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Sequence 3are meant to be - is only a classroom full of Montessori materials and children's furnitw-e. It lacks the spirit of… |
Sequence 15specialists. And in their differences lie the roots of their cooperation. In their cooperation lie the roots of our… |
Sequence 2The woman who had opened our session was not satisfied with my summary. "I'm not talking about a little… |
Sequence 3weeks befol"e I found out what was happening. They finally admitted to me that they were banging on the wall between… |
Sequence 3Baylol", Byrd: I don't remembel' which book l found fil'st, but since then, it's become an… |
Sequence 1MURIEL DWYER: ON THE WAY TO THE AIRPORT by David Kahn Although Ms. Dwyer has written a short pamphlet entitled Key to… |
Sequence 2to accept the fact of evolution. Darwin lies beside Newton in Westmin- ster Abbey for this great contribution. His theory of… |
Sequence 4nineteenth-century reaction; and, while I'm not a conventional believer, I don't consider myself irreligious.… |
Sequence 3forward to a big future at Syracuse University. ot to mention along the way I've found a great boyfriend and earned… |
Sequence 9MORE: I thought we said friendship .... The Dean of St. Paul's offers you a post; with a house, a servant and fifty… |
Sequence 5ful reproduction; ironically, to the degree that those immigrant families who were working in the sweat shops were having more… |
Sequence 6perfectly normal thing to do. Ms. A: Yes, I think that's what I mean. Mr. B: Well, aren't some strange behaviors… |
Sequence 7feelings of others. Why couldn't he pursue his mission and still be accepted by others? Seems to me he'd have a… |
Sequence 10Ms. A: Well, man does some things that don't require a body. Leader: Such as ... Ms. A: We think. And therefore thinking… |
Sequence 11Mr. B: But conscience urges us to do right, not just to keep from doing wrong. Mr. C: Well, maybe we really don't need… |
Sequence 6to the discovery of the value of motifs and symbols in intensifying the meaning of that remarkable story. The story fits… |
Sequence 7satisfying relationships and of passing on that ability to their children. But in unstable homes, where parents, often single… |
Sequence 3These families all have something in common - they are outside of the mainstream of their communities and have little, if any… |
Sequence 1COAUTION OF ~ENTIAL SCHOOLS by Michael Goldman In straight-forward language, Michael Goldman challenges the conference to… |
Sequence 1must repair." I think that quote speaks co our condition very directly. Those words are rather different from the… |
Sequence 1about change effectively. In making the change process explicit, I want to make it clear chat I'm not talking about… |
Sequence 2systems. And of course, another irony is that those who preach change always preach how someone else should go about change,… |
Sequence 7teachers in a position to say how they are going co go about pursuing this goal, this change that they want to do. Will we use… |
Sequence 2the common experience for fashioning questions in the right way to reveal what they know, rather than just revealing… |
Sequence 6have a problem co explain. We know that babies are geniuses universally. We find ic in Piagec, but unfonunacely he didn't… |
Sequence 9S. I Hiyakawa, who was my president out at San Francisco State, is a wonderful person. When Dr. Hiyakawa was running for… |
Sequence 11we can teach them something. The whole parent issue is tied up because if we really care about parents, then we're going… |
Sequence 12The Struggle to Restructure This, chen, brings me to my ninth point. It seems to me chat at the fundamental levd, school… |
Sequence 2GL. How best do you see us helping children, especially the adolescents who are moving towards taking their place in the… |
Sequence 6which is trying to become a self-sustaining community in relationship with the plants, the animals, the landscape, the humans… |
Sequence 7difficulties. Now there is a tendency to do away with tensions by eliminating difference rather than harmonizing difference… |
Sequence 2here only about the part chat goes on in schools. That's partly why I say "to help cultivate" rather… |
Sequence 7dependent. We depend on what other people think and on "looking good." We sometimes feel used or possessed… |
Sequence 15There is onJy one man in the world and his name is All Men. There is only one woman in the world and her name is All Women… |
Sequence 19Over the years, I have used these games with children from a broad socio-economic range, and I'm always pleased to… |
Sequence 6it. Here are the symbols for the ~ansitive and the intransitive, the infinitive, and the verb to be for auxiliary use. Of… |
Sequence 9at you!te show- • fs you're showing the child with this work is not only the ability to parse-to recognize the parts… |
Sequence 17The other type is contagious magic, which says that things once in contact are always in contact. Now, that is at the root of… |
Sequence 11peer modeling and peer support to the new people. Another way to elicit parental cooperation is to get a first child started… |
Sequence 6rule must be introduced at a time when it is essential; it must be explained, it must be enforced consistently, and it will… |
Sequence 10teachers of history. We must become students of history because a knowledge of the past is essential to thinking clearly. I… |
Sequence 12The children spent most of !heir time in teacher-directed large- group activities, and ... most of their language behavior was… |
Sequence 5nothing; we can expand the idea of doing something to include providing rewards. These reformulations are improvements, but… |
Sequence 51Twenty-two schools from the sample group responded to the ques- tion. There was some ambiguity in the way the question was… |
Sequence 2it easier for a child to learn to use similar approaches in other situations-such as school. Dr. Martha Bridge Denckla, a… |
Sequence 14One elementary school head in an affluent Midwestern suburb recently told me that children from "normal"… |
Sequence 18If Luria was correct about inner speech being the mechanism that "feeds" the development of the frontal… |
Sequence 136If Luria was correct about inner speech being the mechanism that "feeds" the development of the frontal… |
Sequence 140One elementary school head in an affluent Midwestern suburb recently told me that children from "normal"… |
Sequence 152it easier for a child to learn to use similar approaches in other situations-such as school. Dr. Martha Bridge Denckla, a… |
Sequence 7faculty without increasing the number of students. I'm sure there are creative solutions which could reduce the number of… |
Sequence 4that distinguishes bluntly between dumb and smart. It's who we are. It's a quarter inch below the surface all the… |
Sequence 7together. You can't look at the intelligences as the first thing on your list. You have to look at the real-world… |
Sequence 4fore, we ought to give thought to the metaphors we use. If we don't have an ar- ticulated metaphor, then we ought to… |
Sequence 7was a cognitive psychologist he was a biologist, so maybe there's something about watching growing things that makes you… |
Sequence 10You want them to get busy with all the things I saw out here in the exhibits. You want them to see a banquet out there. You… |
Sequence 17and needs, then you have to create the environment. Even if it's not necessary to get a job at IBM, that's okay; if… |
Sequence 9with her husband. She was also a vet. The students who worked with her went early in the morning to help her with the hard,… |
Sequence 2The characteristics we came up with were described from a student's point of view. For example, the first one is: A… |
Sequence 2But I pray that somehow the memories will remain. Of work, of rain, of chill Of darkness and of light. Memories of love… |
Sequence 9was one of the most wonderful experiences of my Ufe. I really felt as though I was living with nature, without worrying about… |
Sequence 3first, that I couldn't dance and appeared to be devoid of any sense of rhythm; second, that I was totally inept at… |
Sequence 10Here is how another skater describes the utter absorption when one feels that a performance is going well: It was just one of… |
Sequence 12Rock climbers are particularly eloquent on this score: "It's a pleasant feeling of total involvement. You become… |
Sequence 9"Well, he did give us a good idea for the story, but ... " "Let's tell the group. Children,… |
Sequence 4Wall, and he finally got to what now is Beijing and took over. When the pager went off, the teacher wrote down that this was… |
Sequence 7But before we do that, let me talk a little bit about what these activities are like. After I did these original interviews,… |
Sequence 12little defensive self, but you are part of something bigger, larger. If you sing in a choir or play with a group, a symphony… |
Sequence 17with friends, social situations, or reading for pleasure. Worry and anxiety happen a lot in school; they happen a lot on the… |
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 31A: That's really difficult because you find, for instance, there have been very good studies that show that if you get a… |
Sequence 32A: It's true that it's very difficult to be in flow all the time. Nobody that I know can be in flow all the time.… |
Sequence 4Many people can be in extremely stimulating situations-in a ski re- sort, with an tndoor swimming pool, and cilll kinds of… |
Sequence 9And I said, "Well, don't worry. Just go out and stop people in the street and within half an hour you will find… |
Sequence 14forms of life, makes us able to do a lot of different things. It makes us able, for instance, to think of ourselves as a… |
Sequence 20every day and some once a week; some say, "I had one experience like that 20 years ago and that's it."… |
Sequence 22clergymen from England who started visiting the Alps and wrote up how beautiful and majestic these things were, and they… |
Sequence 7That lasted for a while. In this century, in addition to artists, we began to think of scientists as creative, which is again… |
Sequence 16QUESTIONS ANO ANSWERS Q: As Montessorians, how can we can get our work selected by the culture? A: Obviously, if I had a… |
Sequence 18A: Gatekeepers usually develop historically in very funny ways. You don't know exactly who will be entitled to be a… |
Sequence 25interesting is a list distilled from the study of these hundred people. Of course, the first one is familiar; we talked about… |
Sequence 28Every one of the people we interviewed has the same rhythm. It may be a daily rhythm, that is, they work alone from 7 in the… |
Sequence 29But in their private life, it is amazing how bourgeois these people are; they are not taking chances and being different just… |
Sequence 34the kind of hardship, the feeling that you conquered it, you survived it. It's really sad that you can't do that. Q… |
Sequence 3feelings. Coles tells the story of an eight-year-old girl who refused to participate in a spelling bee, despite her teacher… |
Sequence 8The ability to reflect on the broader consequences of action, and thus to tolerate experience that is entropic, applies to… |
Sequence 9The ability to stand solitude goes hand in hand with emancipa- tion from the peer group. Many older adolescents seem to have… |
Sequence 4BEYOND BRIBES AND THREATS: How NoT TO GET CONTROL OF THE CLASSROOM by Alfie Kohn In an effort to clarify the basic… |
Sequence 11here's what I'm going to do to you," or I say, "Do this and you'll get that," I am… |
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 24Fourth, punishment gets people to think almost exclusively about their own self-interest. Whenever we talk about"… |
Sequence 29"Do this and you'll get that." Ultimately, that feels punitive. Analo- gously, I don't have… |
Sequence 31than limiting the number available, but not as good as moving away from the reward and punishment approach altogether. There… |
Sequence 32But the fact that young children are so hungry for our approval-are they not?-puts an enormous burden on our shoulders not to… |
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 38And isn't more motivation what we want? If this were true, it would make perfect sense to follow the Pizza Hut executives… |
Sequence 40appeared in the Journal of Personality and Social Psychology (Deci, 1971). But I find people are more interested, for some… |
Sequence 43thumb is that the more you want kids to want to do something, the more you would avoid rewards at all costs because of what… |
Sequence 47approve of what you've done. You've met my standards." What you're doing is merely helping her experi… |
Sequence 54But in this second-grade class, the kids were into this. One kid came up, when it was her turn to speak, and talked about… |