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Sequence 8prepared environment throughout all the hours that they spend in the Children's House. Surely we cannot ignore Dr.… |
Sequence 1BUILDING CORRELATIONS: COSMIC EDUCATION AND MORAL DEVELOPMENT Part One by David Kahn Looking at the classical Montessori… |
Sequence 6be able to operate successfully; these persons in conjunction with each other should form a coherent body of positive growth… |
Sequence 11"' A.M. Joosten "The Silence Lesson" in AMI Co1111111111icalio11~ 4:(19(i7) 27. "Tape… |
Sequence 1ON BUBBLES AND SUCH by C. A. Claremont Dr. Clarernont's ability to personify aspects of physics, to isolate the… |
Sequence 15Footnotes 'Maria Montessori (1948) To Educate the Human Potential 5th Edition 1973, Kalakshetra Publica- tions Press,… |
Sequence 3This study is interesting because it is the only research in the liter- ature which specifies Montessori materials by age-… |
Sequence 7rational behaviorist thought that the small child could hide within him "spiritual germs" or "… |
Sequence 5function of the child with regard to the formation of the human personal- ity (p. 15). Oui· civilization has not yet devised… |
Sequence 9language approach in which all aspects of language study support the acquisition of meaning from print and from oral… |
Sequence 7Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
Sequence 7Lillard, Paula Polk. (1972) Mant.essori a modern approach. New York: Schocken Books. Orem, R.C. (1974) Montessori her method… |
Sequence 9psychology, the first thing necessary is to renounce all former creeds and to proceed by means of the method in the search for… |
Sequence 12References Brown, Rexford G. ( 1991). Schools of thought: How the politics of litera,cy shape thinking in the classroom. San… |
Sequence 7Footnotes 1. Thomas Berry. (1988). The dream of the earth. Sierra Club, p. 206. See also: (a) Thomas Berry, "Coming… |
Sequence 8The biodynamic fann seeks to fanction as a self-sustaining, total organism comprising humans, plants, animals, water, and… |
Sequence 18References 'Abdu'l-Baha. (1982). The promul,gation of universal peace. Wilmette. Baha'{ Publishing Trust.… |
Sequence 1THE CONTRIBUTION OF MARIA MONTFSSORI by Mario M. Montessori Jr.· Mario Montessori characterizes the Montessori vision as… |
Sequence 11References Eisley, Loren. (1964). The unexpected universe. New York. Harcou re, Brace, and World, Inc. Lorenz, Konrad. (1990… |
Sequence 36Footnotes 1 • Maria Montessori, To Educate the Human Potential. Madras, India. Kalakshetra Publications, 1973, p. 4. 2 •… |
Sequence 21Kahn, David. (1990). Implementing Montessori education in the public sector. Cleveland Heights, Ohio. North American… |
Sequence 3educationalese all have a purpose. But in my estimation they represent exercises in minutiae-the kind of minutiae that… |
Sequence 24Minsky, M. 0985). The Society of Mind. New York: Simon and Schuster. Montanero, S. Q. 0991). Understanding the Human Being:… |
Sequence 16References Egan, Kieran (1992). Imagination in Teaching and Learning. Chicago: U of Chicago. Montessori, Maria (1965; first… |
Sequence 21Loeffler, Margaret H. (1980). An Investigation of the Relationship of Protowriting (Invented Spelling) and Cognitive… |
Sequence 5There are dozens of words that you can pick out to give to children. Bankrupt means someone whose bench has been broken (rupto… |
Sequence 6it. Here are the symbols for the ~ansitive and the intransitive, the infinitive, and the verb to be for auxiliary use. Of… |
Sequence 11my school like the plague one year. Do you know it? There was a youth and a well-beloved youth And he was a squire's son… |
Sequence 16Never more; Miranda Miranda Never more. Only the high peak's hoar; And Aragon a torrent at the door. No sound In… |
Sequence 2FOLK TALES, FAIRY TALES, AND HISTORY USES AND CLASSIFICATION by Francesca Claremont 'Jbe article that follows is… |
Sequence 8hadn't got. So he retired and went back to Germany. That is the scale. Of course, it is very, very important from a… |
Sequence 2CHARACTERISTICS AND NEEDS OF Anol.ESCENTS: A COMPARATIVE STIJDY compiled by John Long Almost eve,y Montessori seconda,y… |
Sequence 10References Hubbard, R.S., & B.M. Power 0993). 7be art of classroom inquiry. Portsmouth, NH: Heinemann Educational… |
Sequence 18behavior and learning such as posture and coordination, the development of directionality and laterality, and the development… |
Sequence 17You, the teacher, with your knowledge and attitudes about guiding the process of normalization, are the most important part of… |
Sequence 9and meaning in the universe is one of the ways we provide a secure environment. But we also create a context in which there is… |
Sequence 1Hopkins, L.B. (1987). Pass the poetry, please. New York: Harper Collins Children's Books. Koch, K. (1970). Wishes, lies… |
Sequence 1References Montessori, M. (1962). The discoven; of the child. Madras, India: Kalakshetra. (Original work published 1948)… |
Sequence 20Haberman, M. (1991). The pedagogy of poverty versus good teaching. Phi Delta K.appan, 73(4). Hannaford, I. (1994, Spring).… |
Sequence 60They build upon one another. Every ending is a new beginning. They must be understood as a whole-they must be correlated. They… |
Sequence 77Hopkins, L.B. (1987). Pass the poetry, please. New York: Harper Collins Children's Books. Koch, K. (1970). Wishes, lies… |
Sequence 103and meaning in the universe is one of the ways we provide a secure environment. But we also create a context in which there is… |
Sequence 112Clay, M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann. Clay, M. (1993). Reading… |
Sequence 169You, the teacher, with your knowledge and attitudes about guiding the process of normalization, are the most important part of… |
Sequence 15school takes on its final stage of maturity. Endowments emerge to build scholarships, provide for building maintenance and… |
Sequence 1CLAUDE CLAREMONT' S CONTRIBUTION TO THE HISTORY OF SCIENCE AND ENGINEERING by Harvey R. Hallenberg Claude A. Claremont… |
Sequence 2the Montessori educational community, yet he made most of his discov- eries in his own classroom working with a group of… |
Sequence 3great chasms and mighty rivers but also the trusses that support the roofs of our houses. Spanning space continues to be an… |
Sequence 4The elementary student is especially sensitive to historical context. The sense of time and duration crystallizes out of a… |
Sequence 1TRAINING THE MONTESSORI TEACHERS by Claude A. Claremont, PhD STUDIO HOUSE IN WAR-TIME "It's an ill wind that… |
Sequence 2residence for the principals (Mr. and Mrs. Claremont), garden ameni- ties including a large field or paddock, very suitable… |
Sequence 14REFERENCES Dewey, J. (1915). The school and society. Chicago: University of Chicago Press. Kramer, R. (1976). Maria… |
Sequence 12rewarded. We did trust her with our 6- to 12-year-olds. That was more of a challenge, because there is a competing model, the… |
Sequence 14bility. What is it? We do not know, but we must hasten to find out. It must be the child who reveals to us what happens during… |
Sequence 14When something is amiss in our classroom, in our school, among the parents, or within ourselves, why not take Montessori'… |
Sequence 7independence in the child's life. Dr. Sears states, "Independence is not, in itself, one of our most important… |
Sequence 9And these separate energies, finding nothing to satisfy them, give rise to innumerable combinations of wrong and deviated… |
Sequence 12importance of modelling appropriate behavior not merely for the children but for their parents as well! REFERENCES Corbett,… |
Sequence 7space is not very large, but it allows the children access to the outdoors at any time. We use this space all year long for… |
Sequence 17The days are flying by. In two days I'll be home away from this place I can freely calJ home. Away from my house, my… |
Sequence 17REFERENCES Dewey, J. (1956). The school and society (Combined edition with The child and the curriculum). Chicago: U of… |
Sequence 4learning approaches. This strong concern of the teachers points to the test's lack of balance in supporting a wide… |
Sequence 15REFERENCES Gebhardt-Seele, P. (1997). Evaluating experiences in adolescent programs. The NAMTA Journal, 22(1), 14-21.… |
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 11We will come to realize that each child has artistic potential and each child will relish the deep satisfaction derived from… |
Sequence 38Grazzini, C. (1996). The four planes of development. The NAMTA Journal, 21(2), 208-241. Kahn, D. (1997a). Normalization and… |
Sequence 1London, England MONTESSORI AND THE DEEPER FREEDOM by Mario M. Montessori and Claude A. Claremont I am inclined to think that… |
Sequence 6These sudden outbursts, which Dr. Montessori aptly terms "explo- sions," are prepared not just by growing,… |
Sequence 18The true nature is like gold-waiting underground to be discovered and brought to light. After many episodes of normalization… |
Sequence 19Montessori, Maria. The Montessori Method. Trans. A. George. 1912. New York: Schocken, 1962. Montessori, Maria. The Secret of… |
Sequence 31REFERENCES Buys Town. Dir. Norman Taurog. Perf. Spencer Tracy. MGM, 1938. Carroll-Abbing, John Patrick. A Chance to Live:… |
Sequence 10birth of new life. "The personality of the mother," she observes, "is characterized by this: with… |
Sequence 1!)~------------ THE SPIRITUAL DEVELOPMENT OF THE CHILD: KEEPING THE BALANCE by David Kahn Montessori learned from observed… |
Sequence 4center of our efforts to insure, in Gianna Gobbi's words, "healthy psychic life and [to pave] the way for human… |
Sequence 18Montessori, Maria. Education for a New World. Thiruvanmiyur, Madras, India: Kalakshetra, 1946. Montessori, Maria. The… |
Sequence 16The human is a great collaborator. And nature welcomes a gentle intervention. The trees' wounds will heal, and the maple… |
Sequence 20Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford, England: Clio, 1994. Montessori, Maria.… |
Sequence 2MONTESSORI AND Music by Elise Braun Barnett With the sense of discovery characteristic of a first-generation Mon tessorian,… |
Sequence 9hearts (131). This was in 1949. It is just as true-perhaps truer-in 1999, fifty years later! Our job as educators is to aid… |
Sequence 19REFERENCES Anderson, Walter Truett. Reality Isn't What It Used to Be: Theatrical Politics, Ready-to-Wear Religion,… |
Sequence 20Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 9Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 20Finally, and most important, Montessori demanded humility and careful clinical observation on the part of the teacher. She had… |
Sequence 25Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 24REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 25REFERENCES Montessori, Maria." Advice to Teachers." Montessori Notes [publication ofThe Montessori Society… |
Sequence 50REFERENCES Montessori, Maria." Advice to Teachers." Montessori Notes [publication ofThe Montessori Society… |
Sequence 75REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 99Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 145Finally, and most important, Montessori demanded humility and careful clinical observation on the part of the teacher. She had… |
Sequence 184Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 193Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 194REFERENCES Anderson, Walter Truett. Reality Isn't What It Used to Be: Theatrical Politics, Ready-to-Wear Religion,… |
Sequence 2POSITIVE PSYCHOLOGY: THE EMERGING PARADIGM by Mihaly Csikszentmihalyi Positive Psychology takes the focus off… |
Sequence 32• an anxious concern for life • love for people and things • emotional wellness • warm, expressive, outgoing, and optimistic… |
Sequence 34Montessori, Mario M.,Jr. Education for Human Development. NY: Schocken, 1976. Montessori, Renilde. "Human Education… |
Sequence 19[Interview with Donald Brownlee]. [Minneapolis] Star Tribune February 5, 2000. Jaynes, Julian. The Origin of Consciousness in… |
Sequence 20gogy as Applied to Child Education in "The Children's Houses." 1909. Trans. Anne E. George. New York:… |
Sequence 18with the gifts of its mission of free- dom, its colorful history of different peoples, its art and literature that tell that… |
Sequence 3Presenters at the Innovation within Limits Seminar E. Thomas Casey, registered architect, came to the Taliesin Fellowship in… |