Search Inside Documents
Displaying results 1 - 100 of 383
Sequence 1TRANSITION: URBAN MONTESSORI SECONDARY TO ERDKINDER by David Kahn A survey of the current Montessori urban secondary… |
Sequence 6be able to operate successfully; these persons in conjunction with each other should form a coherent body of positive growth… |
Sequence 5A Variety of Interesting Readers for Primary and Early Elementary I Can Read Se1'ies: Harper & Row, New York.… |
Sequence 6The Cozy Book. Hoberman, Mary Ann, illustrated by Tony Chen. Viking, New York, 1982. Close Your Eyes. Man:ollo, Jean, pictw·… |
Sequence 1TRIBUTE TO LINDA PRESTON By David Kahn In Memory of LINDA SOULE PRESTON April 4, 1938 - March 20, 1988 Memorial Service… |
Sequence 2easy for him to make the bed each morning. A small Pinocchio hat rack held his pajamas and his outdoor coat. A large piece of… |
Sequence 3touching remembrance of a visit to Hiroshima. She spoke of her own dedication to peace and education and managed to dig a hole… |
Sequence 2Dependent variables in the study were the motor skill of eye-hand co-ordination, visual perception skills of figure ground and… |
Sequence 4the button of a food processor to slice vegetables in a noisy flash. The child is interested in the ritual of cutting a carrot… |
Sequence 11Sawyer so graphically lacked it. Ifwe are attentive to our own experience and that of others, ifwe have the kind of humility… |
Sequence 4personal behavior decisions are social decisions. There is an adult who helps us come to generous understanding, not by… |
Sequence 5function of the child with regard to the formation of the human personal- ity (p. 15). Oui· civilization has not yet devised… |
Sequence 10history as (long after) bipedalism, and probably after tool use and enlargement of the brain, we had many different forms of… |
Sequence 7Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
Sequence 8I have already said that the evolutionary engine ofnatw-al selection is a terrible one and, until very recently, we were as… |
Sequence 26References Goffstein, M.B. (1979). Natural history. New York. Farrar, Straus, Giroux. Goffstein, M.B. (I 984). A little… |
Sequence 19Stodolsky, S.S. & Jensen, Judith. ( I969b). Ancona Montessori research project for c11!111ral/y disadvamaged children… |
Sequence 48Stodolsky, S.S. & Jensen, Judith. ( I969b). Ancona Montessori research project for c11!111ral/y disadvamaged children… |
Sequence 3RUFFING MONTESSORI SCHOOL PEACE CURRICULUM: AN INFORMAL NARRATIVE by John Long In these excerpts from a talk presented at… |
Sequence 4At the same time, there's an emphasis on the children understanding their relationship to society. There is a respect for… |
Sequence 21References Arnold, M. B. 0984). Memory and the Brain. Hillsdale, New Jersey: Lawrence Erlbaum Associates, Publishers.… |
Sequence 9for teenagers to be rude? Is it normal behavior for teenagers to use tasteless language? Is it normal behavior for teenagers… |
Sequence 51for teenagers to be rude? Is it normal behavior for teenagers to use tasteless language? Is it normal behavior for teenagers… |
Sequence 1Do NoT BEQUEATH A SHAMBLE THE CHILD IN THE TWENTY-FIRST CENTURY: INNOCENT HOSTAGE TO MINDLESS OPPRESSION OR MESSENGER TO… |
Sequence 2system of education. It is easy to see why verbal/linguistic skills are highly valued by parents and traditional educators.… |
Sequence 3Human beings have two complex apparatus for producing speech and for hearing the spoken word. Paper, pencil, and books are… |
Sequence 5behave like adults. Somewhere in those four years a mature human being is supposed to emerge out of the cocoon of childhood.… |
Sequence 22What's interesting to me about this logical match-up is how many classrooms I've been in where there's a… |
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 5culture, not because it failed, but because it succeeded beyond their wildest dreams. In other words, using the old Platonic… |
Sequence 12Let me now tum to the last part of my morning lecture: the cultural ramifications of this economic Renaissance. Farmers were… |
Sequence 12technology offered? But our family got together and said, "It's just like that orchard out there. There's… |
Sequence 6the wife of two kings and later was to become the mother of two kings. For some years, Eleanor and Henry were content. They… |
Sequence 7At the beginning we reacted with some fatigue, because it was hard to see that themes that had been studied with great care,… |
Sequence 9love." "With eternal love I love you" say the prophets of Israel (Isaiah 54:8,Jeremiah31:3). &… |
Sequence 6joy of the children at their" awkward efforts" was the impetus for the pair to do something more organized… |
Sequence 9calling them out, the shepherd going ahead of them, the sheep follow- ing. This opens the way for them to work with the… |
Sequence 4an oral language and therefore oral tradition is very important. Their principal arts and crafts are embroidery and working… |
Sequence 9The music created a feeling of life. Picture # 2: This picture is of a particle that was left and joining with a negative.… |
Sequence 24REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 75REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 12If you play a drum, the skin vibrates in waves. If you could get very close to it and slow things down considerably, you would… |
Sequence 15John [Wyatt] mentioned that he finds that the best ques- tion for him to ask a new apprentice is how lazy he or she is.… |
Sequence 17REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 12It is amazing how wise teenagers can be. It came as a revelation to me how sensitive they could be to and how aware they could… |
Sequence 5REFERENCES Suber, Martin. Between Man and Man. New York: Macmillan, 1978. Suber, Martin. I and Thou. New York: Scribner… |
Sequence 8They build upon one another. Every ending is a new beginning. They must be understood as a whole-they must be correlated. They… |
Sequence 5Secondary Literature Entries marked with an askerisk (•) are reprinted in this issue of The NAMT A Journal. Bodi, John.&… |
Sequence 7*Kahn, David. "The Kibbutz, Boys' Town, Williamsburg and the Montessori Erdkinder." NAMT A Quarterly 4.… |
Sequence 18ence, and material overabundance. The nature of human nature being what it is, we would quickly, as Nietzsche said, sink into… |
Sequence 5Classical culture did not create pyramids; it did not create great houses for mummi- fied remains of leaders. Most of the… |
Sequence 27There always must be this knowledge in a young person about the tragic nature, what the Greeks called the ephemeral existence… |
Sequence 3students and their families, neighbors, local volunteers, teachers and administrators from other schools, people who saw the… |
Sequence 5king, and he needed a queen. He needed a good queen, a queen with experience. Louis and I were separated on the first day of… |
Sequence 19a slightly increased risk of miscarriage among flight attendants. (But some researchers believe it is more a matter of job… |
Sequence 11There are different ways to look at cosmic education and at the cosmic vision. One that Montessori talks about is how we… |
Sequence 5In 1954, Sofia Cavalletti began a quest to understand the nature of the child's relationship with God, and to discover… |
Sequence 8There's another great story for life and how it developed that leads into the wonderful timeline of natural history. Then… |
Sequence 16featured quite prominently in this conference. There's a gentleman whose name is David Sobel who's written a number… |
Sequence 23do you contemplate four billion years or ten thousand years if not through story, if not through music, if not through art?… |
Sequence 16• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 14the natural world. Then they talk also, again and again, about some special person who showed the value of natural places (… |
Sequence 9Of course, all of these three need to be done with joy and engage- ment. You know, if the kids don't enjoy doing it, if… |
Sequence 5People here are having fun; teachers learn from you and you learn from the teachers. We can come to them [teachers] with… |
Sequence 4Thus itis easy to see that the development in mathematics is not linear; it follows the different psychologies of the growing… |
Sequence 184Thus itis easy to see that the development in mathematics is not linear; it follows the different psychologies of the growing… |
Sequence 16make any adjustments to your language work there? Or did it follow exactly what we do here? A. Really and truly, Lilian, no,… |
Sequence 22of them, prevent them from growth, and rob them of the necessary tools to face adversity in their life. According to John and… |
Sequence 8sense, regardless of how it turns out" (Havel 181). Optimism cannot be commanded, as Frankl observes, but hope can be… |
Sequence 20The last activity at this level is to introduce little handmade books. In this very shore time the children have acquired the… |
Sequence 7into these wild, outdoor spaces, where they will make their own discoveries. "When the child goes out,"… |
Sequence 14Bruner, Jerome. "Man: A Course of Study." Toward a Theory of Instruction. Cambridge, MA: Belknap Press, 1966… |
Sequence 13out your whole life span. You can improve your teaching throughout your whole life span. The biggest problem we all face is… |
Sequence 4• Ongoing care of each other. The Montessori School of Lake Forest also creates a social commu- nity by working with an… |
Sequence 7waiting below a good rapid. We take canoes, because in canoes you have to work together. You have to call out what you see and… |
Sequence 4premise: Socialization is central to who we are as human beings. It's the reason for our big brains. My second premise… |
Sequence 4problems of one plane during a completely different plane. Thus normalization, which means a return to the path of normal… |
Sequence 3In the summer of 2005, several adolescent practitioners gathered in Hiram, Ohio, to begin work on developing a curriculum in… |
Sequence 16end everything, including the people, the cities, and the countries one loved. But still, why did bad things happen to good… |
Sequence 13Liskin-Gasparro, J.E. "If You Can't Use a Language, You Don't Know a Language." Middlebury… |
Sequence 7Special Acknowledgements There would be no exhibit without the generous contribution and leadership of Thomas Mueller,… |
Sequence 178A Montessori Journey 1907 to 2007 Patrons Anonymous Donation through Si Helena Monressori School Association Montessori… |
Sequence 21the Ship of Fools.Self-satisfied lovers of nothing, of fa.lse representa- tions and false concepts that the body/ mind creates… |
Sequence 70REFERENCES Arendt, Hannah. Tire H11111a11 Condition. Chicago: U of Chicago P, 1998. Aelian. Historical Miscella11y. Loeb… |
Sequence 4eyes, energy to burn, and he had come from a play group where there were few limits on behavior, including throwing things… |
Sequence 11growth of personality, demonstrates, almost as in a splen- did revelation, the true manner in which man renders himself… |
Sequence 7through all these activities?" So then we have the third period: "Why did we go through this? What's… |
Sequence 19Kohn,Alfie. Scl,ools 011r C/1ildre11 Deserve.Boston: Houghton Mifflin, 1999. Kranowitz, Carol Stock, & Lucy Jane… |
Sequence 6,------------------------------------- -- disability feels pain and knows they are different. I'm perceived as a grand… |
Sequence 10The reason that most parents are not good at judging "normal" is pretty clear: Most parents know one or two… |
Sequence 65Binocular Vision Working Group. "The Use of Tinted Lenses and Colored Overlays for the Treatment of Dyslexia and… |
Sequence 4sequences at an individualized pace. While some lessons are done in small or large groups, the philosophy is based in… |
Sequence 24projects itself into the future and is sunk in the remotest ages of the past, thereby linking the past to the present and the… |
Sequence 1MONTESSORI APPROACHES TO THE CLASSICS FOR ELEMENTARY STUDY: THE KEEPERS OF ALEXANDRIA by Kathleen Allen Kathleen Allen… |
Sequence 2of study. As I travel through, I'll give you some hints about how we've done it with children. When r asked John… |
Sequence 6Latin, the significance of which was prominent when the culture was a literary culture, is not as essential today. [ts… |
Sequence 9l:f you wish to learn of Alexandria and the Scroll and the lighthouse, you too must become their keeper. Along with me, you… |
Sequence 10Figure 5. Illustration of Alexandria, from The Great Tale. is teaching a group of eighteen children in Alexandria how to read… |
Sequence 14learn to read a Latin piece and memorize it. The piece Apollonius uses is a section from Virgil's Aeneid, and it is… |
Sequence 20For the teacher, this is the syntactical analysis. For each word in that short sentence you have what part of speech it is and… |