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Sequence 5instructional activities that will help children develop the learning-to- learn skills and behaviors associated with school… |
Sequence 4till we came to something that stopped us. The air does just this. It falls into every hole in the ground, filling it right up… |
Sequence 18was from 8:30 A.M. to 1:30 P.M. There were 25 children in a class with a teacher, an aide, and two parent-aides who alternated… |
Sequence 7Time duration of interactions was significantly different between the two schools. Montessori children interacted longer times… |
Sequence 3forward to a big future at Syracuse University. ot to mention along the way I've found a great boyfriend and earned… |
Sequence 5helping students to be total human beings is a more important aim of education. Too many specialists can have only minimal… |
Sequence 7are to be expected and even desired for they contain information essential for further learning. For students to discover and… |
Sequence 8who must get well - grow in health. The farmer does many things for his plants or animals, but in the final analysis it is… |
Sequence 13Lupus is an exhausting disease, but Flannery O'Connor was none- theless to make herself into one of the great writers of… |
Sequence 10Elements of the Definition of Class Discussion I. An interchange between students, not primarily between stu- dents and… |
Sequence 7verbal; memory of mere opinions adopted on the naked authority assumed by indoctrinating teachers. The conception of the… |
Sequence 2Method of Instrumentation The sample consisted of 96 Montessori students and 48 school stu- dents, their parents and teachers… |
Sequence 2this sense to accomplish his ends in a natural way, instead of having to keep intervening to add new things. In the 17th… |
Sequence 3that Montessori used science behind her metaphors. For instance, "Child the worker" refers to the child who… |
Sequence 10complex civilizations that the Mexican philosopher and educator Jose Vasconcelos dubbed them "the cosmic race.&… |
Sequence 6...... The Montessori Birth Center served as a referral service, matching Assistants to Infancy with families desiring their… |
Sequence 2outside the school, directives from supervisors, and advice from others in similar roles. They accepted the status qua and… |
Sequence 131. Much greater range of students' instructional materials (books, tapes, films, programmed in- struction, simulations… |
Sequence 2the common experience for fashioning questions in the right way to reveal what they know, rather than just revealing… |
Sequence 12casks in terms of the adaptive actitudes and skills chat he believes every person should master, including industry, identity… |
Sequence 16must hold students to real academic standards to be ready for college and life. College faculty chink high school teachers… |
Sequence 9Each observation period required approximately two hours; at the comple- tion of each session the observer tallied the checks… |
Sequence 18The study supports the findings of Bruner, DeCharms, and others that self- motivation is part of a complex process In… |
Sequence 19The best response to the objections is to insist on telling the truth. Administrators must have the courage to face the public… |
Sequence 9exception was in one of the Montessori classrooms, where a student, described by her teacher to have a mother addicted to… |
Sequence 4after Ml), intelligence is displayed, discovered, and developed within the context of meaningful, culturally significant… |
Sequence 5in each case. The distinct processes of thinking that each goes through cannot be confused. Extending the definition of… |
Sequence 7Table 1. The Seven Intelligences and Their Core Components Logical-mathematical Linguistic Musical Spatial Bodily-… |
Sequence 8Intelligence-Fair Assessment Consider again our seven figures; this time they are gathered in a classroom. We can imagine… |
Sequence 11Standardized tests promote a "wall-chart" mentality in which the achievement of scores is more important… |
Sequence 9with her husband. She was also a vet. The students who worked with her went early in the morning to help her with the hard,… |
Sequence 1MONTESSORI: A CARING PEDAGOGY by Elizabeth Hall In this Montessori manifesto of caring, Ms. Hall puts forward the impor-… |
Sequence 9was one of the most wonderful experiences of my Ufe. I really felt as though I was living with nature, without worrying about… |
Sequence 8attention most naturally? How can I capitalize on the natural interests of the student to draw her or him ever more deeply… |
Sequence 9students the opportunity to apply ideas to their per- sonal lives first. Thus, a Socratic Practice group may be studying… |
Sequence 6school operation as a whole, maintained by a young family. Thus the Erdkinder is teeming with so many opportunities for work… |
Sequence 32University of Vermont, where they held 750 high school Latin stu- dents spellbound in a gym during a presentation at Vermont… |
Sequence 5solutions. Quality of instruction declines accordingly, and with it goes the quality of learning opportunities for students.… |
Sequence 11for the needs of reading teachers, mathematics teachers are trying to reform mathematics instruction independently of science… |
Sequence 4question of technique or skill is quite obvious and essential in this kind of practice. The next one is again a poet. I have… |
Sequence 18A: Gatekeepers usually develop historically in very funny ways. You don't know exactly who will be entitled to be a… |
Sequence 10someone will tell the story of how story forced its way into the most anti-story domain of modern science-mathematical… |
Sequence 11equations was their implication that the universe was expanding. Such a notion made no sense in Einstein's static… |
Sequence 13tion of the cosmic story, they may be entirely captured by the militaries of the planet. But I don't think so, and for a… |
Sequence 2to leave the setting of their school behind for an experience on a farm. Set on a mountain top and a tract of forest land, the… |
Sequence 15Open up to nature And enter Yet another world THE FUTURE CHALLENGE: FORMING A NEW CONSCIOUSNESS There needs to be a &… |
Sequence 2Human beings became really human when reflexive thinking and spirituality could develop from their inner potential. We have… |
Sequence 8The epic is so grand and inspiring that many layers of meaning can be discovered by the child and the childlike among us.… |
Sequence 9In the nineteenth century, geology and Darwin's theory of evolution gave us reason to believe that at least the earth… |
Sequence 28the ecological sense of our connection to the cosmos and other genera- tions of living beings. Our own personal destiny cannot… |
Sequence 21• the nature of the story (Homer, the Bible) • the nature of dialogue (Aristotle and Plato) • the history of religious… |
Sequence 4sort of artistic or aesthetic ability, a transcendent ea pa city in the gifted person. Let's reconsider that narrow… |
Sequence 9initially shown spontaneous interest, quickly lose that interest. They now realize that rewards reduce a child's desire… |
Sequence 18initially shown spontaneous interest, quickly lose that interest. They now realize that rewards reduce a child's desire… |
Sequence 45sort of artistic or aesthetic ability, a transcendent ea pa city in the gifted person. Let's reconsider that narrow… |
Sequence 78• the nature of the story (Homer, the Bible) • the nature of dialogue (Aristotle and Plato) • the history of religious… |
Sequence 11inflating was destined to die out. Down the hill of potential energy Hokhmah now rolled, unable to regain eternal potential,… |
Sequence 9Because, even with all the glory and the grandeur of those furnish- ings, the world would have been an unfilled promise, this… |
Sequence 9· "My first day of Middle School ... " • "Elementary school was the ... " · "My… |
Sequence 3National Erdkinder Consortium, a clearing house for Erdkinder devel- opment founded by Gang. Three previously unpublished… |
Sequence 7cultural history when "bigger" was "better." The tradeoff was that bigness meant… |
Sequence 4The crucial point of the whole question is the manner in which he considers the child, and this cannot depend on external… |
Sequence 1During the ride back from the hunger center, I reflected upon my encounter with poverty. When I arrived home my mother stood… |
Sequence 5The teacher takes responsibility for thirty-one percent in eighth the child's reaching each level of grade. 1 Depth is… |
Sequence 8The how it is to be done remains constant: verbalization, materials for development, point of arrival, the three-period lesson… |
Sequence 1212. We must provide concrete materials and manipulative tasks. Many students cannot master certain ideas without them. We… |
Sequence 8Everything about the children ment clearly urges middle schools to has a history, and if the stu- transform the fundamental… |
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 4Fuu-TJME STAFF David Kahn: program director, administrator, admissjons direc- tor, recruiter, publications director,… |
Sequence 8munities like Montes- sori communities are sometimes criticized for not providing enough peer choices for stu- dents to… |
Sequence 19bottom line pressures? From journalistic sensationalism or the patenting of genetic breakthroughs, some prac- tices that… |
Sequence 23pable of handling the foundations of positive psychology as content or curriculum, and to benefit directly from the teachings… |
Sequence 24A few other of Einstein's ideas about individuality have proven equally intriguing to the adolescent mind. Einstein held… |
Sequence 25Csikszentmihalyi. Himself a student in a regimented German educa- tional system, Einstein felt that the most counter-… |
Sequence 1Search for Meaning and Mihaly Csikszentmihalyi's Elements of Enjoy- ment, which describes the conditions of optimal… |
Sequence 2AN EXAMPLE OF INDIVIDUAL HUMANITIES IN ACTION Individual Humanities is similar to other studies in the humani- ties in that… |
Sequence 3hood of Albert Einstein, he recognizes some similari- ties to his own. Einstein was considered a slow stu- dent in grade… |
Sequence 5Service to the Community: The Art of Living Developing and using our individuality does not preclude serving the community.… |
Sequence 8Teachers like McMillin, who combine passion for their work with genuine concern for their stu- dents, possess the rare power… |
Sequence 10A CHALLENGE TO THE TEACHER I have spent the majority of my life as a student or teacher in some ea paci ty. Yet I have… |
Sequence 9weekend. We certainly had an interesting discussion yesterday in that little workshop on using this information in-did we ever… |
Sequence 11This work became a book, In the First Country of Places: Nature, Poetry and Childhood Memory. What I found was that it was… |
Sequence 3I began with origins. I enjoyed the etymology of the word education (from Latin educare, "to draw out"). I… |
Sequence 25detailed classroom signals, percentage variables were calculated for each student and for the Montessori and traditional… |
Sequence 26Figure 4. Students' Perceptions ofTheir Teachers and Schools • Montessori o 1hditional 2.7 Teacher Support..… |
Sequence 33Why are these results important for the Montessori middle school students? Many skeptics will look at these results and say… |
Sequence 4experience (flow) theory, but I know they had studied the thought of Maria Montessori. What I saw at each of the schools were… |
Sequence 4to this further exploration are not set by the number of different fields of learning or knowledge, but by the psychology of… |
Sequence 10does not become great until man, given the courage and strength, uses it to create. If this does not occur, the imagination… |
Sequence 111does not become great until man, given the courage and strength, uses it to create. If this does not occur, the imagination… |
Sequence 158to this further exploration are not set by the number of different fields of learning or knowledge, but by the psychology of… |
Sequence 7We, as students of Dr. Montessori's words and work, are in unique positions of leadership in the world of today, whatever… |
Sequence 3they have been grasped" (40-41). We in the Catechesis of the Good Shepherd use the canopy of Gift/Response to live… |
Sequence 23with bow drills, and researched a range of early technolo- gies such as basketry, bow and arrow, and natural dyes. Students… |
Sequence 7We had a record number of managers this year, our sixth year of operation, which is a situation we are pleased with; the… |
Sequence 12In the second unit, we explored the achievements of the Ancient and Classical periods, considering the Neolithic revolution,… |
Sequence 5neighbors, and they often had little in common with us other than physical proximity. If a child was seen by a neighbor doing… |
Sequence 6What we as Montessorians have not had as much opportunity to observe is how young adolescents are transformed when they are… |
Sequence 10adolescents wanted (loud rap music during supervised room clean- ing) and what the houseparent wanted (just about anything… |
Sequence 7(Grazzini 7). By looking to these patterns of development we can see that it is vital to understand the whole of the… |