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Sequence 191185 Awes • Supporting the Dyslexic Child in the Montessori Environment If a diagnosis is made, an adult should explain to the… |
Sequence 192186 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Systematic phonics instruction helps children increase their ability to… |
Sequence 194188 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 school, rather than one or two years. This further repetition can make a… |
Sequence 196190 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 However, this will only happen because the child has been in- directly… |
Sequence 197191 Awes • Supporting the Dyslexic Child in the Montessori Environment Dyslexic readers in Montessori follow this same… |
Sequence 199193 Awes • Supporting the Dyslexic Child in the Montessori Environment As the child enters the elementary classroom, the… |
Sequence 200194 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 peer guidance for oral reading also increase their fluency.52 Parents… |
Sequence 201195 Awes • Supporting the Dyslexic Child in the Montessori Environment Montessori referred to the integrated spoken and… |
Sequence 203197 Awes • Supporting the Dyslexic Child in the Montessori Environment As the child works towards the mastery of sound-symbol… |
Sequence 209203 Awes • Supporting the Dyslexic Child in the Montessori Environment Academic Interventions, ed. by Berninger and… |
Sequence 211205 Awes • Supporting the Dyslexic Child in the Montessori Environment 39. Diana Hanbury King, “A Condition Rightly Named:… |
Sequence 213207 Awes • Supporting the Dyslexic Child in the Montessori Environment 65. King, p. 18. 66. Shaywitz, Overcoming Dyslexia, p… |
Sequence 215209 Luborsky • Occupational Therapy and Montessori—Kindred Spirits occuPaTional TheraPy anD MonTessori— kinDreD sPiriTs:… |
Sequence 216210 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 ing the basics of motor development will help teachers decide when to… |
Sequence 218212 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 manner. Due to complex historical and personal circumstances, she… |
Sequence 219213 Luborsky • Occupational Therapy and Montessori—Kindred Spirits sori’s approach in the United States. According to the… |
Sequence 221215 Luborsky • Occupational Therapy and Montessori—Kindred Spirits modify task demands or reduce learning or performance… |
Sequence 246240 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 PuTTing The Pieces TogeTher It is clear that OTs and Montessorians have… |
Sequence 249243 Luborsky • Occupational Therapy and Montessori—Kindred Spirits QuesTions every Teacher asks How can I make adaptations… |
Sequence 257251 Schonleber • Hawaiian Indigenous Education haWaiian inDigenous eDucaTion anD The MonTessori aPProach: overlaPPing… |
Sequence 258252 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 from the past to the future.” (J. Palakiko, Personal Communication,… |
Sequence 259253 Schonleber • Hawaiian Indigenous Education of development suggesting a fundamental unity to the human mind and… |
Sequence 260254 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 the same developmental sequence, children had within them a par- ticular… |
Sequence 264258 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 finDings Analysis of the data revealed six themes and two links connect… |
Sequence 267261 Schonleber • Hawaiian Indigenous Education level. One group of middle-school teachers stated that they were very proud… |
Sequence 268262 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 & Lee, 1972) of each person. Puanani related it to the notion… |
Sequence 271265 Schonleber • Hawaiian Indigenous Education educational approach that is congruent with some of their deepest beliefs.… |
Sequence 272266 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 possibly provide a structure for indigenous educators to create their… |
Sequence 273267 Schonleber • Hawaiian Indigenous Education and Montessori educators in further developing this place-based model could… |
Sequence 275269 Schonleber • Hawaiian Indigenous Education Kana‘iaupuni, S. M. (2007). A brief overview of culture-based education and… |
Sequence 279273 The NAMTA Journal • Classifieds information on LePort, visit www. leportschools.com Head of School, LePort Montes-… |
Sequence 280274 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 2012, and the program has flour- ished. We will be opening new Spanish… |
Sequence 283277 The NAMTA Journal • Classifieds Colorado Executive Director—Family Star Montessori School, Family Star Montessori… |
Sequence 284278 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 700 Knox Ct. Fax: 303-765-5279 Denver, CO 80204 E-mail: tmiami@mac.com… |
Sequence 286280 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 August 2014 opening for com- mitted AMI Montessori Elemen- tary and… |
Sequence 287281 The NAMTA Journal • Classifieds Salary will be commensurate with training and experience. Position will be available… |
Sequence 288282 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Position will be available August 2014, please e-mail resume to… |
Sequence 289283 The NAMTA Journal • Classifieds didate is Montessori trained with a background in education; however, we are willing to… |
Sequence 290284 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 serve a culturally and economi- cally diverse population with over 40… |
Sequence 292286 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Louisiana Audubon Charter School is the only Public Montessori school… |
Sequence 293287 The NAMTA Journal • Classifieds New York Lead Montessori Teacher in Tod- dler and 3-6 classroom, Les Enfants… |
Sequence 297291 The NAMTA Journal • Classifieds For Sale Primary Classroom Set, New York, USA Contents of entire Primary class- room… |
Sequence 299Maitri Learning, LLC www.maitri learning.com 413-529-2868 Makers of the books and card materials used in Montessori… |
Sequence 1The NAMTA Journal The NAMTA Journal The Art of Montessori Grace and Courtesy Volume 40 Number 1 Winter 2015 Joen… |
Sequence 71 Schaefer • Social Cohesion, Grace, and Courtesy: An Editorial Social coheSion, Grace, and courteSy: an editorial by Pat… |
Sequence 82 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Despite overt efforts in traditional education to insist upon good… |
Sequence 93 Schaefer • Social Cohesion, Grace, and Courtesy: An Editorial What does Montessori mean by this? She actually created an… |
Sequence 104 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 ronment. It creates the boundaries and limits the choices. The first… |
Sequence 126 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 the educator tries to help by persuasion and example ... Both pupils and… |
Sequence 137 Schaefer • Social Cohesion, Grace, and Courtesy: An Editorial of the conscience of the individual, which develops through… |
Sequence 1913 Ludick • Grace and Courtesy Across the Planes of Development a larger view of seeing life (the window), but then to… |
Sequence 2620 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Watch for the mistakes and how children embrace those realities. Note… |
Sequence 3125 Ludick • Grace and Courtesy Across the Planes of Development We must trust the work of these constructive stages of life.… |
Sequence 3226 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 The needs of the adolescent for language deal with the realities of… |
Sequence 3327 Ludick • Grace and Courtesy Across the Planes of Development be able to respond to another ’s needs with genuine devotion… |
Sequence 4135 Schaefer • Grace and Courtesy and Beyond other egos, of simply “the other.” It is a spiritual way of being. It is quiet… |
Sequence 4539 Schaefer • Grace and Courtesy and Beyond MDP © Sara Guren remembrance. It stokes our memories of activities and people… |
Sequence 4640 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Wisdom Day In the 1980s, I received a phone call from Susan Hartman. She… |
Sequence 4943 Schaefer • Grace and Courtesy and Beyond about being present to life, being grateful for it, for one another, for the… |
Sequence 5246 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 put one’s own aggrandizement over others as the bully does. In es- sence… |
Sequence 5347 Schaefer • Grace and Courtesy and Beyond contributing the civility of a citizen who cares, is empathetic, and effective.… |
Sequence 5953 Soholt • Living Grace and Courtesy in the Primary precedes any conscious interest in the social world, suggesting it… |
Sequence 7165 Bettmann • Nurturing the Respectful Community through Practical Life A quote from E. M. Standing may be worth reflecting… |
Sequence 7468 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 limited and without duplicates so that the maxim • “less is more” is… |
Sequence 7872 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Another reminder for us is that other practical life exercises are… |
Sequence 8579 Bettmann • Nurturing the Respectful Community through Practical Life in the courtyard, which has seemed silent til now,… |
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 8983 Huneke-Stone • Grace and Courtesy in the Elementary Community Grace and courteSy in the elementary community by Elise… |
Sequence 9084 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 of his teachers. There is nothing more difficult than to teach moral… |
Sequence 9791 Huneke-Stone • Grace and Courtesy in the Elementary Community our turn? What if people didn’t do their jobs at the end of… |
Sequence 10397 Huneke-Stone • Grace and Courtesy in the Elementary Community Puritans by Kai T. Erikson: “The main argument of Wayward… |
Sequence 113107 Schaefer • History and Civility In Montessori schools, there is a developmental progression around social life: In… |
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 119113 Sackett • Grace and Courtesy: Empowering Children, Liberating Adults Grace and courteSy: emPowerinG children,… |
Sequence 120114 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 According to the conference publicity, we are exploring: Social… |
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 124118 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Let’s elaborate on this a little bit more: We know about the fulfillment… |
Sequence 135129 Andrews • Parents as Partners ParentS aS PartnerS: creatinG a culture of reSPect and collaBoration with ParentS by… |
Sequence 139133 Andrews • Parents as Partners event are accepted as true. The phrase polyocular view has been used by Steve deShazer (… |
Sequence 145139 Cobb • Grace and Courtesy for the Whole School Grace and courteSy for the whole School by Mary Lou Cobb Mary Lou Cobb… |
Sequence 151145 Cobb • Grace and Courtesy for the Whole School have made every effort to make sure that the children can meet their… |
Sequence 160154 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Chapter 3 of Like Leaven is a lyrical summary of the core of the… |
Sequence 173167 Excerpt • Like Leaven by Patricia Coulter 37. C.S. Lewis, “The Weight of Glory,” in The Weight of Glory and Other… |
Sequence 175169 The NAMTA Journal • Classifieds claSSifiedS California Bowman International School in Palo Alto, California is seek-… |
Sequence 176170 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 We have two full time openings: Classroom opens June 2015 Lead… |
Sequence 177171 The NAMTA Journal • Classifieds 700 Knox Ct. Fax: 303-765-5279 Denver, CO 80204 E-mail: tmiami@mac.com Phone: 303-832… |
Sequence 179173 The NAMTA Journal • Classifieds Massachusetts Cambridge Montessori School in Massachusetts seeks a full time Toddler… |
Sequence 184178 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Maternity Leave Primary Lead Guide, The Montessori at Flatiron We are… |
Sequence 186180 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 monteastnash.com/employment- opportunities for specific criteria. Texas… |
Sequence 188182 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 throughout the day. Additionally, the school operates a 20-acre wil-… |
Sequence 191185 The NAMTA Journal • Classifieds Primary (3-6) - Summer Format 2015-2017 in Portland, OR Primary (3-6) - Academic Year… |
Sequence 193Where the child’s interest inspires great work p: 413-529-2868 f: 413-529-2811 5 x 2.5 Maitri Learning, LLC www.m a i t r… |
Sequence 83 Lawrence • The Revelation of the Universal Child of their place in the universe, of the sheer scale and diver- sity and… |
Sequence 94 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 nature as of the environment and there is a reason inside it. So when you… |
Sequence 116 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 upon which everything else relies. They are the touchstones that we… |
Sequence 127 Lawrence • The Revelation of the Universal Child communicate and express • ourselves, give our • full attention (… |
Sequence 1712 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 and allows us to understand reality more precisely (“the hand is the… |
Sequence 2015 Montessori • The Education of the Individual Reprinted from Education and Peace. Copyright 2007 by the Montessori-… |
Sequence 3631 Andrews • The Social Relevance of Montessori in the First Plane The soCial RelevanCe of monTessoRi in The fiRsT plane by… |