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Sequence 9to multiply by the reciprocal. Cnnceli11g is another misnomer we often hear in connection with fractions. Be careful of your… |
Sequence 16Assisi as saying, "Preach the gospel at all times. When necessary, use words." What I try to do is preach… |
Sequence 11Start with a hook. This is how we seduce them. A conspiratorial tone as you lean in to tell them something really amazing… |
Sequence 14vated and organized students can do it, sometimes a parent volunteer. There are lots of ways to run a school garden for all… |
Sequence 15sure how much they were getting out of the activity. Last year, I had three students who once again proved to me that the… |
Sequence 16and it is my job to give them all. However, over the years as I've gone back to look more deeply at the plan of Cosmic… |
Sequence 5about that make his face fall?" Those conscious inferences are un- necessary because the cognitive processes that… |
Sequence 29the climb to the top of Vesuvius somehow was the tipping point. That evening, during our post-prandial discussion, one boy… |
Sequence 37"There is," says Montessori, "powerful inner development going on. This is a mystery just as the… |
Sequence 5This keynote today is a collection of zumpkins. In the two and a half years since l had my own class, I've had time to… |
Sequence 6So I've started with a story, and this story does many things for us in this relationship we have here today as… |
Sequence 7We want to do a good job with this storytelling, and we want it to be colorful, a metaphor we'll look at more closely… |
Sequence 19these new powers of mind? We begin to tell lots and lots of stories. And the children begin to tell and write lots and lots of… |
Sequence 22common culture. And yet, because of the way that we each process stories in our own brains, nobody is hearing the exact same… |
Sequence 29The thing about the elements of Dangerous Writing is that because they're expressed and used by writers, they themselves… |
Sequence 9kids were gravitating toward, what excited them, and what excited their learning: animals, nature, and pets. Someone had… |
Sequence 5how to get along with others, how to respect people who knew more than what they did, was the normal way for all humans to… |
Sequence 15In a retreat center, for example, there are books that can be of special help to the adult in moments of personal reflection.… |
Sequence 2causes one to wonder whether Europeans and others have weaker lungs than Americans. Taking the baby into the mother's bed… |
Sequence 3shopping centers. Can such a world ever be a true home for human beings? Can it ever be a place to return for peace and… |
Sequence 4reasonable to allow a child to risk serious injury, but skinned knees, wet feet, and dirty clothes are a small price to pay… |
Sequence 1Parent Education: I've Got A Little List by Olga McMahon How lucky we are that picture books for pre-school children… |
Sequence 5now trying to recover six years. You can't expect to recover that in six months. I also have an insatiable curiosity. I… |
Sequence 6we go through life. But the disturbed child is a very delicate plant that has been badly damaged. It needs support, literally… |
Sequence 7Kahn: What would be the typical schedule of a child's day in your center? Jordon: We follow very much the same routine as… |
Sequence 3that. They gave us pieces of paper, the diplomas, after the course and I said I didn't want it; I have to come back to… |
Sequence 6Ana: I really wanted to be in the morgue scene. I had some really neat ideas on how to make it really scary, but I must have… |
Sequence 326 I am aware that some Montessori centers are also day care centers. Some are doing admirable work especially among the poor… |
Sequence 2The Child's Nature: Mario Montessori and A.S. Neill Discuss their famous schools and their radical approaches to child… |
Sequence 4Montessori: How do you feel that children can be saved from this kind of thing? Neill: Well, the first thing is to be loved. l… |
Sequence 6Neill: Not so much lacking-fear of "You musn't do that." I believe it begins in the cradle, myself,… |
Sequence 8evidently there is tremendous attraction felt by the child for the spoken word, for the way people talk. One will even acquire… |
Sequence 628 magic. He became his old self again. In the afternoon he greeted his sister with "I've been promoted. I… |
Sequence 5worse thing for his study problem would be to change schools. I couldn't agree with her more and offered to talk to the… |
Sequence 16worse thing for his study problem would be to change schools. I couldn't agree with her more and offered to talk to the… |
Sequence 2328 magic. He became his old self again. In the afternoon he greeted his sister with "I've been promoted. I… |
Sequence 4II I I I time or another be utilized as an important resource. No, the facilitation of significant learning rests upon… |
Sequence 7to a pulp with his fists. Another boy, with the perception of the young, explained. "Jay is mad at Mr. X because he… |
Sequence 5breakable objects or the danger of sharp tools. The whole concept of childproofing a home is misleading. The child needs… |
Sequence 2whenever we go to the doctor's office, or whenever there may be plenty of time on our hands. On trips, some families read… |
Sequence 134136 Hudson Montessori Association. 91972). Montessori in the home. The Constructive Triangle, 2, 20--23, (3). Joosten, A… |
Sequence 1Robert Muller: Thoughts of Peace (Speech - excerpts - Atlanta. April, 1985) You have asked me to speak about peace,… |
Sequence 4511. 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 9086 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 15love, patience, and individual bonding with the children needed to be there because the adolescent was in a sense… |
Sequence 34What 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 77WHEN THE KIDS FIGHT HOW TO INTERVENE HELPFULLY By Adele Faber and Elaine Mazlish Adele Faber and Elaine Mazlish have written… |
Sequence 79weeks befol"e I found out what was happening. They finally admitted to me that they were banging on the wall between… |
Sequence 105high in the history of music, but it is, as my chorus director opined, a "sweet piece." (I've made what… |
Sequence 50School?;• and to be very much conscious of what we were trying to accomplish. The children became Montessorians. If treated… |
Sequence 10that of the father; it is a fear of being helpless in the face of disaster- helpless to protect one's children-and again… |
Sequence 82COAUTION OF ~ENTIAL SCHOOLS by Michael Goldman In straight-forward language, Michael Goldman challenges the conference to… |
Sequence 86oversee. I became daddy for 15 kids, something that also is built into the structure of the school. But within that advisory… |
Sequence 99I think is missing, and I chink ic' s missing on a massive scale even within some very valuable instructional methods. A… |
Sequence 175Mum-CUlruRAL PERsPECTIVFS AND ScHOOL REFORM by Asa G. Hilliard Asa Hilliard's compelling case far urgent care far urban… |
Sequence 183There was an article by Selma Wasserman in the Phi Delta Kappan some years ago called, ''The Gifted Can't Weigh… |
Sequence 184what happens when we challenge a person who is already a problem solver to be a problem solver. We may increase doubt in that… |
Sequence 186into the depth of that information. I came across an American Indian scholar who has more information on Indians than I have… |
Sequence 85of my first smokdess year I had lost the urge. And now, to tell you the truth, I find cigarette smoke positively offensive. I… |
Sequence 161by changing inner and external threats, muse be able co resist and recov- er our essential stability if disorganized. One… |
Sequence 169I remember Margaret Stephenson talking in training about the idea of total reading. She defined it as understanding the… |
Sequence 88Over the years, I have used these games with children from a broad socio-economic range, and I'm always pleased to… |
Sequence 112test tales in which you must listen and then repeat it exactly, never saying "a" when you should say &… |
Sequence 64THE GREAT STORY OF AI.ExA.NoRJA by John Wyatt, PhD Strange,~ I've been watching here, captured in the sounds and… |
Sequence 146and intolerance of others-especially others who are or appear differ- ent. There are the universal put-downs, the hurtful and… |
Sequence 88adolescents I work with, discussions, reflections, and lessons on the fundamental spiritual and physical needs of humans often… |
Sequence 120was a cognitive psychologist he was a biologist, so maybe there's something about watching growing things that makes you… |
Sequence 121infants. In fact, they do it prenatally, that's what we now know. They're not tabulae rasae; they never were tabulae… |
Sequence 126Let's take a brief look at someone else. Marian Dobbert and Betty Cooke (1987) at the University of Minnesota have taken… |
Sequence 128If you're a Bell Curve thinker, you think that a quarter of the people don't even have intel- lect and most of… |
Sequence 133We might now continue our conversation with Montessori: "Now that you have returned to your studies, what are you… |
Sequence 175schools. We've visited a few and they seemed good enough. Good enough, in fact, that we even put in applications… |
Sequence 181with what had become a luscious, teeming mountain of fertilizer and abundance. He looked up from a vast shovel-full, and,… |
Sequence 231back, he was so embarrassed that he would lurk about in misery in our kitchen just outside the classroom. Ruthlessly, he began… |
Sequence 9because 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 30probably 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 32made a miserable passage in the slow part of that movement." He went back to play the second part of the concert and… |
Sequence 60evolving society around us. That can be done through things like education, through the program you are doing, but also… |
Sequence 62Q: Do you think it's actually possible to directly teach people to make the optimum choice when their skill levels and… |
Sequence 66FLOW AND CREATIVITY by Mihaly Csikszentmihalyi PART 1 Thank you. Yes, it's difficult in a way to talk about creativity… |
Sequence 71becomes clear. But the point is that you can't have that insight unless you have prepared for it for a long time. And… |
Sequence 16Too often I ask teachers, "Have you dohe the Great Lessons?," • and they re- spond, "No, not yet… |
Sequence 45standard, as Monte discussed. What help can we provide for these schools so that they do not hurt the good name of Montessori… |
Sequence 63Strilli asked him to consider a child who has never been in a Montessori school but is "the manifestation of what… |
Sequence 20is a child who in many cases has already been over-controlled- though not always. In any case, the last thing that child needs… |
Sequence 21Methods of Working with Basically, the methods that I'm putting on the other side of this ledger begin with what I'… |
Sequence 23was 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 24half 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 27If 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 30What's interesting to me about this logical match-up is how many classrooms I've been in where there's a… |
Sequence 42similarly ineffective because it gets nowhere near where the trouble is. It's a one-size-fits-all solution. Many of us… |
Sequence 44a different direction, to teach you everything about motivation that I know on one overhead (see Figure 3). It took me a while… |
Sequence 58BREAKING 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 129It 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 130some 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 131the same elements that you see in Montessori and Sylvia Ashton Warner. For example, in all of these approaches is a deep… |
Sequence 246What happened? What made this unique culture? I've argued, and I think I can make the argument very briefly this morning… |
Sequence 255digms of exclusion-not unlike modern America. The Hellenistic period is a wide-open period similar to our own, where money… |
Sequence 257know it today will be destroyed or saved because of the West- maybe destroyed in the rain forest and maybe destroyed in… |
Sequence 266var, and you mix the two and combine the best of human and natural possibilities. I'll give you an example of what I… |