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Sequence 5a permissive role while her mother was more demanding. She was an oldest child and could have felt upstaged by an adoption in… |
Sequence 9just intellectual ones. For example, the social relations of the school are like little prairie fires flaring up and dying… |
Sequence 18SUGGESTED BIBLIOGRAPHY Plants: Activities with leaves and seeds. Florian, Douglas. Discovering Trees. New York: Charles… |
Sequence 2watching it grow tall and straight and bring forth beautiful leaves. And then, just as it is ready to flower, someone moves it… |
Sequence 3example, discusses the propensity of the four year old to view a picture as a static picture. The child cannot make inferences… |
Sequence 10express over two thousand years later in The Art of Teaching: You must think, not what you know, but what they do not know;… |
Sequence 8Mr. C: Well, I can accept that. But I still don't think that money, power and fame are evils, as Socrates says. Mr. B: I… |
Sequence 9Ms. A: Yes, that's why oratory would fail too. Even a speech in a grand style would fail where experience and feelings… |
Sequence 6David (age 5, drawing No. 1) the day before he left the hospital, with a nasal tube still in place, draws a picture for the… |
Sequence 63. The student demonstrates automatic execution of the skill. E.g: Can you tell me how "0 Come Little Children&… |
Sequence 3Kahn: So you prepared your albums during that second period. Gunawardena: No, we did that with Dr. Montessori. I had to make… |
Sequence 7with Montessori. As you made what Montessori calls the levels of ascent as you go and work through the years, what discovery… |
Sequence 9cannot produce children because first you have to reach maturity. If you attempt to do something that a mature person does,… |
Sequence 4What makes the Montessori curriculwn work are: its long history of implementation, its focus on giving the keys (process) to… |
Sequence 13References Brown, Rexford. (1989a). 'Testing and thoughtfulness." Education Leader- ship, 46 (7), 31-33. Brown… |
Sequence 5new insights or beliefs rather than the other way around, although learning styles differ for people. The brute sanity… |
Sequence 2she and her students would look better. This has not achieved a meaningful improvement in instruction or achievement. Those… |
Sequence 5TB. It's an awakening experience that children have when they are very young. When you see animals and young humans, they… |
Sequence 20viduals and social organizations to deal with complexity and change in ways which are both adaptive and creative. The emerging… |
Sequence 21Kahn, David. (1990). Implementing Montessori education in the public sector. Cleveland Heights, Ohio. North American… |
Sequence 20Bruner, Jerome S. ( 1971 ). The relevance of education. New York, NY: W.W. Norton & Company. Chadwick, Bruce A; Bahr… |
Sequence 12movements at all times, not just at school. We learned to notice small details, and we learned to give great lessons. We… |
Sequence 5The ways in which conflicts are resolved within a classroom are impor- tant, too; invariably conflicts come up. It's… |
Sequence 9References Carnegie Council on Adolescent Development (1989). Tuming points: Preparing American youth for the twenty-first… |
Sequence 13the circle of misbehavior and punishment. Soon 1he parents complain that their child has been much more naughty since he… |
Sequence 8The capacity to heighten significance and enlarge meaning by thinking about events "romantically" can be… |
Sequence 4of the word, in the sense of Socrates and Plato, the master or majenta who recognizes that in every child and perhaps in every… |
Sequence 2SURVEY OF MONTESSORI ADOLESCENT PROGRAMS: INTERPRETIVE COMMENTARY by John Long Introduction Let me Lell a personal story… |
Sequence 17within the student as we survey the "universe of literature." There it all is, before her, everything that… |
Sequence 95within the student as we survey the "universe of literature." There it all is, before her, everything that… |
Sequence 7was a cognitive psychologist he was a biologist, so maybe there's something about watching growing things that makes you… |
Sequence 11another person until they got to be seven years old. That's called decentering. You start out egocentric so that you… |
Sequence 4These graces have every opportunity to be exercised and imple- mented because the children are free to act, free to choose,… |
Sequence 12duplicating famous experiments of history and others being the inventions of the students themselves. They seem to be going… |
Sequence 10By reframing Montessori's principles of human development in light of the whole school's development, we can move… |
Sequence 26I looked into their warm eyes, the amount of emotions was astonishing, but more than love or sorrow or hunger I saw greed. I… |
Sequence 9One other characteristic that's very important is that when people get really involved in something that turns out to be… |
Sequence 11something, you're probably going to slow down compared to the others. If you are climbing a mountain and you start… |
Sequence 23probably do it quite well, from what I can see, and that's not a problem in your type of schooling. The other thing to… |
Sequence 5Phases of the Creative Process In fact, as you probably know, the creative process is usually seen as made up of four phases… |
Sequence 1A MONTESSORI JOURNEY OF SELF by Eduardo J. Cuevas Eduardo Cuevas' luncheon talk explores the experimental nature of… |
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 37two years old; her lips still move when she reads, but we're OK with that. My two-year-old is doing what two-year-olds do… |
Sequence 47approve of what you've done. You've met my standards." What you're doing is merely helping her experi… |
Sequence 48We do it with infant rooms. "Good clapping!" Please. Fortu- nately, at the infant level they're too… |
Sequence 50BREAKING OUT OF DICHOTOMIES By the way, when you talk to parents, one of the things you have to do is have them break out of… |
Sequence 22For instance, let me just give one little piece of data from this study. One is that we asked these children, whenever the… |
Sequence 29good because they didn't have the interest. So if the parents just provide routine opportunities without knowing what… |
Sequence 3He said, "This is just terrible." I said, "Yeah, democracy can be a terrible thing." He… |
Sequence 10I said, "That's just a law. It's a canon. You can't escape it. It's always going to be true.… |
Sequence 16the spectrum. On the small end-20- and 30- and 40-acre farms-we see a person who inherits a farm and finds out that if raisins… |
Sequence 26that's been traditionally called the family farm, because those people will not be living on that land. They won't… |
Sequence 3story, is clearly touched by the Montessori ideas-whether they have ever heard ofMaria"Montessori or not, whether or… |
Sequence 11is necessary to consider not only the active occupations but the need for solitude and quiet, which are essential for the… |
Sequence 12ongoing relationship between humans and the land, told in relation to our own unfolding story on the farm, could be a… |
Sequence 15Open up to nature And enter Yet another world THE FUTURE CHALLENGE: FORMING A NEW CONSCIOUSNESS There needs to be a &… |
Sequence 7At the beginning we reacted with some fatigue, because it was hard to see that themes that had been studied with great care,… |
Sequence 7nation, she rejects Froebel's way of doing so on the basis of fantasy because, as she says, it forces the child to &… |
Sequence 6Here is a Universe Story written by eleven-year-old David: It all started when I was naught but sixteen-googolplex years old… |
Sequence 22Tire Earthworm. Haughley, Suffolk: The Soil Association, n.d. Fil kin, David. Stephen Hawking's Universe. New York: Basic… |
Sequence 2THE CASADEI BAMBINI: A PERSONAL PILGRIMAGE by Marianne Moore Marianne Moore's eloquent characterization of the… |
Sequence 6Watching a three-year-old repeating a difficult-for him or her- exercise over and over again, the student observer sees… |
Sequence 10something like $3,000 between them that year. Later, in her own center in California, Stela helped to train as trainers such… |
Sequence 5Aida Cretu, new AMI diploma holder, and Mihaela Fulga, Inspector for the region's five hundred kindergartens and also a… |
Sequence 24Return to the basics-focus on what is ultimately important in life. We must learn to use our senses again. Reclaim the gifts… |
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 2MONTESSORI AND EARLY CHILDHOOD EDUCATION: A CONTEMPORARY PERSPECTIVE by Annette Haines A survey of constructivism and… |
Sequence 10to understand others' points of view and sees diversity as a strength to be tapped. 7. Without the commitment of both… |
Sequence 2to understand others' points of view and sees diversity as a strength to be tapped. 7. Without the commitment of both… |
Sequence 25MONTESSORI AND EARLY CHILDHOOD EDUCATION: A CONTEMPORARY PERSPECTIVE by Annette Haines A survey of constructivism and… |
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 100Return to the basics-focus on what is ultimately important in life. We must learn to use our senses again. Reclaim the gifts… |
Sequence 174Aida Cretu, new AMI diploma holder, and Mihaela Fulga, Inspector for the region's five hundred kindergartens and also a… |
Sequence 183something like $3,000 between them that year. Later, in her own center in California, Stela helped to train as trainers such… |
Sequence 187Watching a three-year-old repeating a difficult-for him or her- exercise over and over again, the student observer sees… |
Sequence 191THE CASADEI BAMBINI: A PERSONAL PILGRIMAGE by Marianne Moore Marianne Moore's eloquent characterization of the… |
Sequence 10we want to cultivate, that we want to understand better so that we can implement them better. Of course, my own contribution… |
Sequence 11climber: Mountain climbers don't climb in order to get to the top of the mountain. The top of the mountain is the goal… |
Sequence 22Q: Do you think that a child absorbed in a video game is in Flow? A: Yes, they can be in Flow, and usually they stay in Flow… |
Sequence 12<lures, and plans. She guides, but does not control, the school's development. • The administrator leads by… |
Sequence 22Radke-Yarrow, Marian, Carolyn Zahn-Waxler, & Michael Chapman. "Children's Prosocial Dispositions and… |
Sequence 8Thanks to Charlene Trochta, Charlotte Kovach Shea, Carol Alver, Sanford Jones; thanks to David Kahn and everyone else who… |
Sequence 3PROTOTYPE YEAR J (HUMANJTIES IN DIRECT CONTACT WITH FARM OCCUPATIONS) SClENCE/ MATH HUMANITIES FARM COMMUNITY Montessori… |
Sequence 5PROTOTYPE YEAR J (HUMANITIES IN DIRECT CONTACT WITH FARM OCCUPATIONS) Architectural Principles in Buildings and Bridges… |
Sequence 12Another way of thinking about this relationship is to consider the individual self as the small self, related to the Earth or… |
Sequence 11There are other reasons as well with preemies-they're sort of being bombarded by stimuli they're not ready for-but… |
Sequence 13carbon monoxide. All of those things actually lead to about a half pound reduction in birth weight. Brain size is proportional… |
Sequence 38classroom too, to try to keep the background noises down. Certainly there's no need for background music, in my opinion,… |
Sequence 39Phonemes are individual speech sounds. There are forty pho- nemes in the English language. I don't know exactly the… |
Sequence 4long endure. We are met on a great battlefield of that war .... We here highly resolve that these dead shall not have died… |
Sequence 3The difference between humans and other animals is not a quantitative difference- it's not that we are a little bit… |
Sequence 7• "The thing I most enjoy about our workshop groups is how much freedom we have. We don't usually get assigned… |
Sequence 1THE UNFOLDING DRAMA OF THE MONTESSORI ADOLESCENT IN AMERICA by David Kahn ACT ONE: IN THE BEGINNING Since the late 1970s,… |
Sequence 5REFERENCES Suber, Martin. Between Man and Man. New York: Macmillan, 1978. Suber, Martin. I and Thou. New York: Scribner… |
Sequence 2experiment two or three times. And then do the same with the next three years, the senior high, fifteen through eighteen.… |
Sequence 5Secondary Literature Entries marked with an askerisk (•) are reprinted in this issue of The NAMT A Journal. Bodi, John.&… |
Sequence 6Epstein, Paul. A Montessori Program for the 7th and 8th Grade. Pamphlet. Glenndale, MD: CEkos, a Foundation for Edu- cation,… |
Sequence 7*Kahn, David. "The Kibbutz, Boys' Town, Williamsburg and the Montessori Erdkinder." NAMT A Quarterly 4.… |