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Sequence 10self-evident and emotionally satisfying, and the child is never left wondering, uwhat is the point of all this?" We… |
Sequence 10self-evident and emotionally satisfying, and the child is never left wondering, uwhat is the point of all this?" We… |
Sequence 1OF ROOTS AND WINGS by David Kahn A philosophical outlook on the parent's role in Montessm-i, educa- tion, this article… |
Sequence 7I strongly urge Montessori directors and directresses to collect com- ments by their students on Montessori education. I began… |
Sequence 21'Aquinas, T. $1<1111110 Theologica. Thinl Part (Suppl.) Q. 4!l, a.:{. Reprinted in Ci,il<l a11d Frrmily. 16… |
Sequence 1THE BOTANICAL CARDS by Mario M. Montessori This insightful article illustrates the underlying developmental principles which… |
Sequence 15Footnotes 'Maria Montessori (1948) To Educate the Human Potential 5th Edition 1973, Kalakshetra Publica- tions Press,… |
Sequence 3scale, another time computing the relative distances between the plan- ets to a scale that would fit in the classroom. The… |
Sequence 1INTRODUCING LUCIANO MAZZETTI Luciano Mazzetti Dr. uuciano Mazzetti is the president of the International Montes- sori Center… |
Sequence 9The Montessori idea is unfinished by design. Some complain that the curriculum presented in Montessori training is incomplete… |
Sequence 1RESPONSE TO GENEROUS UNDERSTANDING: KNOWING OURSELVES AND EACH OTHER by Charles Torranova I want to thank David Kahn for… |
Sequence 5Although externally her life was affected by political forces, within she remained detached as this statement indicates: Not… |
Sequence 11&location must be considered as most imponant; for as diseases in the world of bodies are extremely contagious, so, in… |
Sequence 14this principle in this way will surely make a difference in our world. In The Promulgation of Universal Peace, 'Abdu… |
Sequence 8The adolescents may choose to design the garden for community ser- vice: to beautify the city; to provide flowers to nursing… |
Sequence 10PROGRAM DESCRIPTION SAMPLER 7bese pragmattc descriptions of adolescent program components which provide an operational view… |
Sequence 1a biographical work, reads it, and shares insights on the author's style and techniques. II. Writing A Oral History 1… |
Sequence 14NAMTANEWs The Montessori Academy Is Full A new kind of summer program intended to encourage depth, The Montessori Academy… |
Sequence 2concrete, real, and relevant to the lives of young children; (5) provid- ing experiences for children that are outside of the… |
Sequence 10Teachers have to know strategies that concern their own move- ments. "The teacher should study her own movements, to… |
Sequence 2It is complex-not simply taught, but demanding continuous study and investigation of all aspects of life. It is complex… |
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 166It is complex-not simply taught, but demanding continuous study and investigation of all aspects of life. It is complex… |
Sequence 176Teachers have to know strategies that concern their own move- ments. "The teacher should study her own movements, to… |
Sequence 184concrete, real, and relevant to the lives of young children; (5) provid- ing experiences for children that are outside of the… |
Sequence 5To the Montessori "bleachers" the serving of the luncheon of milk and crackers is the most interesting part… |
Sequence 3misery as it does in prosperity, in oppression as in freedom, in war as in peace, and that he did not really know what life is… |
Sequence 12At birth-before words, language, abstract reasoning, cognitive patterning, and conceptual thinking-were images. The brain… |
Sequence 15If you're a Bell Curve thinker, you think that a quarter of the people don't even have intel- lect and most of… |
Sequence 7"potentialities which determine his development"; "there exists within this inert being a global… |
Sequence 21full control of all one's energies, which is the result of the maturation that has been reached. The Four Planes In her… |
Sequence 22ergies that are repressed lead to inferiority complexes, the weakening of personality, lack of responsibility, listlessness,… |
Sequence 32Mon te.:;sori has drawn in the middle of her chart, between the drawing above and that below, between "nature&… |
Sequence 10self-evident and emotionally satisfying, and the child is never left wondering, "What is the point of all this?&… |
Sequence 16When a child seems not to have made his best effort, the stitches are cheerfully removed and he is enthusiastically encouraged… |
Sequence 4he thinks he can go anywhere, and the urge to explore and discover his world has to be limited rather than pushed. Motivation… |
Sequence 1Introduction MARIO MONTESSORI: IN SEARCH OF A DEEPER FREEDOM A LIFE 1 S JOURNEY OF EDUCATIONAL IDEAS by David Kahn When… |
Sequence 3where we - d with t and spi• At the time, Dr. Montessori and I cer- tainly felt the inner burden of the situation. It was… |
Sequence 1A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 6For every material selected for the Practical Life area, the guide has the responsibility to know it fluently, so that all… |
Sequence 7Small Groups The exercises require skill in gath- ering and directing a small group of children in a role- play exercise… |
Sequence 8The timing is essential. If we can anticipate the need, the child feels our thoughtfulness. He is grateful for the lesson… |
Sequence 134The timing is essential. If we can anticipate the need, the child feels our thoughtfulness. He is grateful for the lesson… |
Sequence 135Small Groups The exercises require skill in gath- ering and directing a small group of children in a role- play exercise… |
Sequence 136For every material selected for the Practical Life area, the guide has the responsibility to know it fluently, so that all… |
Sequence 6Moreover, some unexpected tastes emerge from the social life of a Montessori classroom. The children come to prefer one… |
Sequence 11this idea on its head, she once commented at a gathering to honor her, "The highest honor and the deepest gratitude… |
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 4refreshes the spirit. I have used the silence game with great success with young teenagers. They still love being called and… |
Sequence 9Afterward: Extending beyond the six weeks was continued work on refining their mission statements in preparation for… |
Sequence 8Everything about the children ment clearly urges middle schools to has a history, and if the stu- transform the fundamental… |
Sequence 6have not had Montessori Our thoughts were that those children would be very carefully selected, certainly not children with… |
Sequence 4Joosten: I don't think there is a yes or a no. Is it either or? There is a blend. We can't go outside to an… |
Sequence 1The Montessori Erd- The Montessori Erdkinder, insofar as it kinder concept is far from a is a home away from home for the… |
Sequence 5For all that, I thought it must be possible to apply certain funda- mental principles of the Montessori method to secondary… |
Sequence 32from fairly affluent families who ran away from home for the thrill of becoming street musicians and earnjng a few pennies on… |
Sequence 2forty-five years prior to any of the early brain research on the potentials of children under three. So once again she was a… |
Sequence 2To go another step, citizenship is a strong investment in the life of the community. Given a voice of its own, it calls the… |
Sequence 10one's experience there. In From Childhood to Adolescence, she speaks of work with the hands and work with the mind. We… |
Sequence 12increased understanding of body language among the adolescents, body language in itself being an intriguing term. If the… |
Sequence 11texture, weight, dimension; the sequence of the function of word exercises where every new function builds upon the child… |
Sequence 15other hand, why is it that a few prisms keep their original colors? • How should we set about representing (by means of loose… |
Sequence 2A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 2MY TRIBUTE TO MARIO MONTESSORI by Camillo Grazzini Here and now I wish to give my own personal testimony to the importance… |
Sequence 38MY TRIBUTE TO MARIO MONTESSORI by Camillo Grazzini Here and now I wish to give my own personal testimony to the importance… |
Sequence 82A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 163other hand, why is it that a few prisms keep their original colors? • How should we set about representing (by means of loose… |
Sequence 4ables him to grow, teaches him to speak, and thus perfects him" (The Secret of Childhood 36). It was Betty… |
Sequence 14Bruner, Jerome. "Man: A Course of Study." Toward a Theory of Instruction. Cambridge, MA: Belknap Press, 1966… |
Sequence 18uniqueness into a richer idea of society and what we can achieve as humanity. REFERENCES The Adolescent Colloquium: Summary… |
Sequence 81. Isolating the object (such as nomenclature work or liturgical signs such as water in baptism) 2. Working exactly (setting… |
Sequence 10programs supported by experience, a long-term experience. We will establish guidelines only through a natural process that… |
Sequence 7Exercise Comparisons Documentation & Compari- son, Cultural & Ethnic Current & Historical Testing (… |
Sequence 11growth of personality, demonstrates, almost as in a splen- did revelation, the true manner in which man renders himself… |
Sequence 19EMOTIONAL INTELLIGENCE The new brain research talks about EQ as opposed to IQ. EQ does not show up on an IQ test. EQ is a… |
Sequence 6In this book we shall consider the different stages of human de- velopment and try to understand their significance with the… |
Sequence 68. Prepare yourself for the birthi11g of your child. You may want to consider taking a birthing class and think about your… |
Sequence 124. Grace and courtesy exercises to help oil the wheels of society as well as to learn the ground rules of the prepared environ… |
Sequence 13cent Springs). Schools often provide a list of local resources and referrals for evaluation. 10. Sometimes a student can be… |
Sequence 1HELPING MONTESSORI EDUCATORS REACH ALL KINDS OF MINDS by Mary Jo Dunnington Schools Attuned is one of a suite of… |
Sequence 1INCLUSION: A PREPARATION FOR LIFE by Pam Shanks Rai11tree Montessori Sc1too/ is a model that deserves front and center… |
Sequence 17Linda Davis began her Montessori work in 1971. She has an AMI Elementary diploma a11d has worked with children from ages three… |
Sequence 3ln our classical elementary curriculum, there is a lot of biology, but of course, very Ii ttle of modern biology. Modern… |
Sequence 11on gaining self-knowledge, and literature is a great tool for self- discovery. An excerpt from Sherwood Anderson's… |
Sequence 43Rota, Gian-Carlo, & Fabrizio Palombi. /11discrete Thoughts. Basel, Switzerland: Birkhauser, 2008. Steen, Lynn Arthur… |
Sequence 7knowledge and intelligence. At risk of oversimplification, our ancestors shared stories around the fire. Fire was a… |
Sequence 5to produce our own towers with nothing more than rulers, pencils, scissors, construction paper, some sguares of cardboard (for… |
Sequence 22Emphasizing what I saw that was good, I was able to give talks to these teachers, but after all these years of internal… |
Sequence 6We need to 111ake it clear to tlte children that there is so 111uclt left to discover. In this world of immediate information… |
Sequence 26Pink writes: Ultimately, [intrinsically motivated] behavior depends on three nutrients: autonomy, mastery, and purpose. [This… |
Sequence 5Historical preparation allows for great latitude, the sine qua non of which is a broad concept of the basic outline of the… |
Sequence 14Romans, and if we are, how? Or, how are we the same? This will be our topic for discussion one night. Our work will also at… |
Sequence 27Growth in our adolescent program is strong, and as it continues, we expect that within the next year or two, we will have to… |
Sequence 18Hopes and Disappoi11l111e11ts 153 Dil'i11i illius magistri of Pius XI of I 929. Moreover. it reads: ·•every education… |
Sequence 21in isolation to solve one problem), it might not be so bad to sit and think of your seminar question for an entire hour!… |
Sequence 22Schaefer, Lawrence." A Montessori Vision of Adolescence." Tl,e NAMTA Journal 18.3 (1993, Summer): 73-84.… |
Sequence 2THE STUDY OF THE EARTH AND LIVING NATURE by Jacqui Miller Apart from 1/lerely nlludi11g to tlte biologicnl sciences, Jacqui… |
Sequence 10processes of observation, comparison, reasoning, knowledge, and socialization, without overlooking emotional development. In… |
Sequence 69Montessori National Curriculum for the First Plane of Development from Birth to Six Years Personal Development, Incorporating… |