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Sequence 6Larry Schaefer 54 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 7To DANCE WITH THE ADOLESCENT by Larry Schaefer Larry Schaefer's metaphor to "dance" with the… |
Sequence 8I am reminded of the truth of these comments every year. The fact is that adults, in general, don't like this age. Many… |
Sequence 9I had lived a very idyllic life. At the time I thought this might be a sign that I should retire to a monastery. But then I… |
Sequence 10Ten years ago, to relieve the boredom at one of these events, I decided that I would dance. I first asked Christine, an eighth… |
Sequence 11The first thing we must understand is that the relationship be- tween the adult and child changes dramatically at adolescence… |
Sequence 12What, now, are the steps, the structure of the dance? This great dance is not free form. These are some of the structural… |
Sequence 13• the curious and wondering adolescent who asks good ques- tions and is highly motivated; • the adolescent sensitive to… |
Sequence 14Taking water samples 62 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 15TOWARD KEY EXPERIENCES FOR THE ADOLESCENT by John Long In the evolution of the urban Montessori adolescent programs, the… |
Sequence 1adolescent, too, is constructing herself. Her psychic development is to articulate a personal vision. Her motto is "… |
Sequence 2And adolescents need to engage in real work that they see as important to others, to their community of peers or to the larger… |
Sequence 3need to write biographies of historical characters, of grandparents, of people they meet doing various projects. They… |
Sequence 4ness, dependence on others, a cynical outlook, and even criminality. How is right social adjustment to be achieved?… |
Sequence 5tive on human growth led her to think in terms of development of the personality. For the young child, she spoke of the… |
Sequence 1working and of contributing to society. "The consciousness of know- ing how to make oneself useful, how to help… |
Sequence 2The adolescent who realizes his own value displays joy, selfless- ness, optimism, confidence, dignity, self-discipline,… |
Sequence 3Experience and Curriculum Framework "The first reform in education must be to offer a wider environment and to… |
Sequence 4Experience for the sake of experience is not the goal. It is not the intent to merely make education fun. Experiences are a… |
Sequence 5are other reasons textbook history fails. It fails to meet the following criteria: • to go beyond the history textbook:… |
Sequence 6expression as they participate in seminars on the literature Our own experience as Montessori educators must match the… |
Sequence 7· Celebrations • Trust activities (e.g., ropes course) Serving others: • Curriculum for Caring • Community service… |
Sequence 8They build upon one another. Every ending is a new beginning. They must be understood as a whole-they must be correlated. They… |
Sequence 978 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 10CHARACTERISTICS AND NEEDS OF ADOLESCENTS: A COMPARATIVE STUDY compiled by John Long Almost every Montessori secondary… |
Sequence 11Characteristics of Adolescents Physical Characteristics Montessori/Stephenson Emotional • Doubts, hesitations, violent… |
Sequence 12Carnegie Report • Period of significant growth and change initiated by the onset of puberty. •Capacity to reproduce. •… |
Sequence 13Physical Needs Emotional Needs Social Needs Cogitive Needs Needs of Adolescents Montessori/Stephenson • A need to… |
Sequence 14Carnegie Report • Young people need to be healthy and physically fit. •They need access to health services. • They need… |
Sequence 15RUFFING MONTESSORI SCHOOL PEACE CURRICULUM: AN INFORMAL NARRATIVE by John Long John Lang's implementation of a peace… |
Sequence 16Society at present does not adequately prepare man for civic life; there is no "moral organization" of the… |
Sequence 17to go from the personal point of view of the adolescent to more general sorts of things and then on to the development of… |
Sequence 18Personal Conflict Narratives Let me read to you some of the beginnings of these stories so that you can get an idea of some… |
Sequence 1During the ride back from the hunger center, I reflected upon my encounter with poverty. When I arrived home my mother stood… |
Sequence 2And so again we're coming back to the perspective of the students and their families and their world-view, and moving out… |
Sequence 3made. Then as we moved into World War II, we still were working on the development of empathy. I went rummaging through the… |
Sequence 4just been watching a movie. As I exited, I noticed that many trucks were parked around the perimeter of the camp. Men started… |
Sequence 5Near the end of the war I leaned toward the Japanese side. And when the war ended I was sad. I was sad and relieved. I was… |
Sequence 6toward that. It's also important for Montessori children to understand their Montessori heritage, to understand in a… |
Sequence 7together and pull other people into their goals such as Greenpeace. Do you know how efficient recycling would be if only one… |
Sequence 8APPENDIX: TEACHING UNIT ON WAR AND PEACE IN THE NUCLEAR AGE Traveling Teaching Unit (TTU): Many of the materials for this… |
Sequence 9Afterward: Extending beyond the six weeks was continued work on refining their mission statements in preparation for… |
Sequence 10Attention Grabber The Butter Battle Book, by Dr. Seuss (New York: Random House, 1984), was read to the students. Yes, middle… |
Sequence 11the readings. They were given in-class work time of up to an hour during several class periods to complete this work.… |
Sequence 1actually memorized their scripts. Others utilized note cards as an aid to memory. Others were comfortable with rehearsed… |
Sequence 2of his or her personal vision regarding war and peace. After this step was completed, each student or group of students was… |
Sequence 3John McNamara l02 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 4DESIGNING FOR THE NEEDS OF ADOLESCENTS: AN INTERVIEW WITH JOHN McNAMARA by David Kahn John McNamara's classic… |
Sequence 5The teacher takes responsibility for thirty-one percent in eighth the child's reaching each level of grade. 1 Depth is… |
Sequence 6And what about the role of computers and calculators? I have always used state-of-the-art computers. This past year I have… |
Sequence 7the right books, the right materials, the right process so that the student's formation is whole. The resources are… |
Sequence 8The how it is to be done remains constant: verbalization, materials for development, point of arrival, the three-period lesson… |
Sequence 9We need to provide an environ- ment where children can experi- ence community, affirmation, love, and support first and… |
Sequence 10twenty problems. I try to convey to students, for instance, in general terms, the purpose of what they are to do. Reading… |
Sequence 114. The most efficient and effective education takes place when teachers stop trying to make children attend to their teaching… |
Sequence 1212. We must provide concrete materials and manipulative tasks. Many students cannot master certain ideas without them. We… |
Sequence 1The NAMTA Journal 113 |
Sequence 2John McNamara with his students 114 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 3HELPING THE ADOLESCENT PERSONALITY by John McNamara John McNamara, who represents almost twenty-five years of adolescent… |
Sequence 4of manhood and becomes a member of society. If puberty is on the physical side a transition from an infantile to an adult… |
Sequence 5should exist side by side: the first belongs to the inner life of man, the second to his life in society. (102) In their own… |
Sequence 6bird flapping its wings and flying from one tree to another, go up the tree, flap his arms-and break his neck. No! What he did… |
Sequence 7senses, while the teacher has preset the environment to help them relate to their tasks, knowledge or procedures, and assists… |
Sequence 1A number of years ago students described the adolescent environ- ment as follows: • An environment where we can experience… |
Sequence 2same time develop compassion for others. Laughter and a sense of humor make it possible for adolescents to grow and work… |
Sequence 3questions, "What do adolescents need?" and "How do we meet these needs?" Over the years I… |
Sequence 4I really have no way of knowing what you are feeling right now as you wait to be handed your diploma, but in addition to some… |
Sequence 5REFERENCES Montessori, Maria. From Childhood to Adolescence. 1948. New York: Schocken, 1973. Montessori, Mario. The Human… |
Sequence 6126 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 7ETHNIC NEIGHBORHOODS STUDY, RUFFING MONTESSORI MIDDLE SCHOOL, CLEVELAND HEIGHTS, OHIO by Pat Ludick Pat Ludick's rich… |
Sequence 8Everything about the children ment clearly urges middle schools to has a history, and if the stu- transform the fundamental… |
Sequence 9enable young adolescents to integrate academics with life in a relevant manner. INTRODUCTION Cosmic Education within a… |
Sequence 10The ideal is that as young people are learning about the cultural diversity of their city, they will begin to define their own… |
Sequence 11written material, discussion, and a variety of field experi- ences. Each student will: • Read Travels with Charley, by John… |
Sequence 12• Share this factual information with peers while listening to their diverse histories. • Write a story supported by the… |
Sequence 134. To encourage the students to explore their widening world and to consider themselves as responsible citizens of our… |
Sequence 14134 The NAMTA Journal • Vol. 26, No. 3 • Summer200/ |
Sequence 15REFLECTIONS FROM THE f ARM by Pat Ludick Pat Ludick's revelatory article about her first extended outing on a farm… |
Sequence 16Memories of love shaped Between God and man in this Earthly place. Between sixteen friends Between little barefoot children… |
Sequence 17I should like to summarise just the principal events of this period, though to do so is to speak of such infinitesimal things… |
Sequence 1---- PIU" 20AO - ~a»4 - - -====- Figure 1. The students spontaneously drew these proposed Erdkinder floor plans… |
Sequence 2f'i..o~s DNT poeci+ - ~-....~~_r ee.,Mlff /TY fi:601,1\ ~IE The NAMTA Journal l39 |
Sequence 1• bunk beds with room for three or four students in a bedroom- lots of closet places to organize your clothing • large pots… |
Sequence 2We were fortunate to be able to stay next door to an Amish family, the Yoders. During our trip, we had numerous encounters… |
Sequence 3All of the experiences that we had with the Yoders made a great difference in the way we view life. Rather than just… |
Sequence 4trated work. Picking up large rocks gives you power and strength for your soul Every once in a while Mr. Yoder who was… |
Sequence 5over the running of the house and, little by little, in a moderate fashion, the running of the farm. The adult is essential… |
Sequence 6As the eighth-grade advisor, I chose to stay at the farm for the entire period, day and night. There was a wonderful trust… |
Sequence 7compromise worked out nicely because it had options that helped feed our individual needs. Everyone in the group was very… |
Sequence 8that we would all have to respect each other immensely, and look after each others' feelings and needs. Many of us, on a… |
Sequence 95. How to be peaceful. I had many chances to be in the woods by myself, which I loved. 6. How to be appreciative of nature,… |
Sequence 1018. How to save water while washing my hair. We were using well water, and I couldn't waste a drop. 19. How to conjugate… |
Sequence 11Away from my house, my farm, my barn, my friends Tony and the Yoders, my bed, my fireplace, and everything else I now… |
Sequence 12PEDAGOGY OF PLACE: USING THE PREPARED ENVIRONMENT FOR THE THIRD PLANE (SOME BRIEF NOTES) by David Kahn Pedagogy of Place… |
Sequence 13its related literacy, its convergent meanings, its future possibilities. When exploring place, the adolescent examines the… |
Sequence 14l54 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 15THE PEDAGOGY OF PLACE by Pat Ludick Pedagogy of Place as presented in Pat Lu dick's article looks at pedagogy of place… |
Sequence 16of our young people. In designating the parameters of a farm as the place in which adolescents find stability and a myriad of… |
Sequence 17contemporary civilization. It is surely debilitating to the individual intellect. Mumford's remedy for the narrow, under… |
Sequence 18So now, some considerations about the particularity and peculiar- ity of place. In Thomas Moore's book, The Re-… |