilities connected with the spiritual and… |
Sequence 7<lards, she has a stable air about her. She is able to be respectful of the role of adults who work side by side with… |
Sequence 1Comparison: Normalization and Valorization Normalization Valorization The young child who is The adolescent whose… |
Sequence 2community rituals, the young adolescents pick a name each week, pray for that person and for their own awareness, and then… |
Sequence 3Valorization of the personality? You bet! From their peers! Powerful! The prepared environment is crucial and all that… |
Sequence 4The crucial point of the whole question is the manner in which he considers the child, and this cannot depend on external… |
Sequence 5REFERENCES Suber, Martin. Between Man and Man. New York: Macmillan, 1978. Suber, Martin. I and Thou. New York: Scribner… |