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Sequence 3She herself used this metaphor of a weaving, but she began her understanding with the metaphor of an embryo. It was once said… |
Sequence 4ables him to grow, teaches him to speak, and thus perfects him" (The Secret of Childhood 36). It was Betty… |
Sequence 5(Creating cohesion by stnlimenl with th~ads of developed WlLL) • individual • personal • parallel (by age 6 or 7) (… |
Sequence 6The key that again opened my spiritual vision quest here was the role of "calling" within me, the teacher (… |
Sequence 7It was again the children themselves who have led us on in the work for adolescents. Clearly, they deserved an environment… |
Sequence 8I am reminded of Stephen Covey's four human needs: to live, to love, to learn, and to leave a legacy. Certainly, our… |
Sequence 9So it is that my husband and I continue our vision quest, grateful for the gift of that vision from our trainers Betty… |
Sequence 10be recognized for who they really are, for the power they possess. We will work on relationships, first with one another, for… |
Sequence 1Annette M. Haines 54 The NAMTA Journal • Vol. 29, No. 2 • Spring 2004 |
Sequence 2PSYCHO-GRAMMAR: MONTESSORI'S REFLECTIONS ON GRAMMAR AND PSYCHIC DEVELOPMENT by Annette M. Haines Dr. Haines' rich… |
Sequence 3search for psycho grammar gets the NAMT A website advertising Annette Haines. So I guess I'm the only one talking about… |
Sequence 4words and phrases to create a, hopefully, well-formed and meaningful string of words. Grammar is like a foreign language for… |
Sequence 5It was Montessori's genius to understand that our psyche or mind develops after birth. Psychic development, she said, is… |
Sequence 6The infant absorbs the human language around her-words, phrases, and sentences. She is attracted to language; we could say she… |
Sequence 7A sub-region of the amygdala, the central nucleus, has connections with brain stem areas involved in the control of heart rate… |
Sequence 8linguistics, "the induction of latent [language] structure ... is more reminiscent of the biological development of… |
Sequence 9"Mamie, what is Anna saying?" "She's telling you she cut celery at school." I said… |
Sequence 10before six, we still have what Montessori called "explo- sions." But now they are "ex- plosions… |
Sequence 11Now there is another part to the lesson. We mix up the order of the words. "The cow spotted." "The… |
Sequence 12the child's natural sensitivity has not been interfered with, Montessori says, he absorbs written language "in… |
Sequence 13nouns, etc. Even though the child is exploring with his reasoning mind, we also realize that the six- to twelve-year-old is… |
Sequence 14So it's still not grammar, at least not the way it is thought of traditionally in schools. We are interesting the child… |
Sequence 15But grammar is a natural and enjoyable exploration if given at the right age. Even if you have a barrier against grammar… |
Sequence 16Montessori, Maria. The Montessori Elementary Material. 1916. Trans. Florence Simmonds. Madras, India: Kalakshetra, 1965. Vol… |
Sequence 1Muriel Dwyer 70 The NAMTA Journal • Vol. 29, No. 2 • Spring 2004 |
Sequence 2A PATH FOR THE EXPLORATION OF WRITING AND READING by Muriel Dwyer Connecting the Montessori idea of exploration and… |
Sequence 3really mean? The dictionary says to explore is to search through with a view to making a discovery, to look into all parts of… |
Sequence 4must be practical, which means that we must go back to the beginnfog of life. Why am I speaking of this? How does it affect… |
Sequence 5I am sure you have all heard of the sensorial games. What is their purpose? It is sad that one so seldom sees them in action.… |
Sequence 6If you agree that the work of the directress is to prepare for and put the child in contact with the environment, how do we… |
Sequence 7and size? I'm sure, from what I know about stones, that they're not uniform in color, and what about the surfaces of… |
Sequence 8vocabulary. That is why it is so often said that the child who comes from a cultured home has a head start, for by the time he… |
Sequence 9• Gaining the assurance to share news: You know your little groups of sharing news are very important. It's not always… |
Sequence 10children-that would be tragic. The oral tradition is fundamental and ongoing, both in news and stories and in poems. The… |
Sequence 11each of the sounds that we use when we speak has a picture of itself, just like the photograph we can have of ourselves. In so… |
Sequence 12What you have to remember is that when the children start work- ing with the moveable alphabet and can put out the pictures of… |
Sequence 13It's always the same steps. You help the children to discover. Then one day-and it's different with every child-… |
Sequence 14Now, you know that we usually have two object boxes: One is totally phonetic, like dog or hat, and one contains sounds that… |
Sequence 15have time for questions. But you'll find all the stages in the booklet. Still, the last stage is not to be forgotten-… |
Sequence 16make any adjustments to your language work there? Or did it follow exactly what we do here? A. Really and truly, Lilian, no,… |
Sequence 17it does depend on you. If you try to make it something formal, I do not think it will happen. You just have to either have the… |
Sequence 18have their roots from different countries, from different peoples-I mean, there in America you should have an enormous number… |
Sequence 19a correction as much as a discussion with the child about the different words. You can say, "You know, when you are… |
Sequence 20already using by playing the I Spy game, which we now call the sound game for that reason. BARBARA KAHN: I think that helps a… |
Sequence 21this is the thing, isn't it? It's just getting to know the picture of something. They know the sounds. It's… |
Sequence 22BARBARA KAHN: Here is another question about things that we wish were happening but that aren't happening: What happens… |
Sequence 23ROSALIE: I'm almost finishing a course in dyslexia. So if you'd like I will answer as well as I can for someone who… |
Sequence 24walk about blind." There was a fig tree overhanging a wall. Of course I hadn't seen it. So it is necessary to… |
Sequence 1David Kahn 94 The NAMTA Journal • Vol. 29, No. 2 • Spring 2004 |
Sequence 2MODERN MONTESSORI IN SEARCH OF A Sout: A TRIBUTE TO SOFIA CAvALLETTI by David Kahn David Kahn's tribute to Sofia… |
Sequence 3God and the child have a unique relationship, particularly before the age of six. In the context of religious formation, the… |
Sequence 4have a vital interchange with other cultures and traditions. Only if we are firmly rooted in our tradition will we be able to… |
Sequence 5One could see how little children, because of their inno- cence, can feel the need of God's presence in a purer and more… |
Sequence 6elevated to a new status in a religious context. The signs and symbols, the scripture and liturgy, the presentation of the… |
Sequence 7chapter of her book Living Liturgy, Dr. Cavalletti establishes param- eters connecting creation with Cosmic Education: The… |
Sequence 8In the worship of God, we bring our whole lives with us, even that activity in which we use and enjoy the goods of this world… |
Sequence 9can provide an alternative to modern uncertainty. So the Montessori movement depends on a faith tradition not only to augment… |
Sequence 10that exceeds us. Maybe the particulaxity of wonder is that we find activity and contemplation inseparably blended within it… |
Sequence 11Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Church.… |
Sequence 1Sofia Cavalletti Margaret Stephenson 106 The NAMTA Journal • Vol. 29, No. 2 • Spring 2004 |
Sequence 2EXTENSIO ANIMAE AD MAGNA by Elizabeth Wymer and Keith Boehme Elizabeth Wymer and Keith Boehme explain the philosophy of two… |
Sequence 3purpose of education is to make known the 'workings' of reality so that the person can enter into and live it. This… |
Sequence 4Cosmic unity is written in reality as a deep, pre-existing entity awaiting recognition, along with the work of human hands,… |
Sequence 5literally means "to indicate or point out something," as when one indicates an object by pointing a finger… |
Sequence 6based on the same objectives as found on the proficiency tests, and each school was evaluated in a number of areas, including… |
Sequence 7nine to twelve) teachers of our school. The results showed that the teachers felt that the Ohio Proficiency Tests, and thus… |
Sequence 812. Group dynamics had changed; more large group oriented vs. small group and individually initiated projects were now… |
Sequence 919. The proficiency curriculum was random and outside a setting of history. There was no place for children to hang their… |
Sequence 1027. It reduced thinking skills from broad-patterned to domain- specific thinking. 28. It placed our school in a… |
Sequence 11The standards-based model is characterized by standards and consequent curriculum developed by committees overseen by state… |
Sequence 12nation. The lessons are to entice and inflame the interest of the child. The Montessori program at our school was initially… |
Sequence 13presented with items of knowledge because we think they have to understand it and to learn it. (77) For over ten years in our… |
Sequence 14Montessori curriclum with state and local standards to give the Montessori program credibility in the eyes of state and local… |
Sequence 15exposition or actually distorting the content's nature" (Cavalletti, "Characteristics" 26 ).14… |
Sequence 16REFERENCES American Federation of Teachers. "Making Standards Matter, 2001." American Educator 25.4 (2001,… |
Sequence 17North Avondale Montessori Elementary School 2003 School Report Card. Columbus: Ohio Department of Education, 2003. Sixth-… |
Sequence 1Molly O'Shaughnessy 124 The NAMTA Journal • Vol. 29, No. 2 • Spring 2004 |
Sequence 2DEVELOPING CHARACTER, WILL, AND SPIRIT by Molly O'Shaughnessy Molly O'Shaughnessy's essay explores character… |
Sequence 3that he or she has the necessary capabilities to function, thrive, and contribute to the community? Can education "… |
Sequence 4making it increasingly difficult to find nourishment for the hungers of the heart" (Foreword to Kessler, The Soul of… |
Sequence 5told" (Kohn paragraph 5). Extrinsic inducements are used as a way to "instill values," rather than… |
Sequence 6well as the life of the community. Even worse, she may not be able to function effectively in her day-to-day activities and… |
Sequence 7The end result of an ill-prepared environment, lacking in compas- sion and understanding, is a deviated human being-a human… |
Sequence 8young. But once the baby is grown, this love disappears-the grown animal goes off on his own in the world. In human life, we… |
Sequence 9What constitutes a suitable environment? Although the specific needs vary according to the period of the child's… |
Sequence 10says, "his character is changed. It is as though he had taken off a mask" (Education for a New World 121).… |
Sequence 11inely spiritual life by working. The real natuxe of the human being is exposed through work-what Montessori called normality.… |
Sequence 12The intellectual clarity achieved regarding specific aspects of culture is one result of deep engagement. The child also… |
Sequence 13Obedience is not merely compliance. Forced obedience is not the same as true obedience. If we make the child behave by fear,… |
Sequence 14That expressed patience is an act of the will. When the child persists for a long time with an activity-that is an act of the… |
Sequence 15We cannot instruct the will. We cannot help the will to develop by instruction-by demanding it to develop. The will evolves… |
Sequence 16side by side with the adult in the kitchen or the garden; this is a very special kind of companionship. WHEN THE W1u Is… |
Sequence 17towards self discipline. The adult's conscious or unconscious infiltra- tion of his personality into the child's… |
Sequence 18Stephen Covey shares a true story to further illustrate this point. A man got on a train to go to work. He observed another… |
Sequence 19Concentration and repetition leading to integration of the personality are rarely seen under these circumstances.… |
Sequence 20Abandonment comes in many forms, but is often camouflaged under the guise of freedom. Even as trained Montessorians we can… |
Sequence 21capabilities and keeping children in an unnecessary state of depen- dency. He points out that until recently "people… |
Sequence 22of them, prevent them from growth, and rob them of the necessary tools to face adversity in their life. According to John and… |
Sequence 23of the brain's plasticity, "our brain literally changes its organization and functioning to accommodate the… |
Sequence 24For many children, the only uninterrupted time is in the Montessori environment. Paul Fleischman sums it up in his book… |