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Sequence 6254 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Using a protocol developed by the National Center for Montessori in the… |
Sequence 4AMI Journal 2017 - 2018 page 21 Thus, the apparent passivity of the infant belies the profound work in which the infant is… |
Sequence 148AMI Journal 2017 - 2018 page 21 Thus, the apparent passivity of the infant belies the profound work in which the infant is… |
Sequence 149AMI Journal 2017 - 2018 page 21 Thus, the apparent passivity of the infant belies the profound work in which the infant is… |
Sequence 418 What is the resolution? This was just the conflict that Dr. Montessori was talking about where everybody lost. Yes,… |
Sequence 6465 Bell, Mrs. Alexander Graham. (1914). What the Montessori method means to me. Freedom for the Child, !, 7-10, (3). Berger… |
Sequence 111112 ( 1). Montessori' s reception in Rome. (1914). Freedom for the Child, l, 14, (1). Montessori in Vienna:… |
Sequence 170172 Gans, Ruth (1979). Consultation: A rationale for the total school approach. 30-32, (3). The Constructive Triangle… |
Sequence 74'Aquinas, T. $1<1111110 Theologica. Thinl Part (Suppl.) Q. 4!l, a.:{. Reprinted in Ci,il<l a11d Frrmily. 16… |
Sequence 124a biographical work, reads it, and shares insights on the author's style and techniques. II. Writing A Oral History 1… |
Sequence 151for teenagers to be rude? Is it normal behavior for teenagers to use tasteless language? Is it normal behavior for teenagers… |
Sequence 224When a child seems not to have made his best effort, the stitches are cheerfully removed and he is enthusiastically encouraged… |
Sequence 379Grace and Courtesy-A Human Responsibility July 23-26. 1998 Oak Brook, Illinois Dedicated to Mario Montessori Conference… |
Sequence 138A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 111For every material selected for the Practical Life area, the guide has the responsibility to know it fluently, so that all… |
Sequence 112Small Groups The exercises require skill in gath- ering and directing a small group of children in a role- play exercise… |
Sequence 113The timing is essential. If we can anticipate the need, the child feels our thoughtfulness. He is grateful for the lesson… |
Sequence 35Moreover, some unexpected tastes emerge from the social life of a Montessori classroom. The children come to prefer one… |
Sequence 51It 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 66refreshes the spirit. I have used the silence game with great success with young teenagers. They still love being called and… |
Sequence 121To go another step, citizenship is a strong investment in the life of the community. Given a voice of its own, it calls the… |
Sequence 129one's experience there. In From Childhood to Adolescence, she speaks of work with the hands and work with the mind. We… |
Sequence 131increased understanding of body language among the adolescents, body language in itself being an intriguing term. If the… |
Sequence 76texture, weight, dimension; the sequence of the function of word exercises where every new function builds upon the child… |
Sequence 99other hand, why is it that a few prisms keep their original colors? • How should we set about representing (by means of loose… |
Sequence 180A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 224MY TRIBUTE TO MARIO MONTESSORI by Camillo Grazzini Here and now I wish to give my own personal testimony to the importance… |
Sequence 158Bruner, Jerome. "Man: A Course of Study." Toward a Theory of Instruction. Cambridge, MA: Belknap Press, 1966… |
Sequence 132uniqueness into a richer idea of society and what we can achieve as humanity. REFERENCES The Adolescent Colloquium: Summary… |
Sequence 1581. Isolating the object (such as nomenclature work or liturgical signs such as water in baptism) 2. Working exactly (setting… |
Sequence 74programs supported by experience, a long-term experience. We will establish guidelines only through a natural process that… |
Sequence 322Exercise Comparisons Documentation & Compari- son, Cultural & Ethnic Current & Historical Testing (… |
Sequence 336growth of personality, demonstrates, almost as in a splen- did revelation, the true manner in which man renders himself… |
Sequence 24EMOTIONAL 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 1574. Grace and courtesy exercises to help oil the wheels of society as well as to learn the ground rules of the prepared environ… |
Sequence 409an enrollment of 250 students, ages fourteen months through fifteen years. Weare the first LEED, (green) school in Texas and… |
Sequence 167Hopes and Disappoi11l111e11ts 153 Dil'i11i illius magistri of Pius XI of I 929. Moreover. it reads: ·•every education… |
Sequence 219in isolation to solve one problem), it might not be so bad to sit and think of your seminar question for an entire hour!… |
Sequence 220Schaefer, Lawrence." A Montessori Vision of Adolescence." Tl,e NAMTA Journal 18.3 (1993, Summer): 73-84.… |
Sequence 75Montessori National Curriculum for the First Plane of Development from Birth to Six Years Personal Development, Incorporating… |
Sequence 231Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years Personal Development, Health and… |
Sequence 8676 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 to understand that this environment had to be made up of three parts:… |
Sequence 137127 Stephenson • Cosmic Education will remain unchanged during all the stages: the child must be furnished at all times with… |
Sequence 197191 Andrews • Joyful Engagement is to look smart, they avoid risks that might lead to failure. Her re- search shows that… |
Sequence 198192 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Grace and Courtesy lessons offer children the opportunity to learn and… |
Sequence 216210 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Conversely, The effort put into work, study and learning is the result… |
Sequence 8276 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 It was also obvious that all of our parents from across the city were… |
Sequence 5The ArT of MonTessori GrAce And courTesy Social coheSion, Grace, and courteSy: an editorial ..................... by Pat… |
Sequence 71 Schaefer • Social Cohesion, Grace, and Courtesy: An Editorial Social coheSion, Grace, and courteSy: an editorial by Pat… |
Sequence 93 Schaefer • Social Cohesion, Grace, and Courtesy: An Editorial What does Montessori mean by this? She actually created an… |
Sequence 115 Schaefer • Social Cohesion, Grace, and Courtesy: An Editorial as one that progresses. In figure 2 below, her illustration… |
Sequence 137 Schaefer • Social Cohesion, Grace, and Courtesy: An Editorial of the conscience of the individual, which develops through… |
Sequence 159 Schaefer • Social Cohesion, Grace, and Courtesy: An Editorial |
Sequence 1711 Ludick • Grace and Courtesy Across the Planes of Development Grace and courteSy acroSS the PlaneS of develoPment by Pat… |
Sequence 1913 Ludick • Grace and Courtesy Across the Planes of Development a larger view of seeing life (the window), but then to… |
Sequence 2115 Ludick • Grace and Courtesy Across the Planes of Development process is often connected with the goodness and interaction… |
Sequence 2317 Ludick • Grace and Courtesy Across the Planes of Development the work of the will, deepest respect, and consideration,… |
Sequence 2519 Ludick • Grace and Courtesy Across the Planes of Development in shared conversation. He shook his head, still in disbelief… |
Sequence 2721 Ludick • Grace and Courtesy Across the Planes of Development what does that feel like and what happens when things fall… |
Sequence 2822 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Now with a lens on grace (the respect for oneself) and courtesy (that… |
Sequence 2923 Ludick • Grace and Courtesy Across the Planes of Development As she experiences life in the toddler program and in the… |
Sequence 3024 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 During the second stage, language becomes the language of discovery and… |
Sequence 3125 Ludick • Grace and Courtesy Across the Planes of Development We must trust the work of these constructive stages of life.… |
Sequence 3327 Ludick • Grace and Courtesy Across the Planes of Development be able to respond to another ’s needs with genuine devotion… |
Sequence 3529 Ludick • Grace and Courtesy Across the Planes of Development and body language and movements that reflect respect and love… |
Sequence 3731 Ludick • Grace and Courtesy Across the Planes of Development |
Sequence 3933 Schaefer • Grace and Courtesy and Beyond Grace and courteSy and Beyond by Pat Schaefer Taking up the cause of grace and… |
Sequence 5347 Schaefer • Grace and Courtesy and Beyond contributing the civility of a citizen who cares, is empathetic, and effective.… |
Sequence 5751 Soholt • Living Grace and Courtesy in the Primary livinG Grace and courteSy in the Primary by Polli Soholt Polli Soholt… |
Sequence 6054 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 who has not yet revealed himself to us. This steady faith aids us in our… |
Sequence 6256 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 to do the skill. This results in the children giving these presenta-… |
Sequence 7569 Bettmann • Nurturing the Respectful Community through Practical Life Grace and Courtesy This area is a direct response to… |
Sequence 7973 Bettmann • Nurturing the Respectful Community through Practical Life A model child included is helpful. Sometimes this is… |
Sequence 8983 Huneke-Stone • Grace and Courtesy in the Elementary Community Grace and courteSy in the elementary community by Elise… |
Sequence 9185 Huneke-Stone • Grace and Courtesy in the Elementary Community Society is a word that comes from the Latin root for… |
Sequence 9387 Huneke-Stone • Grace and Courtesy in the Elementary Community In his book, Matthew Lieberman talks about what he calls the… |
Sequence 9589 Huneke-Stone • Grace and Courtesy in the Elementary Community observe them effectively and guide them so that we can… |
Sequence 9791 Huneke-Stone • Grace and Courtesy in the Elementary Community our turn? What if people didn’t do their jobs at the end of… |
Sequence 9993 Huneke-Stone • Grace and Courtesy in the Elementary Community In my experience, adults can have a blind spot about the… |
Sequence 10094 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Hero Worship Because of this characteristic, it’s useful for elementary… |
Sequence 10195 Huneke-Stone • Grace and Courtesy in the Elementary Community doubt that elementary children form bonds with animals, and… |
Sequence 10296 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Moral Development: Strong Interest in Fairness, Justice, and Rules… |
Sequence 10397 Huneke-Stone • Grace and Courtesy in the Elementary Community Puritans by Kai T. Erikson: “The main argument of Wayward… |
Sequence 10599 Huneke-Stone • Grace and Courtesy in the Elementary Community well-being of this classroom, and this universe, is… |
Sequence 106100 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Grazzini, Camillo. “Characteristics of the Child in the Elementary… |
Sequence 107101 Huneke-Stone • Grace and Courtesy in the Elementary Community |
Sequence 109103 Schaefer • History and Civility hiStory and civility by Larry Schaefer Larry Schaefer’s history of civility is a… |
Sequence 119113 Sackett • Grace and Courtesy: Empowering Children, Liberating Adults Grace and courteSy: emPowerinG children,… |
Sequence 122116 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 in society in a manner based upon respect, dignity, and grace. But to… |
Sequence 123117 Sackett • Grace and Courtesy: Empowering Children, Liberating Adults wards any particular age or type of child. Rather… |
Sequence 130124 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 of modern culture? More importantly, how are respect, dignity, and grace… |
Sequence 135129 Andrews • Parents as Partners ParentS aS PartnerS: creatinG a culture of reSPect and collaBoration with ParentS by… |
Sequence 145139 Cobb • Grace and Courtesy for the Whole School Grace and courteSy for the whole School by Mary Lou Cobb Mary Lou Cobb… |
Sequence 146140 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 When children can learn to move with grace, they develop confidence and… |
Sequence 148142 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 The Cobb School has a sister school in Bhutan, which is a small kingdom… |
Sequence 155149 Cobb • Grace and Courtesy for the Whole School Case Study 5 The board of trustees or board of education comes to the… |
Sequence 182177 Rogers • Stumble into Grace this “vital force” the “horme” and said that it was the source of en- ergy and joy in… |
Sequence 183178 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 aTTenTion Our oldest son was not yet walking when we first took him to… |
Sequence 184179 Rogers • Stumble into Grace who compared grace to a kiss because he had experienced it as a passion. Those who have been… |
Sequence 185180 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 GRaCe The “I” of this writing is of course not me. It could be anyone.… |