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Sequence 15Butwhat,abovo i, ouches MariaMortessor's har s amazig venton of rolos eegraony. he work of h s contamprey Mtcan 41 &… |
Sequence 16York and docs i har Sauth Brookin pier —th ond o vayage lstng hitsen days ndhe g o Moniessor s Amrean o “Tho Americantouris… |
Sequence 45accompieisao o chalenge o prolcting th auhantiy of O Monissor s deals. s, Tha wi VoW much et wok and much ora money A roa… |
Sequence 7istry or physics, and you cannot study life without its environ- ment, which brings us to geography. But then again, you… |
Sequence 21In this lecture, Montessori explores at great length her idea of the "union among the peoples," "… |
Sequence 7istry or physics, and you cannot study life without its environ- ment, which brings us to geography. But then again, you… |
Sequence 21In this lecture, Montessori explores at great length her idea of the "union among the peoples," "… |
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 17Boehnlein, Mary. (1984). A study of college/uruversity accredited Montessori teacher training programs. NAMTA Quarterly, 9, 49… |
Sequence 6be able to operate successfully; these persons in conjunction with each other should form a coherent body of positive growth… |
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 11high in the history of music, but it is, as my chorus director opined, a "sweet piece." (I've made what… |
Sequence 3Meizitis, S. (1972). The Montessori method: Some recent research. Interchange, 2, 41-59. Montessori, Maria. (1967). TM Abs… |
Sequence 86 Montessori, Bducationfor a New World, 16•17. 7 Montessori, Rcamstn«:tion in EducnLum, 6. 8 Paulo Freire, Pedagogy qf the… |
Sequence 2School?;• and to be very much conscious of what we were trying to accomplish. The children became Montessorians. If treated… |
Sequence 8Lieberman, Philip. (1984). The Biology and Evolution of Language. Cambridge, Massachusetts: Harvard University Press. Moerk,… |
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 5function of the child with regard to the formation of the human personal- ity (p. 15). Oui· civilization has not yet devised… |
Sequence 9language approach in which all aspects of language study support the acquisition of meaning from print and from oral… |
Sequence 8So the character traits that we call virtues spring up spontaneously. We cannot teach this kind of morality to children of… |
Sequence 7Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
Sequence 8already present in them so that the ext.ension and abduction of the lifted leg were to be observed with displacement of the… |
Sequence 1OBSTACLE HUNTING: A "PRACTICAL" FOR TEACHERS by Nikki Hughes Ms. Hughes gives a li,ghthearted examinat:ion… |
Sequence 2get out of the way. However, dealing with obstacles is integral to training successfully and is one important aspect of… |
Sequence 9psychology, the first thing necessary is to renounce all former creeds and to proceed by means of the method in the search for… |
Sequence 4Assistants to Infancy can provide parents, who are the "natural special educators," with information about… |
Sequence 1ALBER!' M. JOOSTEN - A BIOGRAPHY Albert M. Joosten was born in the Nether lands on November 21, 1914. His formal… |
Sequence 12References Brown, Rexford G. ( 1991). Schools of thought: How the politics of litera,cy shape thinking in the classroom. San… |
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 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 18References 'Abdu'l-Baha. (1982). The promul,gation of universal peace. Wilmette. Baha'{ Publishing Trust.… |
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 4be something unusual about this one. It is certainly not that it can offer empirical evidence of success in all those fields… |
Sequence 26References Goffstein, M.B. (1979). Natural history. New York. Farrar, Straus, Giroux. Goffstein, M.B. (I 984). A little… |
Sequence 11References Eisley, Loren. (1964). The unexpected universe. New York. Harcou re, Brace, and World, Inc. Lorenz, Konrad. (1990… |
Sequence 16invention, it also provides the holistic, integrated basis for clarifying complex tensions between human and natural systems.… |
Sequence 3by changing inner and external threats, muse be able co resist and recov- er our essential stability if disorganized. One… |
Sequence 4perspective, education becomes a process of assisting human develop- ment, working coward full and whole construction. le… |
Sequence 8ment are facilitated as children gradually explore issues of leadership, problem-solving, conflict resolution, social… |
Sequence 13within the school and therefore more often assumes a broad leadership role, there is a general acknowledgement of what has… |
Sequence 21Kahn, David. (1990). Implementing Montessori education in the public sector. Cleveland Heights, Ohio. North American… |
Sequence 5PHASE 2 0 YEAR Two IMPLEMENTATION AT PILOT SITES 1993 - 1994 Two weU-established, exemplary Montessori programs representing… |
Sequence 23PHASE 2 0 YEAR Two IMPLEMENTATION AT PILOT SITES 1993 - 1994 Two weU-established, exemplary Montessori programs representing… |
Sequence 1APPENDIX I HERSHEY MONTESSORI ERDKINDER PROJECT A Preliminary Proposal by Michael Bagiackas Hershey Montessori School has… |
Sequence 20Bruner, Jerome S. ( 1971 ). The relevance of education. New York, NY: W.W. Norton & Company. Chadwick, Bruce A; Bahr… |
Sequence 13I remember Margaret Stephenson talking in training about the idea of total reading. She defined it as understanding the… |
Sequence 16References Egan, Kieran (1992). Imagination in Teaching and Learning. Chicago: U of Chicago. Montessori, Maria (1965; first… |
Sequence 19Over the years, I have used these games with children from a broad socio-economic range, and I'm always pleased to… |
Sequence 21Loeffler, Margaret H. (1980). An Investigation of the Relationship of Protowriting (Invented Spelling) and Cognitive… |
Sequence 5test tales in which you must listen and then repeat it exactly, never saying "a" when you should say &… |
Sequence 17servation and discovery, freedom and discipline. These are not things which are switched off and on for certain periods… |
Sequence 2CHARACTERISTICS AND NEEDS OF Anol.ESCENTS: A COMPARATIVE STIJDY compiled by John Long Almost eve,y Montessori seconda,y… |
Sequence 5OUTREACH SERVICE CURRICULUM Ruffing Montessori Middle School Cleveland Heights, Ohio by Patricia Ludick Today's… |
Sequence 1THE GREAT STORY OF AI.ExA.NoRJA by John Wyatt, PhD Strange,~ I've been watching here, captured in the sounds and… |
Sequence 2The articles in this NAMTA]ournal, while they are compatible with Montessori thought, are not meant to represent the… |
Sequence 2physiology. In the past, teeth were strong instruments meant for ripping and cutting. This little technological discovery, the… |
Sequence 9References Albe rich, E. 0972). Natura e compiU di u.rza catechesi modenza. Torino-Leumann: LDC. Aquinas, St. T. (tr. 1941… |
Sequence 61lis), Montessori on the Lake (Lake Forest, CA), Meadow Montessori School (Monroe, lvll), Mercy Montessori Center (Cincinnati… |
Sequence 62Kahn, David U980, Winter). Extending the elementary: McNamara- Kahn imerview. The /\~\ffA Quarter(v. ~2), 13-20. The… |
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 1WORLD MONTESSORI: RENEWAL THROUGH COOPERATION by David Kahn What is the task confronting education? It is above all the task… |
Sequence 5and Montessori teaching in the U.S. fell on hard times. Some of the new "Montessori" schools in the U.S.… |
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 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 10By reframing Montessori's principles of human development in light of the whole school's development, we can move… |
Sequence 4human functioning. The goal is adaptation-preparing the adoles- cent not for a particular task or post, but to be able to… |
Sequence 7is try or physics, and you cannot study life without its environ- ment, which brings us to geography. But then again, you… |
Sequence 21In this lecture, Montessori explores at great length her idea of the "union among the peoples," "… |
Sequence 10Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Harper Collins. Healy, J.M. (1990). Endangered… |
Sequence 23back, he was so embarrassed that he would lurk about in misery in our kitchen just outside the classroom. Ruthlessly, he began… |
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 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… |