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Sequence 3special unity that we must help while, usually, pediatricians cure only the body while psychologists cure only the mind-but… |
Sequence 4of the ocean, at the circular motion of the stars, and they pass by themselves without wondering!" Once this… |
Sequence 5beings reveal a fundamental need for order since the beginning of life and are capable of being self-disciplined" (… |
Sequence 6need to go inside of our being and get in con tact with our "True Self," the divine core where divine Light… |
Sequence 1A MONTESSORI LIFE AS A SPIRITUAL JOURNEY-PART 2 by Muriel Dwyer Muriel Dwyer' s caution that the best-laid plans do not… |
Sequence 4know the story of the salmon? You know the salmon is born upriver in fresh water and when it is a certain size, it swims all… |
Sequence 3able. Grown-ups and children must join their forces. In order to become great, the grown-up must become humble and learn from… |
Sequence 4Our work is deeply grounded in the knowledge that life is ever moving in a direction towards fullness. Our part may be small… |
Sequence 5· It teaches me about growth and vulnerability and what it means to be human. • It teaches me how to develop relationships… |
Sequence 7Ours is not always a direct teaching process. We do not tell the children what they must do to become healthy adult people. We… |
Sequence 1REDEFINING WHO WE ARE: THE WORK OF A LEARNING COMMUNITY FACING ADOLESCENTS/ FACING OURSELVES by Patricia Ludick Patricia… |
Sequence 2the children and adolescents we serve on a daily basis. My belief is that they teach us, inform us, and pull us toward our own… |
Sequence 3condition and ultimate destiny as individuals and as members of a human race. It calls us to a "heads up"… |
Sequence 5· There is restlessness, a holy longing, and a fire that seems to reside within the adolescent. If you remember the power of a… |
Sequence 6I remember a line I read from Eudora Welty, who said something to the effect that the events in our lives happen in a sequence… |
Sequence 8present hopefulness. We are being invited to grow and to change and to move more fully intowholenessourselves,as we observe… |
Sequence 10· Charity • Communication • Empathy · Moral decisions • Manual work • Celebration · Belonging · Forgiveness ·… |
Sequence 12are beginning to recognize what I am getting at a~ I proceed with these analogies. The experts instruct, but so do our young… |
Sequence 13toward optimal human development and is closely aligned with what we see growing out of our work with adolescents in their… |
Sequence 16I don't have to tell you of the decisions and social development challenges that are everyday occurrences in our practice… |
Sequence 2WORK by Annette M. Haines Dr. Haines touches on the work of adaptation of the infant, the work of the "psycho-… |
Sequence 5Unfortunately, adolescence is a period of life when society puts its young people in a hold· ing pattern. The frustration… |
Sequence 8HUMAN AS COSMIC AGENT In the cosmic tales told to the children at the elementary level, the animals, the rocks and plants,… |
Sequence 9Whereas the other creatures simply conserve the environment, human beings have the power to modify it. We modify the trees,… |
Sequence 10society which for us have been unsolvable" (Reconstruction in Educa- tion 14). But this is truly utopian dreaming… |
Sequence 11"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
Sequence 2TRUE WORK: DISCOVERING THE PATH TO SELF-PERFECTION THROUGH THE PREPARED ENVIRONMENT by J oen Bettmann Ms. Bettmann… |
Sequence 3THE PATH TO NORMALIZATION Is THROUGH Wo«K It is easy to be overcome by standards, expectations, and assess- ments; our whole… |
Sequence 18The objects surrounding the child should look solid and attractive to him, and the house of the child should be lovely and… |
Sequence 19and ready will. (T'1e Discovery of the Child, Costelloe trans- lation 315) We know that we cannot learn to dance without… |
Sequence 17Q. Does it matter if students work with joy in all areas, or is just one area enough? A. I think if you look at the whole… |
Sequence 21Q. In Montessori we talk about the uninterrupted work time and we recognize that the adolescent needs time for self-reflection… |
Sequence 7it? Is it really good work by the standards of tradition? How is it related to my personal standards? Is not an easy thing to… |
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 12learn and do a lot, but of course most farm kids don't expect to be farmers. They want to go so mew here else, so even… |
Sequence 3When I was in junior high school almost forty years ago, I wanted more than anything to work with children. I was inspired by… |
Sequence 9But before I tell you about our next approach I'd like to add a footnote: Dallas is fortunate to have two public… |
Sequence 10they did it with ninety-eight percent efficiency. The spacecraft would be headed to the moon, but it wasn't quite on… |
Sequence 14REFERENCES Ferguson, Stan. What Parents Need to Know About Children. Dallas: Ludie Press, 2002. (Available through the web… |
Sequence 1WORKING WITH p ARENTS: BUILDING THE SPIRIT THROUGH COLLABORATION by Barbara Gordon Barbara Gordon's common-sense… |
Sequence 2Don't get discouraged with a child. Re- member that the child that comes each morning is not the same as the one that… |
Sequence 2BUILDINGS THAT NURTURE by Victor Sidy Using principles of Frank Lloyd Wright and Maria Montessori, Victor Sidy has created a… |
Sequence 3I began with origins. I enjoyed the etymology of the word education (from Latin educare, "to draw out"). I… |
Sequence 4solving the enigma of what makes for nurturing buildings in the context of Montessori education. As a result of the Frank… |
Sequence 10Inside the classrooms, we configured the lighting and heating/ cooling ducts to accommodate an open vaulted ceiling rather… |
Sequence 13teaching. As a violinist myself, I am reminded of the relationship between the instrument and the musician-without one or the… |
Sequence 1MONTESSORI AND OPTIMAL EXPERIENCE RESEARCH: TOWARD BUILDING A COMPREHENSIVE EDUCATION REFORM by David Kahn ON NORMALIZATION… |
Sequence 3Csikszentmihalyi listed the conditions of the flow experience as follows (8): 1. Goals Are Clear: One knows at every moment… |
Sequence 4THE MARRIAGE OF FLOW AND NORMALIZATION The introduction of flow into the Montessori culture has had an invigorating effect.… |
Sequence 5measuring levels of engagement. NAMTA plans to explore flow in relation to all stages of development as well as to review best… |
Sequence 6cal support. The perspective referred to is recent work on optimal experience (i.e., states of "flow" or… |
Sequence 7The "poor fit" between adolescents' developmental stage and the typical middle school environment, says… |
Sequence 8Rathunde's present study focused on one public Montessori ado- lescent program, three private "urban"… |
Sequence 9and "fooling." Drudgery is an outcome of too much serious- ness due to an emphasis on structure, discipline… |
Sequence 2A COMPARISON OF MONTESSORI AND TRADITIONAL MIDDLE SCHOOLS: MOTIVATION, QUALITY OF EXPERIENCE, AND SOCIAL CONTEXT by Kevin… |
Sequence 3(Rathunde & Csikszentmihalyi). 1 It will take some time before these articles are published. Therefore, the purpose of… |
Sequence 4for The NAMT A Journal outlining three connections between Montessori education and optimal experience theory: (1) an… |
Sequence 6needed more than ever, teachers are seen as more remote and imper- sona I (Feldlaufer, Midgley, & Eccles). At a time… |
Sequence 7framework for understanding why we expected Montessori students to report a more positive quality of experience in school. In… |
Sequence 8ceived grades; and those who did, did so voluntarily (i.e., it was not a mandatory practice). Finally, time was often managed… |
Sequence 9According to E.M. Standing's biography of Montessori, a key turning point in the development of her method occurred after… |
Sequence 10methods often separate thinking from its experiential context and result in drudgery. Consistent with the idea of creating a… |
Sequence 11Some of the first analyses in the study took a closer look at the full sample of traditional students; the results indicated… |
Sequence 12Table 1. Comparison of the Montessori and Traditional Students on Background Variables • No differences in parents'… |
Sequence 13about their momentary experience. Students in both samples also completed a detailed questionnaire with similar questions… |
Sequence 15referred to divided states that were overly playful or overly serious as "fooling" and "drudgery,… |
Sequence 16In other words, non-academic activities were outside the "mission" of the school and less influenced by… |
Sequence 17In addition to the comparison of the Montessori and traditional students, Figure 1 also provides additional interesting… |
Sequence 18The ESM measure of salience showed a different pattern. Both the Montessori and the traditional students reported salience… |
Sequence 19ported undivided interest only 24% of the time. The primary experi- ence for the traditional students was what John Dewey… |
Sequence 20Experience in Non-Academic Work What about the times when students were doing non-academic work? The expectation was that… |
Sequence 21PART 2. THE SOCIAL CONTEXT OF MIDDLE SCHOOL: TEACHERS, FRIENDS, AND ACTIVITIES IN MONTESSORI AND TRADITIONAL SCHOOLS The… |
Sequence 23Berndt). When tasks are more collaborative, students also report a stronger mastery goal orientation (Nichols & Miller… |
Sequence 25detailed classroom signals, percentage variables were calculated for each student and for the Montessori and traditional… |
Sequence 27p e r C e n t of t 75.0 56.3 37.5 ~ 18.8 e 0 Figure 5. Time Spent with Classmates & Friends in Academic… |
Sequence 28Figure 6. Classroom Activities in Montessori and 11-aditional Schools Passive..- Listtning Collaborative.., W&rk… |
Sequence 29Despite the different interests of all these individuals, the questions that keep coming up are often very similar. Therefore… |
Sequence 30Could the results be due to bias? In other words, were the Montessori students just trying to make their schools look better… |
Sequence 31There is one advantage that the Montessori students did possess. For most of them, the transition from the elementary grades… |
Sequence 32Education and Optimal Experience"), a theoretical article recently submitted to an academic journal (Rathunde, An… |
Sequence 33Why are these results important for the Montessori middle school students? Many skeptics will look at these results and say… |
Sequence 34foJlowed by the genius. His characteristics are absorbed attention, a profound concentration which isolates him from all the… |
Sequence 35premise, namely, that the goal of such approaches is for students to have fun. However, it is important to draw a clear… |
Sequence 39Juvonen, J., & K. Wentzel, eds. Social Motivation: Under- standing Children's School Adjustment. New York: Cam-… |
Sequence 40Nichols, J ., & R. Miller. "Cooperative Learning and Student Motivation." Contemporary Educational… |
Sequence 2NAMTA's MIDDLE SCHOOL RESEARCH HITS THE MARK by Annette M. Haines I have finally had the privilege of reading Kevin… |
Sequence 3mihalyi, The Social Context) concludes that Montessori students have more positive perceptions of their school environment and… |
Sequence 4experience (flow) theory, but I know they had studied the thought of Maria Montessori. What I saw at each of the schools were… |
Sequence 6We're learning more about social interaction than actual academics. The fact that Montessori and current motivation… |
Sequence 2RESPONSE TO Two STUDIES BY KEVIN RATHUNDE AND MIHALY CSIKSZENTMIHALYI by Kay M. Baker The studies titled Middle School… |
Sequence 3native student feedback; and (5) more flexible instructional periods (Rathunde & Csikszentmihalyi, Middle School… |
Sequence 4Goal theory and optimal experience theory link well to Montessori pedagogy. Goal theory identifies two kinds of goals: task… |
Sequence 5engagement in group activities. At the same time that the child is refining individual skills, these skills are being used as… |
Sequence 7Lest one think that the prepared environment referred to means only the school environment, I hasten to add that the prepared… |
Sequence 9Montessori. If the independence does not come from an ability to be self-sufficient but comes from being allowed independence… |
Sequence 10the transitions of adolescence are complete, the person is able once again to present the self to the public. If these skills… |
Sequence 11REFERENCES Montessori, M. From Childhood to Adolescence. 1948. Rev. ed. Trans. AM. Joosten. Oxford, England: Clio, 1996.… |
Sequence 2COMMENTARY ON Two MANUSCRIPTS BY KEVIN RATHUNDE AND MIHALY CSIKSZENTMIHALYI by Rita Schaefer Zener Finally someone has… |
Sequence 3They further validate the benefits of spontaneous concentration when they write of the high intrinsic motivation and quality… |
Sequence 4greater feeling of emotional/ psychological safety (i.e., not being put down by teachers or students). (21) I wonder if these… |