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Sequence 1LETIING GO AND LETTING MONTESSORI, PART II: RESOLVING PARENTAL RESISTANCE TO SEPARATION FROM THEIR CHILD by Judy Shepps… |
Sequence 13limitations. Observation in the classroom environment might have yielded better data and could be supplemented by out of… |
Sequence 2poverty cycle for low socioeconomic status families is to provide a quality educational program that also focuses on parenting… |
Sequence 1Humanities HUMAMITIES AND THE ART OF INQUIRY by Edwin J. Delattre Dr. Delattre's incisive summary of the role of… |
Sequence 6Middle School Survey The theoretical midpoint on the response line for each survey item was 5.5. The mean for every survey… |
Sequence 8Carole Komgold, Director, Center for Montessori Teacher Education/NY 25 Roxbury Rd, Scarsdale, NY 10583 914-472-0038 Pamela… |
Sequence 13Participating Schools Phase 2 and Phase 3 Public Montessori Schools Carson Montessori School Brenda K. White Clissold… |
Sequence 14Nokomis Montessori School t Elnora Battle North Avondale Montessori Thomas G. Rothwell Palm Academy Sylvia Cooper Sands… |
Sequence 15Gloria Dei Virginia Varga Hershey Montessori School Michael Bagiackas Judson Montessori School Jim Judson Lake Country… |
Sequence 3Gloria Dei Virginia Varga Hershey Montessori School Michael Bagiackas Judson Montessori School Jim Judson Lake Country… |
Sequence 4Nokomis Montessori School t Elnora Battle North Avondale Montessori Thomas G. Rothwell Palm Academy Sylvia Cooper Sands… |
Sequence 5Participating Schools Phase 2 and Phase 3 Public Montessori Schools Carson Montessori School Brenda K. White Clissold… |
Sequence 10Carole Komgold, Director, Center for Montessori Teacher Education/NY 25 Roxbury Rd, Scarsdale, NY 10583 914-472-0038 Pamela… |
Sequence 1THE DEVELOPMENT OF AUTONOMY IN CHILDREN: AN EXAMINATION OF THE MONTESSORI EDUCATIONAL MODEL by Sharon Dubble Kendall, Ph.D… |
Sequence 7CURRICULUM FOR CARING Ruffing Montessori School Cleveland Heights, Ohio by Patricia Ludick Overview The Curriculum for… |
Sequence 3SCIENCE MENTOR PROJECT Ruffing Montessori School Cleveland Heights, Ohio by Jennifer Davis Massiello One nine-year-old… |
Sequence 61lis), Montessori on the Lake (Lake Forest, CA), Meadow Montessori School (Monroe, lvll), Mercy Montessori Center (Cincinnati… |
Sequence 3THE NORMALIZED SCHOOL: MONTESSORI AS A WAY OF LIFE by Mary Zeman Mary Zeman offers a definition of the "nonnalized… |
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 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 1STORY UPON STORY by Kathleen Allen Kathleen Allen demonstrates what it means to be a II storyteller of the truth."… |
Sequence 1COSMOS, HISTORY, AND THE HUMAN SPIRIT by Gerard Leonard A rare weave of classroom examples, literary allusions, and… |
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 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 13REVIEW OF THE GREAT WoRK BY THOMAS BERRY by Gerard Leonard Thomas Berry's latest book, The Great Work, is a very… |
Sequence 6in our 1998 report on the project to the AMI Peda- gogical Committee, "The goal for us this year is to… |
Sequence 11ing examples of spontaneous discipline through visiting ex- isting Montessori adolescent programs, consolidating past… |
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 15e. 1/ie .JI~ M~ ujaJUH, Schoo-/, THE FARM IN MONTESSORI ADOLESCENT HISTORY: THE FIRST YEAR by Laurie Ewert-Kroeker Laurie… |
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 18Hershey Montessori School, Coo:ord Twp., OH (Laurie Ewert-l<rockex) Adolescent Program at Salila, SWedE!II 0enn y Marie… |
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 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 3When I was in junior high school almost forty years ago, I wanted more than anything to work with children. I was inspired by… |
Sequence 1WORKING WITH p ARENTS: BUILDING THE SPIRIT THROUGH COLLABORATION by Barbara Gordon Barbara Gordon's common-sense… |
Sequence 4solving the enigma of what makes for nurturing buildings in the context of Montessori education. As a result of the Frank… |
Sequence 10Inside the classrooms, we configured the lighting and heating/ cooling ducts to accommodate an open vaulted ceiling rather… |
Sequence 4The Child, Society and the World: Unpublished Speeches and Writings This book (Clio Press) includes a lecture given by Maria… |
Sequence 7differences also by providing each elementary environment (be it six to nine or nine to twelve) with a full set of advanced… |
Sequence 3Thus the Montessori School of Bergamo offers an educational and scholastic approach that extends over a span of twelve years.… |
Sequence 2Thus the Montessori School of Bergamo offers an educational and scholastic approach that extends over a span of twelve years.… |
Sequence 143differences also by providing each elementary environment (be it six to nine or nine to twelve) with a full set of advanced… |
Sequence 146The Child, Society and the World: Unpublished Speeches and Writings This book (Clio Press) includes a lecture given by Maria… |
Sequence 4ables him to grow, teaches him to speak, and thus perfects him" (The Secret of Childhood 36). It was Betty… |
Sequence 2the din of World War II. She also taught in the poorer section of London right after the war in a wonderful school where they… |
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 2THE ADOLESCENT AND THE f AMILY: LOVE AND LIMITS by Linda Davis Linda Davis characterizes the adolescent's time in life… |
Sequence 3The infant needs an environment that offers physical protection. Not restriction, but protection. The adolescent also… |
Sequence 14small steps away from the family. The Hershey Montessori Farm School remains the single Montessori boarding institution… |
Sequence 12CULTIVATING THE MONTESSORI SPIRIT THROUGH f AMILY LIFE by Gerard Leonard Looking back at his own childhood, Gerard Leonard… |
Sequence 15Maria Montessori probably was notable to appreciate the unusual diversity of nature with the same open-mindedness with which… |
Sequence 3REPORTING ON THE "EXPERIMENTAL SCHOOL OF SOCIAL LIFE" Three land experiments were presented as social… |
Sequence 4• Ongoing care of each other. The Montessori School of Lake Forest also creates a social commu- nity by working with an… |
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 2EXTENDING THE SYLLABUS WITHOUT DISTORTION by Linda Davis Linda Davis points to the intent of the Erdkinder essays as being… |
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 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 2SOCIALIZATION THROUGH THE p ARTNERSHIP WITH PRAIRIE CROSSING by Linda Davis Highlighting the primary function of adolescent… |
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 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… |
Sequence 1HUMAN DEVELOPMENT AND THE ADOLESCENT by Ann Jordahl with an introduction by Linda Davis Parallelism of the first and third… |
Sequence 4curriculum while the twelve- to fifteen-year-olds explore the world from their own familiar place. Students at the farm… |
Sequence 18Anyone who works with adolescents knows that they have feel- ings, strong feelings, angry feelingsr loving feelings, but most… |
Sequence 4In October, 2005, NAMT A sponsored the third international Ado- lescent Colloquium, a gathering of eminent Montessori… |
Sequence 6Botanical Garden in the development of adolescent respon- siveness to the impact of urban sprawl on the natural world; • the… |
Sequence 14• Meeting local oral historians · Historical gardens • Overall regional history promotion and special events management •… |
Sequence 20:;i (1) ~ ~ ~ ~ i:: i -!'>- Iv Educational Syllabus for Erdkinder: Ages 12-15 A.Practical Considerations… |
Sequence 11the cover of two densely vegetated areas on the margins of the playground. When they were not nestled beneath birches,… |
Sequence 7So opportunities for engagement in nature need to be right outside the door and continue beyond the building. Here are some… |
Sequence 23What we have done sometimes is that we have an art teacher who just comes in and works in the class. If you do decide to have… |
Sequence 1AN EXPLORATION OF THE USE OF SENSORY INTEGRATION IN THE MONTESSORI CONTEXT by Paula Leigh-Doyle Paula Leigh-Doyle c/1ro11… |
Sequence 7Special Acknowledgements There would be no exhibit without the generous contribution and leadership of Thomas Mueller,… |
Sequence 19the Children's Houses firsthand in the years up to 1915, returning to write books and articles in support of the new… |
Sequence 21School bus of Calgary Montessori School, Calgary, Canodo, I 9 2 9 Montessori's Beginnings in Canada Alexander Graham… |
Sequence 22The First American Children's House, Tarrytown, New York, from 191 I These photographs of the Montessori school at… |