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Sequence 167161 Henke • Toward the Ultimate Goal of Peace toWard the ultimate goal of Peace: hoW a montessori education at the high… |
Sequence 168162 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 analysed in all its factors, each carefully studied and provided for” (… |
Sequence 6458 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 guide Charo Alarcón, “Nothing is ever the same.” Clearly these stories… |
Sequence 6963 Begin • Montessori Early Childhood Education in the Public Sector One such promising option is Montessori education. Maria… |
Sequence 9185 Begin • Montessori Early Childhood Education in the Public Sector Developing and disseminating a general guide, •… |
Sequence 135129 Trierweiler • An Overview of Family Star Montessori School fit their hands and myriad opportunities to take care of… |
Sequence 140134 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Adults often pay attention to the physical development and mile- stones… |
Sequence 157151 Shubitz • What is the Ideal Infant Group Care Environment In 1946, Adele Costa Gnocchi, professor of phi- losophy at… |
Sequence 166160 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 and who continue to attend courses and workshops to stay current on… |
Sequence 200194 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 dressing Skills and Attitudes, Not Just Content. September 1, 2010.… |
Sequence 228222 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 in Tokyo, London, or San Francisco would instantly recognize the same… |
Sequence 249243 The NAMTA Journal • Classifieds Strong interpersonal skills. Excellent verbal and written com- munication. Computer… |
Sequence 4741 Nehring • Implementing Inclusion Theory into Practice mum independence, full physical, mental, social and vocational… |
Sequence 4842 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 it that I came to the splendid results of my experiences and method for… |
Sequence 6660 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 the answer: Because neurotic and deficient children go to the domain of… |
Sequence 7569 Urioste • Multicultural Inclusion in an Urban Setting the use of artificial rewards, including stars, tokens, • letter… |
Sequence 7771 Urioste • Multicultural Inclusion in an Urban Setting for young Hispanic children in a Montessori classroom. During the… |
Sequence 9286 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 followed successfully during these challenging times! “Never doubt that… |
Sequence 9387 Urioste • Multicultural Inclusion in an Urban Setting In conclusion, I also share with you a Montessori article sum- mary… |
Sequence 160154 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 lessons as well as observed the participants’ reactions to the mate-… |
Sequence 177171 Awes • Supporting the Dyslexic Child in the Montessori Environment suPPorTing The Dyslexic chilD in The MonTessori… |
Sequence 192186 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Systematic phonics instruction helps children increase their ability to… |
Sequence 193187 Awes • Supporting the Dyslexic Child in the Montessori Environment task and by breaking the whole task down into its… |
Sequence 208202 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The trained Montessori adult observes the child and provides her with… |
Sequence 211205 Awes • Supporting the Dyslexic Child in the Montessori Environment 39. Diana Hanbury King, “A Condition Rightly Named:… |
Sequence 212206 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 53. Maria Montessori, The Formation of Man (Madras, India: Kalakshetra… |
Sequence 217211 Luborsky • Occupational Therapy and Montessori—Kindred Spirits The Person, Environment, Task Triad When treating clients… |
Sequence 253247 Luborsky • Occupational Therapy and Montessori—Kindred Spirits www.crayonrocks.net www.funandfunction.com Lap pads,… |
Sequence 258252 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 from the past to the future.” (J. Palakiko, Personal Communication,… |
Sequence 82 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Despite overt efforts in traditional education to insist upon good… |
Sequence 4438 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 who they really can be as individuals, as group members, and as creators… |
Sequence 5751 Soholt • Living Grace and Courtesy in the Primary livinG Grace and courteSy in the Primary by Polli Soholt Polli Soholt… |
Sequence 5852 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 First, they offer specific skills and information that aids the child in… |
Sequence 6256 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 to do the skill. This results in the children giving these presenta-… |
Sequence 6660 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 the little community If we look at all of this social guidance we are… |
Sequence 8680 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 When little children of three or four ask for silence, or when having… |
Sequence 114108 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 maria monteSSori’S GreateSt act of civility On August 31, 1898 Maria… |
Sequence 115109 Schaefer • History and Civility approach the work with reason and science, properly understood. She suggested that… |
Sequence 116110 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 a medical doctor–the first ever trained in Rome. She was bold and… |
Sequence 117111 Schaefer • History and Civility referenceS Barker, Sir Ernest. Traditions of Civility. 1948. Cambridge University Press… |
Sequence 122116 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 in society in a manner based upon respect, dignity, and grace. But to… |
Sequence 131125 Sackett • Grace and Courtesy: Empowering Children, Liberating Adults experience of grace and courtesy, we can liberate… |
Sequence 157151 Cobb • Grace and Courtesy for the Whole School and conducive to harmonious relationships. We can and should pro- vide… |
Sequence 165159 Excerpt • Like Leaven by Patricia Coulter children: a different way of BeinG chriStianS by Patricia Coulter This… |
Sequence 171165 Excerpt • Like Leaven by Patricia Coulter 2) God’s life is within us (Christ, the light). It is so powerful that it… |
Sequence 172166 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 In this kind of relationship with God the older child discovers a new… |
Sequence 173167 Excerpt • Like Leaven by Patricia Coulter 37. C.S. Lewis, “The Weight of Glory,” in The Weight of Glory and Other… |
Sequence 174168 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 48. Thomas Groome, Sharing Faith: A Comprehensive Ap- proach to… |
Sequence 4Global Citizenship: UnCoverinG the Montessori Mission The RevelaTion of The UniveRsal Child… |
Sequence 2015 Montessori • The Education of the Individual Reprinted from Education and Peace. Copyright 2007 by the Montessori-… |
Sequence 2924 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Mario Montessori and Maria Montessori, 1938 noble ideas and great… |
Sequence 5651 Andrews • The Social Relevance of Montessori in the First Plane trained today. So instead of thinking about “school… |
Sequence 6459 Andrews • The Social Relevance of Montessori in the First Plane each of these rubrics is belief in the greatness of human… |
Sequence 6661 Andrews • The Social Relevance of Montessori in the First Plane ---. Unpublished London Lecture #24. From Lectures Held… |
Sequence 6863 Orion • Birth to Six: A Foundation for All that Comes Later BiRTh To six: a foUndaTion foR all ThaT Comes laTeR by… |
Sequence 8580 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Our responsibility then is to focus some of our scheduled observation on… |
Sequence 8984 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Taking the above quote from Maria Montessori, the definition or idea of… |
Sequence 10095 Leonard • The Montessori Classroom good fortune to be welcomed and taught about Mexico by wonderful people who are so… |
Sequence 10196 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Baghdad, and The Spice Road from the Moluccas through South India to… |
Sequence 10297 Leonard • The Montessori Classroom then to examine the reality of human interdependencies and see humanity as a single… |
Sequence 10398 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 it is also a place to experience what it is like to live and work in a… |
Sequence 106101 Leonard • The Montessori Classroom I began today telling a little of the story of Seattle because it is first of all… |
Sequence 107102 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 A wise, global citizen loves his home, his land, and his own people and… |
Sequence 111106 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 cated interdependencies. We cannot afford to be ignorant of one half of… |
Sequence 112107 Leonard • The Montessori Classroom cally prepared environment and the need for respectful and loving teachers who… |
Sequence 114109 Leonard • The Montessori Classroom humanity connects us; these are classroom essentials when we educate for peace. One… |
Sequence 125120 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 the other. Then, each of the children can take a turn. The children tend… |
Sequence 128123 Soholt • The Social Roots of a Global Community community. The more thought and care that the adults put into their… |
Sequence 131126 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 It is important to understand that Dr. Montessori did not advocate that… |
Sequence 134129 Montessori • Man and SuperNature Reprinted from The 1946 London Lectures. Copyright 2012 by the Montessori-Pierson… |
Sequence 160155 Stephenson • Cosmic Education this age, these attitudes and actions will be of great value to the child. If they are not… |
Sequence 164159 Stephenson • Cosmic Education ments for each year in the 6–12 class, that are always available to the children, there is… |
Sequence 181176 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 for my answer, I also understood that for her, every day held the… |
Sequence 192187 The NAMTA Journal • Classifieds and caring staff as we work to create a world class authentic Montessori experience for… |
Sequence 202197 The NAMTA Journal • Classifieds the well-being and safety of the children in the programs. Provides creative,… |
Sequence 82 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 For instance, Kevin Rathunde writes about flow and the adolescent: The… |
Sequence 93 Kahn • Innovation within Montessori Structure Drama performance, Montessori High School at University Circle, Cleveland, OH… |
Sequence 137 Ewert-Krocker • Scaffolding for Discovery in the Third Plane scaffoldIng for dIscovery In the thIrd Plane by Laurie Ewert… |
Sequence 1711 Ewert-Krocker • Scaffolding for Discovery in the Third Plane The experience of social organization that we aim for in our… |
Sequence 2216 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 development in middle adulthood. In addition, the thoughts presented… |
Sequence 2519 Rathunde • Creating a Context for Flow why exPerIencIng flow Is IMPortant for PreParIng an envIronMent While putting… |
Sequence 2923 Rathunde • Creating a Context for Flow and work, or that it was related to the positive outcomes discussed earlier in… |
Sequence 3024 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 interruption. Based on my experience in the Montessori commu- nity for… |
Sequence 3327 Rathunde • Creating a Context for Flow ing Adulthood. Ed. J. Sinnott. New York: Springer, in press. N. pag. Standing, E.… |
Sequence 6256 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Between concept and rational awareness, there is a moment of imagination… |
Sequence 7266 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 however, exemplified in the work of Maria Montessori and calls for a… |
Sequence 129123 The NAMTA Journal • Classifieds highly successful, public K-8 char- ter school. We will be in our third year of… |
Sequence 5 Montessori Language expression froM earLy ChiLdhood to ChiLdhood Chapter three: a Child’s tale… |
Sequence 6761 Foster • Wondering Aloud use them to help the child develop the reasoning mind. What helps the reasoning mind to develop… |
Sequence 7670 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 Maria Montessori, 1912 |
Sequence 7771 Montessori • 19th International Montessori Training Course, London 19th international montessori training Course, london… |
Sequence 8377 Montessori • 19th International Montessori Training Course, London distinguish them. It is interesting to see the same… |
Sequence 9185 Joosten • Helping the Child in the Conquest of the Written Language conclusion we can ask the child: “Would you like to… |
Sequence 9993 Krumins Grazzini • The Hungry Mind will be changes involving the mind or the intellect and, in corre- spondence with… |
Sequence 10094 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 The teeth also change, as Montessori points out. At around the age of… |
Sequence 108102 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 do not want complacent pupils, but eager ones; we seek to sow life in… |
Sequence 122116 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 a small community with a strong fa- milial atmosphere and a community… |
Sequence 126 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 as being characterized by “experiment, observation, evidence, rec-… |
Sequence 137 Sackett • The Scientist in the Classroom world or grow to destroy the world. It is in this context that he concluded his… |
Sequence 148 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 finally settled on medicine as her life’s work. She became a physi- cian… |