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Sequence 25their children's behavior or learning will become possible in direct relation to our ability to convey the scientific… |
Sequence 26properly and the child has been responsible-- we evaluate, label, and medicate any who seem to be progressing too slowly… |
Sequence 2A TRIBUTE TO PATRICIA f AY HILSON It is with deep sorrow that we announce the passing of Pat Hilson on July 25, 1996. Pat… |
Sequence 1FOREWORD: FINDING FLOW IN MONTESSORI Imagine a river in time, a time span of one hundred years. On the one side there is… |
Sequence 5in how the nerve cells work. I don't know why, but that's what he is interested in. Here is another one. He is in… |
Sequence 21good and bad in your painting-then you will be able to persevere even without external recognition, external reward. But you… |
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 26greater in a Montessori than in a regular classroom, where we are afraid of giving kids control. Of course, in the Montessori… |
Sequence 14son to follow in his footsteps, but the son decided to join the goldsmith's guild because suddenly being an artist was… |
Sequence 16QUESTIONS ANO ANSWERS Q: As Montessorians, how can we can get our work selected by the culture? A: Obviously, if I had a… |
Sequence 23other four pharmacists in town helped him and allowed him to go and work with them after school, so he had the support too of… |
Sequence 1A MONTESSORI JOURNEY OF SELF by Eduardo J. Cuevas Eduardo Cuevas' luncheon talk explores the experimental nature of… |
Sequence 2a greater meaning of the thought being conveyed. Thus dissecting the title, by way of a mind map, I came to the message I am… |
Sequence 1NORMALIZATION by Eduardo J. Cuevas In a brief, direct essay about normalization summarizing the thematic focus of his… |
Sequence 2concept of normalization is central to our understanding, and imple- mentation, of Montessori education. Let us first define… |
Sequence 3expression of spontaneous activity conducive to self-construction, was seen as a vital component in this transformation.… |
Sequence 2presently dealing with. The notion expressed in this statement seems to me to be of the greatest importance since the adult in… |
Sequence 3We are so worried about losing control that we do not allow for that space of time where it seems to us that the child is… |
Sequence 4adult and the children, as these expressions of the spirit pour out of their daily experiences of togetherness-their oneness… |
Sequence 1CHARACTER AND MORAL DEVELOPMENT by Johnnie Denton Ms. Denton's summary of her workshop session on character development… |
Sequence 54. Children attend very well when their teachers role-play vari- ous situations for grace and courtesy lessons. They… |
Sequence 1INTEGRATING CSIKSZENTMIHALYI AND MONTESSORI by Chulanganee Fernando As a tribute to Dr. Csikszentmihalyi's work, Ms.… |
Sequence 2The picture of the normalized child I like best is the one Dr. Montessori gives in The Secret of Childhood (1936/1966): The… |
Sequence 4For elementary children, Miss Stephenson says, "Put your head down and give the lessons; give the lessons!"… |
Sequence 2the virtue of inducing concentration rather than fatigue, adds to the child's energies and mental capacities, and leads… |
Sequence 3Montessori cites normalization as "the most important single result of our whole work" (1949 /1987, p. 204,… |
Sequence 4NORMALIZATION IN THE FIRST PLANE OF DEVELOPMENT Camillo Grazzini emphasizes the overriding importance of nor- malization for… |
Sequence 11selves to concentration" (Montessori, 1948, p. 23). Normality de- pends on harnessing the deep synthesizing powers of… |
Sequence 137. The relationship between adolescent and teacher should be established by the teacher's respect for the adolescent:… |
Sequence 14describes the unconscious process for the adolescent as being rooted in life experience. The adolescent must solve social… |
Sequence 15REFERENCES Gebhardt-Seele, P. (1997). Evaluating experiences in adolescent programs. The NAMTA Journal, 22(1), 14-21.… |
Sequence 2THE NORMALIZED CHILD by Kathleen H. Futrell Kit Futrell's classic, based on a parent talk she first delivered in 1966,… |
Sequence 3children whom Montessori undertook to study gave her the oppor- tunity of observing these needs. Montessori was ideally… |
Sequence 6structed a language for himself, complete with nouns, verbs, a tense structure, and all the intonations and inflections he has… |
Sequence 7given under the decibel level of a shout. Children like to play the sound game, isolating sounds they hear in words. We play… |
Sequence 8describes another set of characteristics, "timidity, hesitancy in mak- ing decisions, a withdrawal before… |
Sequence 10provide tools that fit his small hand and that he is capable of using without help. If all these needs are met in the… |
Sequence 13the children applaud-they seem to be so delighted with this period of silence they impose on themselves. MUTUAL Am AND… |
Sequence 14PROFOUND SPONTANEOUS CONCENTRATION It is not unusual here to see a child reading or working so intently that he is oblivious… |
Sequence 15interfering with the child when he has chosen his work, unless he is obviously misusing it or disturbing someone else. The… |
Sequence 16pline becomes established is one of active peace, of obedience and love, when work is perfected and multiplied, just as when… |
Sequence 17something is in use which they would like to work with, they learn to wait until it is free. There are no individual pencils,… |
Sequence 18children who were listening for the words, "All Fairfax County high schools closed because of snow"; the… |
Sequence 19It is possible to conceive a universal movement for human reconstruction which follows a single path. Its sole aim is to help… |
Sequence 1THE SPIRITUAL REGENERATION OF MAN by Maria Montessori This article recasts the role of normalization as "spiritual… |
Sequence 1DISCOVERING THE HIDDEN PERSON by Rita Zener and Laura Noriega Ezcurdia Capturing the optimism of normalization theory, the… |
Sequence 4tion becomes possible if there are activities that are appropriate to the child. Activities need to catch interest, bring… |
Sequence 3Collaboration also underlies all good work with children. Alfie Kahn's useful contrast of "doing to"… |
Sequence 7about intellectual development at all, but deal more broadly with the kind of people we hope children will turn out to be,… |
Sequence 21worker. I don't like the use of the word work, frankly, and I know that puts me at odds with several traditions,… |
Sequence 43thumb is that the more you want kids to want to do something, the more you would avoid rewards at all costs because of what… |
Sequence 3lessons, providing purposeful work, allowing freedom of choice, freedom to communicate, and so forth. We learned about the… |
Sequence 5SPONTANEOUS SELF-DISCIPLINE I have done a lot of reading and research on the topic of discipline over the years, both to help… |
Sequence 8The old culture of discipline is based on what we perceive as right and wrong with regard to the child, without paying… |
Sequence 14Studies show that "when a parent consistently fails to show empathy with a particular range of emotions in the child-… |
Sequence 25because an inner need or directive of the child is not being met. Balancing of freedom and discipline (or responsibility) is… |
Sequence 28The Need for Order We touched on this as well in the last section. Dr. Montessori tells many stories in The Secret of… |
Sequence 37• Use the "gentling the violence" technique, developed by a Hungarian woman named Magda Gerber, who founded… |
Sequence 38Branden, N. (1997). The art of living consciously. New York: Simon & Schuster. Briggs, D.C. (1970). Your child's… |
Sequence 2the shelf. For her child, this simple cycle of activity is a giant leap forward, demonstrating achievement she had not… |
Sequence 5definition of the teacher as guide. We must now look to see exactly how these criteria are met within the context of the… |
Sequence 10goal-oriented individual. The thirst for knowledge, the spontaneous desire to discover and explore, is supported by and… |
Sequence 9many choices for self-expres- sion. Different children are attracted to different forms of art. How many of us engage the… |
Sequence 3It set me on a path of discovery, I guess, because I'm attracted to people who are what I call great teachers. I usually… |
Sequence 4some of them at work and they do things that I haven't found a way to talk about yet, which tie them to Sylvia Ashton… |
Sequence 9age brings in terms of wisdom and experience, to ignore that reser- voir, and also then with that reservoir, to allow people… |
Sequence 10through animal watching. You teach the child through watching old people and other people. You teach the child through… |
Sequence 12visitor you'd be swept off your feet when you see what's happening with children. It interests me as to what they… |
Sequence 14'I don't want to do that anymore. I don't want to pay attention to that anymore.' That's what this is… |
Sequence 16fixed in your mind. What is your place in the cosmos? What is the child's place in the cosmos? What is our purpose on the… |
Sequence 13Theologically, the responsibility of the human is to perceive the evolutionary universe as the primary revelatory experience… |
Sequence 15are abandoning their forms of music because learning how to play a pipe or a mandolin is much harder than turning on a… |
Sequence 17Q: How do we make what we have to offer as teachers or as parents valued? As Montessori teachers or as Montessorians, how do… |
Sequence 2ERDKINDER UNDER CONSTRUCTION: WHAT THE FARM SCHOOLS SHOWED Us by David Kahn Mr. Kahn is directing a project to start a farm… |
Sequence 4Erdkinder Under Construction Team of community experts including architects, farmers, landscape designers, naturalists,… |
Sequence 5Figure 1 suggests that the vision and understanding of Erdkinder must come through a variety of pathways, beginning with… |
Sequence 6Montessori tells us that the adolescent wants to experience roles in society outside of the family. In order to create… |
Sequence 20Wendell Berry, Annie Dillard, et al. She also spoke of "Philosophy from Scratch," a simple idea about… |
Sequence 35,h ... work with th&. land is the birthright of every child. ~ .1' "'' ;(! and/ or… |
Sequence 36by the bulb chart). This transformation of the Montessori vision is aided by the introduction of Erdkinder. Thus the planes… |
Sequence 3graduate students who will become practicing farmers. Montessori herself also makes the distinction that Erdkinder students… |
Sequence 4ECOLOGY AND THE FARM With the advent of environmentalisJ:!l, there began in the late 1960s an emphasis on ecology. The farm… |
Sequence 8THE FARM AS BUILDER OF COMMUNITY AND SELF Two faiths can rise up in the man: faith in God and faith in himself The two… |
Sequence 1Introduction MARIO MONTESSORI: IN SEARCH OF A DEEPER FREEDOM A LIFE 1 S JOURNEY OF EDUCATIONAL IDEAS by David Kahn When… |
Sequence 3universe; for one must encounter the facts of nature so that the imagination can build its vision of the whole based in the… |
Sequence 4which evolves on its own terms. Like the child, as human culture grows with the passage of time, it becomes more conscious of… |
Sequence 5when the teacher observes the child's adaptation to the modern world, the educator becomes educated by just how the… |
Sequence 1Barcelona, Spain RESPECT THIS HOUSE by Mario M. Montessori Recently Dr. Montessori gave a series of lectures at the All… |
Sequence 2A taxi driver who brought her back home one day did not want to accept the fare. "You are Dr. Montessori, aren't… |
Sequence 3street the house of the priest was be- ing looted; farther up, at the end, a gutted church was still smoldering. From a… |
Sequence 2Laren, Holland THE BOTANICAL CARDS by Mario M. Montessori The Botanical Cards are one of the items of the Montessori… |
Sequence 3children, the child who recognized the almost invisible auto in the picture of a dog. 1 There is something else besides… |
Sequence 7meaning friends who thought they were contributing in keeping the garden clean. I have already mentioned that it is to the… |
Sequence 8with the names of the veins when he was asked the names of the shapes. That is how the present material was devised. The… |
Sequence 11especially in the beginning. Once the child has become acquainted with the different names, it is no longer essential and the… |
Sequence 13which the descriptive items belong. To give an example, after having placed on the table the "leaf" and the… |
Sequence 14same answer, the teacher asks the rest of the children, and, when they all agree, places the strip under the appropriate name-… |
Sequence 2Kodaikanal, India THE IMPACT OF INDIA by Mario M. Montessori Looking back on the checkered life of Dr. Montessori in this… |
Sequence 3where we - d with t and spi• At the time, Dr. Montessori and I cer- tainly felt the inner burden of the situation. It was… |
Sequence 4and our activity was developed in many places, from Kashmir to Ceylon. This in itself was a great advantage for conducting… |