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Sequence 1TRANSITION: URBAN MONTESSORI SECONDARY TO ERDKINDER by David Kahn A survey of the current Montessori urban secondary… |
Sequence 6be able to operate successfully; these persons in conjunction with each other should form a coherent body of positive growth… |
Sequence 5A Variety of Interesting Readers for Primary and Early Elementary I Can Read Se1'ies: Harper & Row, New York.… |
Sequence 6The Cozy Book. Hoberman, Mary Ann, illustrated by Tony Chen. Viking, New York, 1982. Close Your Eyes. Man:ollo, Jean, pictw·… |
Sequence 1TRIBUTE TO LINDA PRESTON By David Kahn In Memory of LINDA SOULE PRESTON April 4, 1938 - March 20, 1988 Memorial Service… |
Sequence 2easy for him to make the bed each morning. A small Pinocchio hat rack held his pajamas and his outdoor coat. A large piece of… |
Sequence 3touching remembrance of a visit to Hiroshima. She spoke of her own dedication to peace and education and managed to dig a hole… |
Sequence 2Dependent variables in the study were the motor skill of eye-hand co-ordination, visual perception skills of figure ground and… |
Sequence 4the button of a food processor to slice vegetables in a noisy flash. The child is interested in the ritual of cutting a carrot… |
Sequence 11Sawyer so graphically lacked it. Ifwe are attentive to our own experience and that of others, ifwe have the kind of humility… |
Sequence 4personal behavior decisions are social decisions. There is an adult who helps us come to generous understanding, not by… |
Sequence 5function of the child with regard to the formation of the human personal- ity (p. 15). Oui· civilization has not yet devised… |
Sequence 10history as (long after) bipedalism, and probably after tool use and enlargement of the brain, we had many different forms of… |
Sequence 7Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
Sequence 8I have already said that the evolutionary engine ofnatw-al selection is a terrible one and, until very recently, we were as… |
Sequence 26References Goffstein, M.B. (1979). Natural history. New York. Farrar, Straus, Giroux. Goffstein, M.B. (I 984). A little… |
Sequence 19Stodolsky, S.S. & Jensen, Judith. ( I969b). Ancona Montessori research project for c11!111ral/y disadvamaged children… |
Sequence 48Stodolsky, S.S. & Jensen, Judith. ( I969b). Ancona Montessori research project for c11!111ral/y disadvamaged children… |
Sequence 3RUFFING MONTESSORI SCHOOL PEACE CURRICULUM: AN INFORMAL NARRATIVE by John Long In these excerpts from a talk presented at… |
Sequence 21References Arnold, M. B. 0984). Memory and the Brain. Hillsdale, New Jersey: Lawrence Erlbaum Associates, Publishers.… |
Sequence 9for teenagers to be rude? Is it normal behavior for teenagers to use tasteless language? Is it normal behavior for teenagers… |
Sequence 51for teenagers to be rude? Is it normal behavior for teenagers to use tasteless language? Is it normal behavior for teenagers… |
Sequence 1Do NoT BEQUEATH A SHAMBLE THE CHILD IN THE TWENTY-FIRST CENTURY: INNOCENT HOSTAGE TO MINDLESS OPPRESSION OR MESSENGER TO… |
Sequence 2system of education. It is easy to see why verbal/linguistic skills are highly valued by parents and traditional educators.… |
Sequence 3Human beings have two complex apparatus for producing speech and for hearing the spoken word. Paper, pencil, and books are… |
Sequence 31the theatrics of Laurence Davies and Bill Cook, Molly brings an old piece of cloth to her telling and she dashes back and… |
Sequence 5behave like adults. Somewhere in those four years a mature human being is supposed to emerge out of the cocoon of childhood.… |
Sequence 38And isn't more motivation what we want? If this were true, it would make perfect sense to follow the Pizza Hut executives… |
Sequence 1DIGGING DOWN DEEP: EDUCATIONAL EXPERIENCES WITH THE EARTH IN A GARDENING/FARMING CONTEXT by Emily Starr Eden Emily Eden… |
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 6the wife of two kings and later was to become the mother of two kings. For some years, Eleanor and Henry were content. They… |
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 9love." "With eternal love I love you" say the prophets of Israel (Isaiah 54:8,Jeremiah31:3). &… |
Sequence 6joy of the children at their" awkward efforts" was the impetus for the pair to do something more organized… |
Sequence 9calling them out, the shepherd going ahead of them, the sheep follow- ing. This opens the way for them to work with the… |
Sequence 4an oral language and therefore oral tradition is very important. Their principal arts and crafts are embroidery and working… |
Sequence 9The music created a feeling of life. Picture # 2: This picture is of a particle that was left and joining with a negative.… |
Sequence 2PEDAGOGY OF PLACE: BECOMING ERDKINDER THE MONTESSORI FARM SCHOOL PROGRAM DESIGN POSITION STATEMENT by David Kahn and Laurie… |
Sequence 3In the Erdkinder, the cosmic vision of the Montessori elementary years is made more conscious, more concrete. It is… |
Sequence 24REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 75REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 96In the Erdkinder, the cosmic vision of the Montessori elementary years is made more conscious, more concrete. It is… |
Sequence 97PEDAGOGY OF PLACE: BECOMING ERDKINDER THE MONTESSORI FARM SCHOOL PROGRAM DESIGN POSITION STATEMENT by David Kahn and Laurie… |
Sequence 12If you play a drum, the skin vibrates in waves. If you could get very close to it and slow things down considerably, you would… |
Sequence 15John [Wyatt] mentioned that he finds that the best ques- tion for him to ask a new apprentice is how lazy he or she is.… |
Sequence 6in our 1998 report on the project to the AMI Peda- gogical Committee, "The goal for us this year is to… |
Sequence 17REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 11ing examples of spontaneous discipline through visiting ex- isting Montessori adolescent programs, consolidating past… |
Sequence 12It is amazing how wise teenagers can be. It came as a revelation to me how sensitive they could be to and how aware they could… |
Sequence 7<lards, she has a stable air about her. She is able to be respectful of the role of adults who work side by side with… |
Sequence 5REFERENCES Suber, Martin. Between Man and Man. New York: Macmillan, 1978. Suber, Martin. I and Thou. New York: Scribner… |
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 5Secondary Literature Entries marked with an askerisk (•) are reprinted in this issue of The NAMT A Journal. Bodi, John.&… |
Sequence 7*Kahn, David. "The Kibbutz, Boys' Town, Williamsburg and the Montessori Erdkinder." NAMT A Quarterly 4.… |
Sequence 15e. 1/ie .JI~ M~ ujaJUH, Schoo-/, THE FARM IN MONTESSORI ADOLESCENT HISTORY: THE FIRST YEAR by Laurie Ewert-Kroeker Laurie… |
Sequence 5king, and he needed a queen. He needed a good queen, a queen with experience. Louis and I were separated on the first day of… |
Sequence 3OccUPATIONS AND THE FARM by Laurie Ewert-Kroeker The word occupation is a Montessori term which the Farm School has adopted… |
Sequence 7environment can assist with? By offering opportunities to function without parents-to take care of self, one another, the… |
Sequence 8munities like Montes- sori communities are sometimes criticized for not providing enough peer choices for stu- dents to… |
Sequence 17with this rebirth in Montessori geometry, I set out to design an Erdkinder approach that would incorporate the concreteness of… |
Sequence 19and basic algebra. Therefore, the next stage of mathematics must use and develop this power of abstraction. The second… |
Sequence 35involves higher-level reasoning skills to arrive at a conclusion with concrete reality serving as a kind of control of error… |
Sequence 8• Different kinds of figures · Parts of a circle • Circumference: derivation of pi • Area of a circle • Equivalence • Area… |
Sequence 19(Bergamo, Italy), the Farm School provides the basis for continuing authentic Montessori education through the end of high… |
Sequence 20farm's natural and human-made environment asan optimal environ- ment in which adolescents assume various roles that… |
Sequence 5In 1954, Sofia Cavalletti began a quest to understand the nature of the child's relationship with God, and to discover… |
Sequence 16• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 5middle, and end for five different cycles. So how does this work with the adolescent? In the beginning, the seventh-grade… |
Sequence 7When the adolescents achieve this social independence, they are ready for high school. They are insightful about new friends.… |
Sequence 10Inside the classrooms, we configured the lighting and heating/ cooling ducts to accommodate an open vaulted ceiling rather… |
Sequence 4Thus itis easy to see that the development in mathematics is not linear; it follows the different psychologies of the growing… |
Sequence 184Thus itis easy to see that the development in mathematics is not linear; it follows the different psychologies of the growing… |
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 8sense, regardless of how it turns out" (Havel 181). Optimism cannot be commanded, as Frankl observes, but hope can be… |
Sequence 20The last activity at this level is to introduce little handmade books. In this very shore time the children have acquired the… |
Sequence 7into these wild, outdoor spaces, where they will make their own discoveries. "When the child goes out,"… |
Sequence 7If our job is to aid the development of adolescents on the path to adulthood, it would seem important that our moral precepts… |
Sequence 11Montessori' sown term for this level of acceptance-this profound sense of worth and belonging-was valorization. One… |
Sequence 14Bruner, Jerome. "Man: A Course of Study." Toward a Theory of Instruction. Cambridge, MA: Belknap Press, 1966… |
Sequence 14small steps away from the family. The Hershey Montessori Farm School remains the single Montessori boarding institution… |
Sequence 1ELEMENTS OF ERDKINDER AT THE FARM SCHOOL by Laurie Ewert-Kroeker Laurie Ewert-Kroeker demonstrates the general orientation… |
Sequence 2we consider in setting up a prepared environment for the first and second planes of development. Here are some of the aspects… |
Sequence 4The restrictions and the rules that we have come up with for the running of the program are there to ensure that the triangle… |
Sequence 5adolescent, so it naturally has to be one of the fundamental elements of an adolescent program. The second element Montessori… |
Sequence 6we all need to know to understand our time, our culture, and the nature of humanity and where it's heading. Of course… |
Sequence 8practical chores makes the urban program a critical testing ground for new ideas that emerge from the land-based programs in a… |
Sequence 1Laurie Ewert-Kroeker instructs students at the Farm School 78 The NAMTA Journal • Vol. 31, No. I • Winter 2006 |
Sequence 3You see, we wanted, more than anything else, to make the work upon the land real, rather than metaphorical. We had set this as… |
Sequence 7waiting below a good rapid. We take canoes, because in canoes you have to work together. You have to call out what you see and… |
Sequence 6This basic principle of Montessori education at all levels under- scores the importance of a deep understanding of Montessori… |
Sequence 7The evaporative pond inspires chemistry; the greenhouse evokes physics. To provide structure for the adults as well as the… |
Sequence 4than the family" (69), provides opportunities for a young person to take initiative, assume responsibility, and even… |
Sequence 6What we as Montessorians have not had as much opportunity to observe is how young adolescents are transformed when they are… |
Sequence 7gram at which the students spent one day a week working on a small farm. Just when we finally admitted that we couldn't… |
Sequence 9And what happens when young adolescents are given this pre- pared environment? They have an integrity that I believe can only… |
Sequence 10adolescents wanted (loud rap music during supervised room clean- ing) and what the houseparent wanted (just about anything… |
Sequence 11of the day students as well. Though they were sometimes not the majority in terms of numbers, the boarding students were… |
Sequence 8What I often hear from our graduates, ones whom I consider "valorized," are statements like: "I… |
Sequence 4problems of one plane during a completely different plane. Thus normalization, which means a return to the path of normal… |
Sequence 7As we have seen, adolescence on that chart (Figure 1) is a divided plane but, in the case of adolescence, there is a problem I… |