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Sequence 15Montessori called for special attention to the learning environment. These laboratories will be fully equipped with high-… |
Sequence 9contributing factors beneath the event circle generally belong to the realm of nature. Above the event circle are five sets… |
Sequence 12be to widen education instead of restricting it" (71). The students could choose any event from the past that… |
Sequence 15In Appendix A, "Erdkinder," Montessori makes clear that the entire educatjon of the adolescent must address… |
Sequence 17ELDER VOICES: RIDGELINE MONTESSORI PUBLIC CHARTER SCHOOL AND CASCADE MANOR ASSISTED LIVING CENTER by Jennifer Wyld and… |
Sequence 18We want our students to ask what their contribution is going to be: What is their cosmic task? If we do our jobs well, they… |
Sequence 19There is also the fundamental human need for orientation: know- ing where I am and where my place is. Knowing our place gives… |
Sequence 20earlier, we are often limited only by ourselves, and by having the students interacting with a wider slice of humanity, their… |
Sequence 22In the humanities, one of the curricular strands for adolescents is the exploration of humans on Earth. Talking to people… |
Sequence 4contributing factors beneath the event circle generally belong to the realm of nature. Above the event circle are five sets… |
Sequence 7be to widen education instead of restricting it" (71). The students could choose any event from the past that… |
Sequence 10In Appendix A, "Erdkinder," Montessori makes clear that the entire educatjon of the adolescent must address… |
Sequence 1ELDER VOICES: RIDGELINE MONTESSORI PUBLIC CHARTER SCHOOL AND CASCADE MANOR ASSISTED LIVING CENTER by Jennifer Wyld and… |
Sequence 2We want our students to ask what their contribution is going to be: What is their cosmic task? If we do our jobs well, they… |
Sequence 3There is also the fundamental human need for orientation: know- ing where I am and where my place is. Knowing our place gives… |
Sequence 4earlier, we are often limited only by ourselves, and by having the students interacting with a wider slice of humanity, their… |
Sequence 6In the humanities, one of the curricular strands for adolescents is the exploration of humans on Earth. Talking to people… |
Sequence 2two thirds of schools reported their enrollmen t fell short of expecta- tions, at a median 14% shortfall (page 5). The salary… |
Sequence 3More than one third of respondents (37%) met or exceeded their enrollment projections for this year. One hundred sixty-four… |
Sequence 22Percentile Rankings of Salaries Percentiles by Age n11d Experience Level To summarize the data in the salary range tables and… |
Sequence 32Facility Ownership Forty-seven percent of the responding schools rent their facilities while 53% own them, up from a 50-50… |
Sequence 42using the primary (3-6) level as an example. Median salaries at the 3-6 age level are shown for teachers employed at schools… |
Sequence 1MONTESSORI AND STRUGGLE by Paula Polk Lillard Paula Lillard believes one of the key approaches in these hard times has to be… |
Sequence 3bon would still be there for ironing and reuse the next day. When I was old enough, she showed me how to clean my own nails… |
Sequence 4process itself. As a result, their self-formation and appreciation of the strengths that they did possess were actually… |
Sequence 6are bad actors in these areas of life, of course. They seek power and are filled with greed and corruption. They are guilty of… |
Sequence 8grow an expensive bureaucracy but administer the school ourselves, following the British tradition of a "teaching… |
Sequence 9Montessori children do grow up with a great desire to change the world. Tf you want to see a group of such students gathered… |
Sequence 1ENROLLMENT STRATEGIES FOR WEATHERING THE STORM by Anita Chastain Anita Chastain's succinct article suggests ways to… |
Sequence 2right thing in the right place at the right time for our twenty-first-century world. As Dr. P. Krishna predicted at the… |
Sequence 1MONTESSORI MARKETING: STORIES AND STRATEGIES by Mark Berger Mark Berger urges schools to "levernge the voices… |
Sequence 2ply never heard about Maria Montessori and her little school in San Lorenzo? It's far more likely that we shouldn't… |
Sequence 3I go on to tell prospective parents that it's because Dr. Montessori was on to something. She had in fact discovered… |
Sequence 4If we are to solve the recruitment/ enrollment problem and take Montessori "over the top," we need to show… |
Sequence 5tessori school(s) we are doing this very "such and such," it helps to ma kc parents comfortable and to see… |
Sequence 7more frequent career shifts. An "education" should prepare people for that. Montessori schools do just this… |
Sequence 8which typically are very difficult to see, imagine, or demonstrate. We need to be clear about our message, though. In a recent… |
Sequence 10then argued for a very different sort of school, one that would al- low children to discover their own selves, their own… |
Sequence 11as such had little "cash value" to the average parent. Certainly it wasn't going to be sufficient to… |
Sequence 3Among the tribes of northern Natal in South Africa, the most common greeting, equivalent to "hello" is the… |
Sequence 4family is a whole system as are the members of a faith community. One of my favorite metaphors for this is the cartoon by… |
Sequence 1FOLLOW THE p ARENT: p ARENT EDUCATION AT THE MONTESSORI SCHOOL OF LAKE FOREST by Ann Jordahl A11nforda'1/ emphasizes… |
Sequence 1OuR TRUE STORY OF BUILDING A RESERVE FUND by Aidan Montessori School A cash-flow crisis forced A idn11 Montessori School to… |
Sequence 8ship funding and support of the Foundation Board will be critical in achieving the financial goals, enrollment projections… |
Sequence 3considerably more difficult to replace older students with those who either have a Montessori background or, if not, can adapt… |
Sequence 1COMPETING WITH MONTESSORI AND NON-MONTESSORI SCHOOLS by Jerri King Jerri Kiug challenges sc/1ools to embrace their distinct… |
Sequence 2a significant outdoor component. Some schools have long histories of stability and strong school A common mistake is to… |
Sequence 4now find it critical to re-establish their mission and/or values, the process of including appropriate stakeholders, pursuing… |
Sequence 5may sound unusual, but it's important to remember that prospec- tive parents aren't necessarily out to make a… |
Sequence 1THE DEVELOPMENT OF LANGUAGE by Annette M. Haines An11ette Hni11es begins with the "e111bryo11ic co11stmctio11&… |
Sequence 4human function of language is reflected in the book of Genesis. In the first pages we read: When the Lord God had formed out… |
Sequence 5regarded as an ego asleep. But all of a sudden he wakes up and hears delicious music; all his fibers begin to vi- brate. The… |
Sequence 9According to linguist Martin Joos, by the time the child is eight, he or she has disciplined his own language to the point… |
Sequence 9systems that exist in the world today. "The basic structures for our behavior are innate. The specific details of how… |
Sequence 12suit. When the same test was given to children aged from seven to eleven, only one in every twenty-eight children was able to… |
Sequence 13• In the first plane, grace and courtesy is related to such language-dependent matters as how to greet someone and how to… |
Sequence 16Tf we turn to the fourth definition of culture, which focuses on "the customary beliefs, social forms, and material… |
Sequence 17one another. One nation provides steel, while another constructs computers. One nation provides others with fruits, while… |
Sequence 1MONTESSORI DEVEIDPMENTAL TURNING PoINIS roR AooLFSCENT LANGUAGE by Laurie Ewert-Kroeker Lnurie Ewert-Kroeker§ charts provide… |
Sequence 1TECHNOLOGY AND THE ADOLESCENT: FINDING THE TRUE BALANCE IN THE PREPARED ENVIRONMENT by Linda Davis and Colin Palombi Two… |
Sequence 4it because I grew up in a Montessori school. This Montessori thing has always been a part of my life, and as a result I think… |
Sequence 5T remember when the only computer in my home town took up the whole floor of a building that was about a quarter of a block… |
Sequence 6To me, this quote begins to define our problem. But the problem can't belong to our students alone. The challenge this… |
Sequence 7knowledge and intelligence. At risk of oversimplification, our ancestors shared stories around the fire. Fire was a… |
Sequence 11Remember several years ago when nasty things were being written on the Internet about some of our girls? When the student… |
Sequence 12Colin: No, one computer cannot constitute a prepared environment. In The Formation of Mm1, Montessori says, "If the… |
Sequence 13Some technology has only been brought into the classroom after months and months of class meetings and draft after draft of a… |
Sequence 14Later that morning, Kevin approached me. "Colin, can you show me how the website thing works?" He had other… |
Sequence 17By the way, one of our former students, now a college freshman, says that dealing with the crops and the chickens in our… |
Sequence 18But ... there are dangers. Any new invention, any new techno- logical development can become dangerous. Montessori says that… |
Sequence 1LANGUAGE DELAYS: WHAT Do I Do Now? by Pam Shanks Pa111 Sha11ks refutes some com111011ly held ideas about how a guide should… |
Sequence 3turns them into appropriate motor, behavioral, or communicative responses. Essentially it is a failure of the sensory system… |
Sequence 12a teacher who uses long, abstract sentences or one who uses key vocabulary words spoken with emphasis in conjunction with… |
Sequence 17focused, and motivated. If these children could learn to talk, they would have. That they are demonstrating significant delay… |
Sequence 1THE MATHEMATICAL MIND by M. Shannon Helfrich Begin11i11g with a defi11itio11 of tlie 11wt/Je111atical 111i11d as "a… |
Sequence 1THE MATHEMATICAL LENS: A MONTESSORI KEY FOR A THEORY OF EVERYTHING by Kay Baker Mathe111ntics ns n le11s is n powerful… |
Sequence 2universe. To be sure, this is a monumental task. However, the human mind is undaunted by what it encounters. Human beings… |
Sequence 10The adult has to work from the premises of the human tenden- cies. The capacities to explore, orient, communicate/name,… |
Sequence 1MONTESSORI MATHEMATICS: A N EUROSCIENTIFIC PERSPECTIVE by Benedetto Scoppola Benedetto Scoppoln joi11s t/1e Montessori world… |
Sequence 4In particular, it is evident with PET analysis that correct per- ception of mathematics happens when these two very distant… |
Sequence 5Figure 1. The Montessori number rods. (see Figure 1). Clearly the first way you present the number in Montessori, the number… |
Sequence 7I really like this because adults tend to forget that "what is necessary is to respect it." Anyway, to me… |
Sequence 8Hence, we have to think that Montessori, who obviously did not know neuroscience, arrived to the same conclusion starting… |
Sequence 9• • • • • • ► ___ ....... .,. ... • • • • • • Figure 7. Even and odd numbers, from Aristotle's Metaphysics. In all… |
Sequence 13four or five, almost all of them say the left arrives first. The other square appears larger. What we did two years ago with… |
Sequence 1THE ESSENTIAL MONTESSORI MATH THROUGH THE YEARS by John McNamara John McNamara has developed a classical practitioners… |
Sequence 2Here is one of the quotes from Maria Montessori that 1 be- lieve guides me daily in what L do:" Imagination does… |
Sequence 4We've all heard the expression, "If it's worth doing, it's worth doing well." I think it was… |
Sequence 8principal, I used my principal prerogative and brought the check- erboard home. J said, "Okay, Dorothy, let's… |
Sequence 1A HISTORY APPROACH TO MATHEMATICS FOR THE ADOLESCENT by Michael Waski Miclznel Wnski shows //tat tlte 11tilizatio11 of… |
Sequence 1THE CHILD' s CONSTRUCTION OF GEOMETRY IN Psrco-GEOMETRiA by Benedetto Scoppola Begi1111i11g will, Mo11tessoris… |
Sequence 5diagonals and then, placing the compass point in the cente1~ you make four small arcs. Clearly the distance between the center… |
Sequence 67 .:JL,.o/,.,._ J,w,u-· _____________ ,pAAA.il.d l.un .. u,. k.urA.N.LA ------------- .Lu/fl.1 ,:..a,n. mk41".CA… |
Sequence 10Figure 8. Decoration that calls attention to features of a triangle. Another thing that Montessori suggests is to use the… |
Sequence 18Figure 17. A square that is hall the area of the large square. This square, which has a diagonal equal to the edge of the… |
Sequence 23,------- l Figure 26. Two similar hexagons containing similar triangles. bigger hexagon is the original triangle that we… |
Sequence 25Figure 29. A self-similar structure constructed of triangles. Jn the self-similar construction in Figure 29, Montessori proved… |
Sequence 1THE INTEGRATED SCIENCE AND MATHEMATICS OF DR. CLAUDE CLAREMONT, DISCIPLE AND COLLEAGUE OF MARIA MONTESSORI by Harvey R.… |
Sequence 2Claude decided to earn an advanced degree in engineering at the University of Rome. The winds of war were blowing on the… |
Sequence 3By his own accounting, he was the only English-speaking man to do so. Maria Montessori must have quickly recognized the poten… |