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Sequence 1THE FARM EXPERIENCE: ITS IMPORTANCE IN A CHILD'S LIFE by Richard Barker Richard Barker's perceptive correlations… |
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 9condescend, we mutter hurried excuses and flee because we do not understand. There are millions of people who have difficulty… |
Sequence 1ONE WORLD, ONE DRUM by Tom Sipes My first teaching assignment was in a Catholic seminary in East Africa, in the town of… |
Sequence 18syndrome may take months, even years, to develop), and, until symp- toms are present, one can never be certain whethel'… |
Sequence 20in things, and impose different relationships upon them, even those which do violence to nature, by contradicting the ends and… |
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 33Montessori classroom had one teacher and an aid for 25 children of lower and middle class socioeconomic status. Stodolsky… |
Sequence 5helping students to be total human beings is a more important aim of education. Too many specialists can have only minimal… |
Sequence 1New Montessori Scholarship__; THE ACQUISITION OF SPOKEN LANGUAGE THE NEBULA HYPOTHESIS by Annette Haines ThefoUowi:ng two… |
Sequence 10Eugene "Bull" O'Connor, a notoriously brutish man and a segregation- ist to the core. When efforts to… |
Sequence 2this sense to accomplish his ends in a natural way, instead of having to keep intervening to add new things. In the 17th… |
Sequence 6each of us might have something to learn. Often, those who proclaim themselves fit to make ethical pronouncements for the… |
Sequence 9behavior by males is absolutely unknown in the animal kingdom except in chimps and humans. So if one is interested in the… |
Sequence 12Passive listening to an external authority is replaced by an active search for the best means of expression and communication… |
Sequence 5my students how they found a practice audience: *"My little brother and sister." *"My morn when… |
Sequence 11abilities, that were entirely absent from the schoolroom in the previous ages. Consequently, attention of educationists was… |
Sequence 2newspapers, and magazines. People began to speak of the "Discovery of the Child," and the discovery of the… |
Sequence 4builds from the concrete to the abstract. Suzuki method teachers paral- lel this approach in their ordering of the pieces… |
Sequence 2"soup" to a "salad bowl" concept in which each ingredient maintains its separate flavor,… |
Sequence 7satisfying relationships and of passing on that ability to their children. But in unstable homes, where parents, often single… |
Sequence 2not exist externally in nature, but were essentially insrrwnents of the mind. We also knew that it was crucial to make… |
Sequence 1THE OB)ECl1VFS OF THE PAIDEIA PROPOSAL* by Mortimer J. Adler "Piecemeal refonn measures beget piecemeal results, if… |
Sequence 4"textbooked" it, but only rarely did we cast it, in terms of intriguing and interesting questions. So, if… |
Sequence 5kind of question, one subject matter, others are engaged by another set. You know that when you want to get a group of kids… |
Sequence 3talk about these things in a much more differentiated way. It's not just their changing or their not changing; they are… |
Sequence 9be based on what was known about curriculum, teaching, learning, and the conditions that would produce improved learner… |
Sequence 11Grumet, M.R (1989). "Dinner at Abigail's: Nurturing collaboration." NEA Today, 7(6), 20-25. Livingston… |
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 5TB. It's an awakening experience that children have when they are very young. When you see animals and young humans, they… |
Sequence 9GL. So is there a place there then for, say, the humanities? TB. Well, definitely. GL. You've talked about the face that… |
Sequence 12GL. Now, what about traditional spiritual values? We don't have religion in our schools any more, and it seems chat we… |
Sequence 15And to the European Congress of Peace in Brussels she said: Preventing conflicts is the work of politics; establishing peace… |
Sequence 1ORDER IN CoNSCIOUSNFs.5 by Jim Roberts As a Montessori primary teacher, Jim Roberts had often observed deep joy in his… |
Sequence 9Hildegard Solzbacher, Preschool Teacher Trainer, Montessori Teacher Education Collaborative 2l01 W. Good Hope Rd., Glendale,… |
Sequence 9Hildegard Solzbacher, Preschool Teacher Trainer, Montessori Teacher Education Collaborative 2l01 W. Good Hope Rd., Glendale,… |
Sequence 1Plant Sale (Upper Elementary) by Laurie Ewert-Kroeker A venture into the business of growing and selling annuals and veg•… |
Sequence 2he had also been identified as learning disabled. He resented being taken out of the classroom for tutoring sessions several… |
Sequence 12would wish to replicate all aspects of this phenomenon in our schools, it seems important to understand the nature of their… |
Sequence 1THE DEVELOPMENT OF AUTONOMY IN CHILDREN: AN EXAMINATION OF THE MONTESSORI EDUCATIONAL MODEL by Sharon Dubble Kendall, Ph.D… |
Sequence 8sensitive periods. These givens are powered by a kind of life force energy that she called horme. With the powers infants and… |
Sequence 4At the same time, there's an emphasis on the children understanding their relationship to society. There is a respect for… |
Sequence 13I remember Margaret Stephenson talking in training about the idea of total reading. She defined it as understanding the… |
Sequence 10Communities: plant, animal, human Diversity and Stability: preservation, agriculture, forest and wildlife manage- ment, soil… |
Sequence 5There are dozens of words that you can pick out to give to children. Bankrupt means someone whose bench has been broken (rupto… |
Sequence 10coming in on the noun which gives the stress and keeps the rhythm right. Each child speaks the noun when he comes in;… |
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 2Existing Schools BuffaJo Dallas-Ft. Worth Minneapolis (Bennett Parkj /Daggettj !Sewardf Years In Operation or Projected… |
Sequence 3Proposed Schools Cincinnati Denver Prince George's St. Paul County, MO Years In Operation or Projected Fall, 1994… |
Sequence 1THE PEDAGOGY OF TIME by Lawrence Schaefer, PhD Larry Scbaefer's keynote lecture at the 1993 Summer Institute, History as… |
Sequence 13somehow transcends them. Many of the "teen-exploitation" movies, such as Ferris Beu bier's Day Off, or… |
Sequence 2which it is based. We have also seen that a gylanic 2 or partnership society, symbolized by life-sustaining and enhancing… |
Sequence 5as "an impediment" or "a danger" (p. 87). Thus, they can perceive service to others not as… |
Sequence 5to wh:11 was happening in ordinary life: There the children were disorderly, always leaving Lhings lying around, and the… |
Sequence 18chapter is called "Discipline and the Teacher," and in it, Montessori is sympathetic to the struggle of a… |
Sequence 3REINVENTING CIVILITY by Lawrence Schaefer, PhD Dr. Schaefer calls for "a renaissance in civility," a return… |
Sequence 3THE MONTESSORI APPROACH To Music by Elise Braun Barnett Returning recently from a meeting of the College Music Society, I am… |
Sequence 14THE MONTESSORI APPROACH To Music by Elise Braun Barnett Returning recently from a meeting of the College Music Society, I am… |
Sequence 57REINVENTING CIVILITY by Lawrence Schaefer, PhD Dr. Schaefer calls for "a renaissance in civility," a return… |
Sequence 94chapter is called "Discipline and the Teacher," and in it, Montessori is sympathetic to the struggle of a… |
Sequence 2the Montessori educational community, yet he made most of his discov- eries in his own classroom working with a group of… |
Sequence 5using knowledge-in ways and con- texts that build and strengthen them and the community. The best way to learn and practice… |
Sequence 2these "deficient" children, in 1907 she took her new teaching prin- ciples to "normal"… |
Sequence 5and Montessori teaching in the U.S. fell on hard times. Some of the new "Montessori" schools in the U.S.… |
Sequence 3The first reason has to do with scholarship based on the old model. Consider the recent book The Bell Curve (Herrnstein &… |
Sequence 5like me came to say that we're human beings, we're not just calcula- tors to fit into IBM jobs, we're human… |
Sequence 8infants. In fact, they do it prenatally, that's what we now know. They're not tabulae rasae; they never were tabulae… |
Sequence 9In coming to this bigger model, this bigger metaphor, I'm trying to fish around for people who seem to have their hands… |
Sequence 11another person until they got to be seven years old. That's called decentering. You start out egocentric so that you… |
Sequence 14story? The brain knows that the spiritual feelings that people have are important. You have to deal with that in some way. In… |
Sequence 4These graces have every opportunity to be exercised and imple- mented because the children are free to act, free to choose,… |
Sequence 9each plane, is where children have opportunities to engage in and implement their expanding humanness, this hierarchical… |
Sequence 1RESPONSE TO .11p ARENTING FOR INDEPENDENCE" by Anne McNamara Anne McNamara, who submitted the original William… |
Sequence 13adult who can work for the good of humanity and can participate in humanity's (cosmic) mission on this Earth. This is… |
Sequence 26MARIA MONTESSORI ANO PROGRESSIVE EDUCATION During the two decades between the first publication of The Montessori Method 18 (… |
Sequence 4At the Primary level, the activities of practical life, with artistic use of "points of interest," provide… |
Sequence 25unique. Even the staunchest believer in The One Right Way had a hard time choosing. Enunciation exercises These offer an… |
Sequence 31the theatrics of Laurence Davies and Bill Cook, Molly brings an old piece of cloth to her telling and she dashes back and… |
Sequence 33But why push children to tell stories? Why is it important to take that additional step? As we have seen, preparing a story… |
Sequence 18In any case, when the conditions of flow are present, people tend to report an optimal state of inner harmony that they desire… |
Sequence 1FLOW AND EDUCATION by Mihaly Csikszentmihalyi PART ONE David [Kahn] is right. I told him that everybody should call me Mike… |
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 13The interesting thing is that when those conditions are there, people tend to want to do what they did to get that feeling,… |
Sequence 19they are so remote that they have really nothing to do with this moment, this class, this particular moment of the day. Your… |
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 7things you could do. One is increasing complexity; the other, going back to your skill level and not taking on the new… |
Sequence 5Phases of the Creative Process In fact, as you probably know, the creative process is usually seen as made up of four phases… |
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 3covery, an interpretation, and an approach-a dynamic understand- ing of the child-and not a recipe. Too often our students… |
Sequence 2presently dealing with. The notion expressed in this statement seems to me to be of the greatest importance since the adult in… |
Sequence 9and working with are basically the topic for this morning. I'm going to go over them quickly now and then come back to… |
Sequence 26quently rewarded or praised are somewhat less generous than their peers. The effect is most pronounced when they are rewarded… |
Sequence 28WHY REWARDS FAIL How come? Very quickly, let me suggest a couple of possible reasons (see Figure 2). If you want more on any… |
Sequence 29"Do this and you'll get that." Ultimately, that feels punitive. Analo- gously, I don't have… |
Sequence 30There is one way to take a bad thing and make it much worse. You're going to have to bring me back sometime for me to… |
Sequence 31than limiting the number available, but not as good as moving away from the reward and punishment approach altogether. There… |
Sequence 34similarly ineffective because it gets nowhere near where the trouble is. It's a one-size-fits-all solution. Many of us… |
Sequence 38And isn't more motivation what we want? If this were true, it would make perfect sense to follow the Pizza Hut executives… |