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Sequence 113 O’Shaughnessy • The Observation Artist Everything we need to know to be successful in our work with children and in life… |
Sequence 124 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 to a certain degree, still is perceived as the passing on of informa-… |
Sequence 135 O’Shaughnessy • The Observation Artist environment, Montessori’s scientific training, her curiosity, open- mindedness, and… |
Sequence 168 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 The second model is the “happy” model, and this is where we want to be (… |
Sequence 2921 O’Shaughnessy • The Observation Artist Attentive, Mindful, Focused One of the core principles of Montessori education is… |
Sequence 3123 O’Shaughnessy • The Observation Artist Jackson reports that “People who focus well report feeling less fear, frustration… |
Sequence 3224 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Developmentally, the ability to attend and focus helps the child to… |
Sequence 3527 O’Shaughnessy • The Observation Artist guage determines his destiny” (15–16). All adults affect children’s self-… |
Sequence 3931 O’Shaughnessy • The Observation Artist Exactness: Exactness is marked by thorough consideration or minute measurement of… |
Sequence 4537 O’Shaughnessy • The Observation Artist wanted help writing a story that she wanted to tell with the mov- able alphabet.… |
Sequence 5244 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 MOLLY. Good morning. It truly is great to be up here on the stage with… |
Sequence 5345 O’Shaughnessy and Patell • Interview on the History of Observation tion. In those days, the early days (the 1960s),… |
Sequence 5446 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 MOLLY. Did reading that chapter inspire you to develop the post-diploma… |
Sequence 5547 O’Shaughnessy and Patell • Interview on the History of Observation at the right time, you will get the right result.” But… |
Sequence 5648 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 unique ways. Margaret Stephenson had an impact certainly on me. Camillo… |
Sequence 5749 O’Shaughnessy and Patell • Interview on the History of Observation who’s interested in shapes, for instance, look at all… |
Sequence 5850 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 some other cause apart from what seems to be superficially obvious so we… |
Sequence 6557 O’Shaughnessy • The Observation Scientist The ObservaTiOn scienTisT by Molly O’Shaughnessy Once the reasons for habitual… |
Sequence 6658 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 When I am in the midst of children, I do not think of myself as a… |
Sequence 6759 O’Shaughnessy • The Observation Scientist As Sherlock Homes proclaimed, “Data, data, data! I can’t make bricks without… |
Sequence 6961 O’Shaughnessy • The Observation Scientist wOrk curves and The fOur levels Of nOrMalizaTiOn Stage One The main features… |
Sequence 7264 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 This is followed by the main work of the day in which • the child puts… |
Sequence 7567 O’Shaughnessy • The Observation Scientist 6. A drive for order in the way they work and organize their work. 7. Social… |
Sequence 9587 O’Shaughnessy • The Observation Scientist teresting to the children and which activities cause a “polarization of… |
Sequence 9890 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 The first is our attitude. We need to adjust our attitude toward… |
Sequence 10294 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 knowing what went wrong. I have seen children with the finger charts… |
Sequence 10395 O’Shaughnessy • The Observation Scientist Figure 19. The center and the periphery. The Center! Errors! Observation is… |
Sequence 10597 O’Shaughnessy • The Observation Scientist In order to feed the spirit of the child, we must respect that process of… |
Sequence 10799 O’Shaughnessy • The Observation Scientist bibliOgraPhy Joosten, A. M. “Errors and Their Correction.” Bombay: Indian… |
Sequence 109101 Lontz • Observation: A Practice That Must Be Practiced ObservaTiOn: a PracTice ThaT MusT be PracTiced by Karey M. Lontz… |
Sequence 110102 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 I also think about observation as being exciting! Exciting because I… |
Sequence 114106 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Regaining the Power of Observation Here are some ideas to help you to… |
Sequence 115107 Lontz • Observation: A Practice That Must Be Practiced To be better observers, we need to live in the pres- • ent. Not… |
Sequence 116108 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 After graduating, Montessori continued her studies with an interest in… |
Sequence 117109 Lontz • Observation: A Practice That Must Be Practiced from all over the world to see this work. They wanted to see these… |
Sequence 118110 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 lectures and her observations of children have been compiled into many… |
Sequence 120112 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 the ball tracker, put it in the tray and put it away. Isn’t that great?… |
Sequence 121113 Lontz • Observation: A Practice That Must Be Practiced Guiding Principles that Montessori Discovered through Observation… |
Sequence 123115 Lontz • Observation: A Practice That Must Be Practiced the spirit is being nourished. The guide’s goal with this linking… |
Sequence 125117 Lontz • Observation: A Practice That Must Be Practiced top lives, and it wasn’t there. I thought about it. Where did I… |
Sequence 138130 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 “This isn’t something the child should be doing. I am going to stop him… |
Sequence 141133 MacDonald • Becoming a Scientific Observer becOMing a scienTific Observer by Greg MacDonald inTrOducTiOn Greg… |
Sequence 142134 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 observation. This offers us the opportunity to achieve a great deal more… |
Sequence 143135 MacDonald • Becoming a Scientific Observer Here is one statement that she made about observation: We must hold ourselves… |
Sequence 144136 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 child. You can’t pour information into somebody else’s mind. You can’t… |
Sequence 146138 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 I also want to emphasize that this process of self-construction happens… |
Sequence 150142 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 a quiet and empathetic conversation with him or her. This is an ap-… |
Sequence 151143 MacDonald • Becoming a Scientific Observer these physical “therapies” intended to alter their child’s physical… |
Sequence 153145 MacDonald • Becoming a Scientific Observer This is true for all ages, and for all manner of behaviors. Montessori… |
Sequence 154146 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Other times, the word secret is strongly implied. Here’s an example of… |
Sequence 156148 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 that will continually generate new opportunities like this. When we make… |
Sequence 160152 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 and observe and you may learn something quite incredible. You will also… |
Sequence 161153 MacDonald • Becoming a Scientific Observer wOrk In The Advanced Montessori Method, Montessori includes a section titled… |
Sequence 168160 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 If you have a particular child or situation or a particular purpose, you… |
Sequence 171163 MacDonald • Becoming a Scientific Observer initial observations and for determining possible research questions, but the… |
Sequence 173165 MacDonald • Becoming a Scientific Observer example). A checklist or rapid recording system is necessary for this… |
Sequence 176168 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Traffic Flow The observer uses a map of the classroom and at… |
Sequence 177169 MacDonald • Becoming a Scientific Observer that both are constructed “to an exact plan.” The web of the spider, she… |
Sequence 178170 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 cOnclusiOn So what may we conclude from this presentation? I would focus… |
Sequence 179171 MacDonald • Becoming a Scientific Observer references Doyle, Arthur Conan. “The Adventure of the Copper Beeches.” The… |
Sequence 181173 Davis • What Are We Observing and How? whaT are we Observing and hOw? by Linda Davis In this talk, Linda Davis… |
Sequence 182174 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 At some point the caterpillar stops eating and starts spinning a… |
Sequence 183175 Davis • What Are We Observing and How? place, but like the butterfly in the chrysalis, we can’t see everything. What we… |
Sequence 185177 Davis • What Are We Observing and How? Dr. Montessori called them social newborns. They have all that wonderful… |
Sequence 188180 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 most definitely not what I saw going on here. I remember thinking, “If… |
Sequence 190182 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 references Montessori, Maria. From Childhood to Adolescence. 1948.… |
Sequence 193185 O’Shaughnessy • The Road Home The rOad hOMe by Molly O’Shaughnessy “Children have the potential to create a world we… |
Sequence 197189 O’Shaughnessy • The Road Home deeper our understanding becomes. As the footholds of observation begin to strengthen, the… |
Sequence 198190 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 are confident, competent, self-disciplined, brave, spiritually strong,… |
Sequence 199191 O’Shaughnessy • The Road Home another personality, a personality very mysterious, not considered in this world, not… |
Sequence 202194 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 It is the child, not the adult, who serves as the link from one… |
Sequence 215207 Joosten • Observations lized. The observations concerning some of the objects mentioned above can, indeed, be made with… |
Sequence 220212 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 and social behavior); 2. Sensorial activities (develop consciousness and… |
Sequence 221213 Joosten • Observations recommended. This is social and moral obligation. Its fulfillment can make a precious… |
Sequence 237229 Kripalani • Observation ObservaTiOn by Lakshmi A. Kripalani The adult who is inexperienced in the art of observation… |
Sequence 240232 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 drama or elocution competitions were held to reflect the philosophy of… |
Sequence 241233 Kripalani • Observation theories. Dr. Montessori used her observation to discover the inner functioning of the child and… |
Sequence 242234 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 proper sunlight. The seed may sprout and take its root in a zig-zag… |
Sequence 245237 Kripalani • Observation disbelief or being caught in the trap of old techniques of teaching rather than directing the… |
Sequence 247239 Kripalani • Observation being observed record their own activity and their own behavior. Let them then share objectively… |
Sequence 254246 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 All the possibilities of concentration on varied aspects of ob-… |
Sequence 255247 Kripalani • Observation the ability through analytical observation to appreciate the laws of development and to know the… |
Sequence 258250 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 each individual at the end of every term. Amongst Montessorians, keeping… |
Sequence 260252 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 In a lecture on observation Dr. Montessori says, “Observation is one of… |
Sequence 261253 Patell • Observation esting over a period of time before something interesting actually occurs. Montessori says “be… |
Sequence 262254 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 We are given a very clear guidance for observation in Chapter 3 of… |
Sequence 268260 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 vation as “a comment or remark based on something observed” (p. 982,… |
Sequence 270262 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 the scene. The red notebook in my hand was also a signal to me to stop… |
Sequence 271263 Helfrich • Observation all the children were focused and concentrated, doing just exactly what had been shown to them.… |
Sequence 276268 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 beyond childhood (birth to puberty) but this answer will be limited to… |
Sequence 285277 Parker • The Essential Is Invisible to the Eye The essenTial is invisible TO The eye: The evOluTiOn Of The ParenT… |
Sequence 289281 Parker • The Essential Is Invisible to the Eye competing, grasping, possessing, and achieving, forever burdening… |
Sequence 307299 Parker • The Essential Is Invisible to the Eye I liked the integration of doing the exercise, kind of like doing your… |
Sequence 308300 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 3. I had not attempted to conduct a scientific, quantitative study.… |
Sequence 311303 Parker • The Essential Is Invisible to the Eye The essenTial is invisible TO The eye: The evOluTiOn Of The ParenT… |
Sequence 345337 Fresco • Observations on Sara’s First Eight Months by Her Mother ObservaTiOns On sara’s firsT eighT MOnThs by her MOTher… |
Sequence 360352 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Maria Montessori in the garden of the Cloister School, Via Giusti, Rome,… |
Sequence 367359 Montessori • Methods Evolved by Observation MeThOds evOlved by ObservaTiOn by Maria Montessori Montessori’s idea of the… |
Sequence 371363 Montessori • Methods Evolved by Observation child has had scientific care, then at the age of three the child should be… |
Sequence 375367 Montessori • Attention aTTenTiOn by Maria Montessori The Advanced Montessori Method, Volume 1 was published in 1918 in… |