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Sequence 14Montessori explains that, "The teacher must have the greatest respect for the personality of the adolescent,… |
Sequence 15Erikson, E. Identity. Youth and Crisis. (New York: Norton Press, 1968). Erikson, E. The Problem of Ego Identity, Journal of… |
Sequence 411. Were you a different person at different times in your life? 12. In what cities have you lived? 13. What was your and/or… |
Sequence 686 it probably kept happening for a long time. And whatever it was, we know that it made the boy feel very cold. One day the… |
Sequence 11love, patience, and individual bonding with the children needed to be there because the adolescent was in a sense… |
Sequence 6What about a new student? I can use the following comment from a new sixth grade girl. To me a Montessori school is a very… |
Sequence 1WHEN THE KIDS FIGHT HOW TO INTERVENE HELPFULLY By Adele Faber and Elaine Mazlish Adele Faber and Elaine Mazlish have written… |
Sequence 3weeks befol"e I found out what was happening. They finally admitted to me that they were banging on the wall between… |
Sequence 1A SELECTION OF CHILDREN'S BOOKS FOR MONTESSORIANS By Charlene S. Trochta Twenty-Five Favorites: Some New, Some Old… |
Sequence 5A Variety of Interesting Readers for Primary and Early Elementary I Can Read Se1'ies: Harper & Row, New York.… |
Sequence 11high in the history of music, but it is, as my chorus director opined, a "sweet piece." (I've made what… |
Sequence 2The same children were retested eight months later and their mean gain scores indicated a decline in impulsivity and an… |
Sequence 2School?;• and to be very much conscious of what we were trying to accomplish. The children became Montessorians. If treated… |
Sequence 7rational behaviorist thought that the small child could hide within him "spiritual germs" or "… |
Sequence 6that of the father; it is a fear of being helpless in the face of disaster- helpless to protect one's children-and again… |
Sequence 10history as (long after) bipedalism, and probably after tool use and enlargement of the brain, we had many different forms of… |
Sequence 119. Ehrlich, Paul R. The Mcu;kin.ery of Nature: The Living World Around Us - And How It Works (New York: Simon and Schuster,… |
Sequence 10Useful Sources of Professional and Children's Books American Library Association 60 East Huron Street Chicago, Illinois… |
Sequence 8I have already said that the evolutionary engine ofnatw-al selection is a terrible one and, until very recently, we were as… |
Sequence 912. Wilson, Edward 0. Biaphilia (Cambridge: Harvard University Press, 1984). 13. Dawkins, Richard. The Blind Watchmaker: Why… |
Sequence 1COAUTION OF ~ENTIAL SCHOOLS by Michael Goldman In straight-forward language, Michael Goldman challenges the conference to… |
Sequence 5oversee. I became daddy for 15 kids, something that also is built into the structure of the school. But within that advisory… |
Sequence 6I think is missing, and I chink ic' s missing on a massive scale even within some very valuable instructional methods. A… |
Sequence 11Grumet, M.R (1989). "Dinner at Abigail's: Nurturing collaboration." NEA Today, 7(6), 20-25. Livingston… |
Sequence 7There was an article by Selma Wasserman in the Phi Delta Kappan some years ago called, ''The Gifted Can't Weigh… |
Sequence 8what happens when we challenge a person who is already a problem solver to be a problem solver. We may increase doubt in that… |
Sequence 10into the depth of that information. I came across an American Indian scholar who has more information on Indians than I have… |
Sequence 8The biodynamic fann seeks to fanction as a self-sustaining, total organism comprising humans, plants, animals, water, and… |
Sequence 6of my first smokdess year I had lost the urge. And now, to tell you the truth, I find cigarette smoke positively offensive. I… |
Sequence 1610. Jerome S. Bruner, Toward a Theory of Instruction (Cambridge, Mass.: Harvard Universiry Press, 1966). I l. Alexis Carrel,… |
Sequence 26References Goffstein, M.B. (1979). Natural history. New York. Farrar, Straus, Giroux. Goffstein, M.B. (I 984). A little… |
Sequence 3by changing inner and external threats, muse be able co resist and recov- er our essential stability if disorganized. One… |
Sequence 35its implications for cross-cultural studies. In S. Modgil & C. Modgil (Eds.), .lean Piaget: Consensus and controversy… |
Sequence 37Levi-Strauss, C. (1966). The savage mind. Chicago: University of Chicago Press. Levi-Strauss, C. ( 1969). The raw and the… |
Sequence 13I remember Margaret Stephenson talking in training about the idea of total reading. She defined it as understanding the… |
Sequence 19Over the years, I have used these games with children from a broad socio-economic range, and I'm always pleased to… |
Sequence 5test tales in which you must listen and then repeat it exactly, never saying "a" when you should say &… |
Sequence 11Heidegger, M. (1966). DiScourseon Thinking. New York: Harper and Row. Hirsch, E.D. (1987). Cultural Literacy. New York:… |
Sequence 1THE GREAT STORY OF AI.ExA.NoRJA by John Wyatt, PhD Strange,~ I've been watching here, captured in the sounds and… |
Sequence 1F~I'-------------------- BREAKTHROUGH IN EvoLunoN: TowARD A PARTNERSIDP FUITJRE by Riane Eisler Jn The Chalice and… |
Sequence 17Miller, J. B. 0 976). Toward a new psychology of women. Boston: Beacon. Montagu, A. (1986, August 7). Qtd. in Woodstock Times… |
Sequence 1MOTHER-ClllID BoNDING by Joseph Chilton Pearce The Big News with the evofttlion q( mammals is the progressiue attention and… |
Sequence 21Blumenfeld, P. C., Pimrich, P. R., & Hamilton, V. L. (1986). Children's concepts of ability, effott, and conduct… |
Sequence 22prosocial motivation: A socialization study. Developmental Psychology, 25, 509-15. Glasser, \VI. (1969).… |
Sequence 4and intolerance of others-especially others who are or appear differ- ent. There are the universal put-downs, the hurtful and… |
Sequence 56and intolerance of others-especially others who are or appear differ- ent. There are the universal put-downs, the hurtful and… |
Sequence 4adolescents I work with, discussions, reflections, and lessons on the fundamental spiritual and physical needs of humans often… |
Sequence 19CONCLUSION Thus far we have looked at two intelligences and their relation- ship to the Montessori materials. We have looked… |
Sequence 7was a cognitive psychologist he was a biologist, so maybe there's something about watching growing things that makes you… |
Sequence 8infants. In fact, they do it prenatally, that's what we now know. They're not tabulae rasae; they never were tabulae… |
Sequence 13Let's take a brief look at someone else. Marian Dobbert and Betty Cooke (1987) at the University of Minnesota have taken… |
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 2We might now continue our conversation with Montessori: "Now that you have returned to your studies, what are you… |
Sequence 11Follow the child. Trust her judgments. Inspire trust by trusting. Why does it seem so difficult? Follow the child. Find… |
Sequence 7schools. We've visited a few and they seemed good enough. Good enough, in fact, that we even put in applications… |
Sequence 13with what had become a luscious, teeming mountain of fertilizer and abundance. He looked up from a vast shovel-full, and,… |
Sequence 16story told by an Inuit woman to ethnologist Rasmussen early in this century: In the very earliest time when both people and… |
Sequence 35Egan, K. (1987). Literacy and the oral foundations of educa- tion. Harvard Educational Review, 57, 445-472. Egan, K. (1989).… |
Sequence 23back, he was so embarrassed that he would lurk about in misery in our kitchen just outside the classroom. Ruthlessly, he began… |
Sequence 29inclusive community, not one that divides them in order to conquer, but one that unifies them in order to set them free. I… |
Sequence 2because I was born outside of there. One of my cousins who was there sent me a picture of the entrance gate to the school of… |
Sequence 23probably do it quite well, from what I can see, and that's not a problem in your type of schooling. The other thing to… |
Sequence 25made a miserable passage in the slow part of that movement." He went back to play the second part of the concert and… |
Sequence 19evolving society around us. That can be done through things like education, through the program you are doing, but also… |
Sequence 21Q: Do you think it's actually possible to directly teach people to make the optimum choice when their skill levels and… |
Sequence 1FLOW AND CREATIVITY by Mihaly Csikszentmihalyi PART 1 Thank you. Yes, it's difficult in a way to talk about creativity… |
Sequence 6becomes clear. But the point is that you can't have that insight unless you have prepared for it for a long time. And… |
Sequence 5REFERENCES Foster, R. (1978). Celebration of discipline. New York: Harper & Row. Krishnamurti, J. (1953).… |
Sequence 4adult and the children, as these expressions of the spirit pour out of their daily experiences of togetherness-their oneness… |
Sequence 5REFERENCES Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.… |
Sequence 18At least some of the teenagers in this study were demonstrating that they understood the requirements of growth. They had… |
Sequence 12is a child who in many cases has already been over-controlled- though not always. In any case, the last thing that child needs… |
Sequence 13Methods of Working with Basically, the methods that I'm putting on the other side of this ledger begin with what I'… |
Sequence 15was giving them to do and with my mistaken assumptions about learning and what a good teacher was. It took me a long time to… |
Sequence 16half her sandwich to the kid sitting next to her. This other kid just gave half her sandwich to the kid sitting next to her.… |
Sequence 19If you're getting kias to do good stuff in order to please you, With• out a sticker in sight, you have a problem. If… |
Sequence 22What's interesting to me about this logical match-up is how many classrooms I've been in where there's a… |
Sequence 34similarly ineffective because it gets nowhere near where the trouble is. It's a one-size-fits-all solution. Many of us… |
Sequence 36a different direction, to teach you everything about motivation that I know on one overhead (see Figure 3). It took me a while… |
Sequence 50BREAKING OUT OF DICHOTOMIES By the way, when you talk to parents, one of the things you have to do is have them break out of… |
Sequence 58Kohn, A. (1992) No contest: The case against competition (Rev. ed.). Boston: Houghton Mifflin. Kohn, A. (1993). Punished by… |
Sequence 10goal-oriented individual. The thirst for knowledge, the spontaneous desire to discover and explore, is supported by and… |
Sequence 3It set me on a path of discovery, I guess, because I'm attracted to people who are what I call great teachers. I usually… |
Sequence 4some of them at work and they do things that I haven't found a way to talk about yet, which tie them to Sylvia Ashton… |
Sequence 5the same elements that you see in Montessori and Sylvia Ashton Warner. For example, in all of these approaches is a deep… |
Sequence 30is because children will enjoy and live more fully and fulfill their potentials. But also because they are more likely to… |
Sequence 7What happened? What made this unique culture? I've argued, and I think I can make the argument very briefly this morning… |
Sequence 16digms of exclusion-not unlike modern America. The Hellenistic period is a wide-open period similar to our own, where money… |
Sequence 18know it today will be destroyed or saved because of the West- maybe destroyed in the rain forest and maybe destroyed in… |
Sequence 5var, and you mix the two and combine the best of human and natural possibilities. I'll give you an example of what I… |
Sequence 13Oeconomicus-that one person can take a piece of ground and do something with it and another person simply can't. Believe… |
Sequence 18have to go down to Chile to find that. The answer, then, that I am suggesting is again the material appetite-the reason why… |
Sequence 11The process of normalization is similar to what Piaget calls self- initiated activity (cited in Ginsburg & Opper). It… |
Sequence 13REFERENCES Aries, P. Centuries of Childhood. New York: Vintage, 1962. Csikszentmihalyi, M. Flow: The Psychology of Optimal… |
Sequence 23REFERENCES Alston, P., ed. The Best Interests of the Child: Reconciling Culture and Human Rights. Florence, Italy:… |
Sequence 18Montessori, Maria. Education for a New World. Thiruvanmiyur, Madras, India: Kalakshetra, 1946. Montessori, Maria. The… |
Sequence 28the ecological sense of our connection to the cosmos and other genera- tions of living beings. Our own personal destiny cannot… |
Sequence 14If you can't look him straight in the eye. He's the fellow to please, never mind all the rest, For he's with… |
Sequence 6We're overflowed with opponents Who we need to defeat. We haven't the luck A team needs to win. But I feel the… |
Sequence 9lfsomething's going to have to bend for Beth Anne, it's rhyme, not the substance of what she's trying to… |