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Sequence 7177 Awes • Supporting the Dyslexic Child in the Montessori Environment may misread many words or read words accurately though… |
Sequence 15185 Awes • Supporting the Dyslexic Child in the Montessori Environment If a diagnosis is made, an adult should explain to the… |
Sequence 16186 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Systematic phonics instruction helps children increase their ability to… |
Sequence 18188 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 school, rather than one or two years. This further repetition can make a… |
Sequence 20190 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 However, this will only happen because the child has been in- directly… |
Sequence 21191 Awes • Supporting the Dyslexic Child in the Montessori Environment Dyslexic readers in Montessori follow this same… |
Sequence 23193 Awes • Supporting the Dyslexic Child in the Montessori Environment As the child enters the elementary classroom, the… |
Sequence 24194 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 peer guidance for oral reading also increase their fluency.52 Parents… |
Sequence 25195 Awes • Supporting the Dyslexic Child in the Montessori Environment Montessori referred to the integrated spoken and… |
Sequence 27197 Awes • Supporting the Dyslexic Child in the Montessori Environment As the child works towards the mastery of sound-symbol… |
Sequence 33203 Awes • Supporting the Dyslexic Child in the Montessori Environment Academic Interventions, ed. by Berninger and… |
Sequence 35205 Awes • Supporting the Dyslexic Child in the Montessori Environment 39. Diana Hanbury King, “A Condition Rightly Named:… |
Sequence 37207 Awes • Supporting the Dyslexic Child in the Montessori Environment 65. King, p. 18. 66. Shaywitz, Overcoming Dyslexia, p… |
Sequence 1Feature occuPaTional TheraPy anD MonTessori— kinDreD sPiriTs: Moving ToWarDs a scienTific anD MeDical PeDagogy by Barbara… |
Sequence 2210 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 ing the basics of motor development will help teachers decide when to… |
Sequence 4212 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 manner. Due to complex historical and personal circumstances, she… |
Sequence 5213 Luborsky • Occupational Therapy and Montessori—Kindred Spirits sori’s approach in the United States. According to the… |
Sequence 7215 Luborsky • Occupational Therapy and Montessori—Kindred Spirits modify task demands or reduce learning or performance… |
Sequence 32240 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 PuTTing The Pieces TogeTher It is clear that OTs and Montessorians have… |
Sequence 35243 Luborsky • Occupational Therapy and Montessori—Kindred Spirits QuesTions every Teacher asks How can I make adaptations… |
Sequence 1Feature haWaiian inDigenous eDucaTion anD The MonTessori aPProach: overlaPPing PeDagogy, values, anD WorlDvieW by Nanette… |
Sequence 2252 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 from the past to the future.” (J. Palakiko, Personal Communication,… |
Sequence 3253 Schonleber • Hawaiian Indigenous Education of development suggesting a fundamental unity to the human mind and… |
Sequence 4254 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 the same developmental sequence, children had within them a par- ticular… |
Sequence 8258 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 finDings Analysis of the data revealed six themes and two links connect… |
Sequence 11261 Schonleber • Hawaiian Indigenous Education level. One group of middle-school teachers stated that they were very proud… |
Sequence 12262 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 & Lee, 1972) of each person. Puanani related it to the notion… |
Sequence 15265 Schonleber • Hawaiian Indigenous Education educational approach that is congruent with some of their deepest beliefs.… |
Sequence 16266 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 possibly provide a structure for indigenous educators to create their… |
Sequence 17267 Schonleber • Hawaiian Indigenous Education and Montessori educators in further developing this place-based model could… |
Sequence 19269 Schonleber • Hawaiian Indigenous Education Kana‘iaupuni, S. M. (2007). A brief overview of culture-based education and… |
Sequence 313 Ludick • Grace and Courtesy Across the Planes of Development a larger view of seeing life (the window), but then to… |
Sequence 1020 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Watch for the mistakes and how children embrace those realities. Note… |
Sequence 1525 Ludick • Grace and Courtesy Across the Planes of Development We must trust the work of these constructive stages of life.… |
Sequence 1626 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 The needs of the adolescent for language deal with the realities of… |
Sequence 1727 Ludick • Grace and Courtesy Across the Planes of Development be able to respond to another ’s needs with genuine devotion… |
Sequence 335 Schaefer • Grace and Courtesy and Beyond other egos, of simply “the other.” It is a spiritual way of being. It is quiet… |
Sequence 335 Schaefer • Grace and Courtesy and Beyond other egos, of simply “the other.” It is a spiritual way of being. It is quiet… |
Sequence 739 Schaefer • Grace and Courtesy and Beyond MDP © Sara Guren remembrance. It stokes our memories of activities and people… |
Sequence 739 Schaefer • Grace and Courtesy and Beyond MDP © Sara Guren remembrance. It stokes our memories of activities and people… |
Sequence 840 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Wisdom Day In the 1980s, I received a phone call from Susan Hartman. She… |
Sequence 840 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Wisdom Day In the 1980s, I received a phone call from Susan Hartman. She… |
Sequence 1143 Schaefer • Grace and Courtesy and Beyond about being present to life, being grateful for it, for one another, for the… |
Sequence 1143 Schaefer • Grace and Courtesy and Beyond about being present to life, being grateful for it, for one another, for the… |
Sequence 1446 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 put one’s own aggrandizement over others as the bully does. In es- sence… |
Sequence 1446 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 put one’s own aggrandizement over others as the bully does. In es- sence… |
Sequence 1547 Schaefer • Grace and Courtesy and Beyond contributing the civility of a citizen who cares, is empathetic, and effective.… |
Sequence 1547 Schaefer • Grace and Courtesy and Beyond contributing the civility of a citizen who cares, is empathetic, and effective.… |
Sequence 353 Soholt • Living Grace and Courtesy in the Primary precedes any conscious interest in the social world, suggesting it… |
Sequence 365 Bettmann • Nurturing the Respectful Community through Practical Life A quote from E. M. Standing may be worth reflecting… |
Sequence 668 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 limited and without duplicates so that the maxim • “less is more” is… |
Sequence 1072 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Another reminder for us is that other practical life exercises are… |
Sequence 1779 Bettmann • Nurturing the Respectful Community through Practical Life in the courtyard, which has seemed silent til now,… |
Sequence 1880 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 When little children of three or four ask for silence, or when having… |
Sequence 1Grace and courteSy in the elementary community by Elise Huneke-Stone Don’t be fooled by Elise Huneke-Stone’s disarming… |
Sequence 284 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 of his teachers. There is nothing more difficult than to teach moral… |
Sequence 991 Huneke-Stone • Grace and Courtesy in the Elementary Community our turn? What if people didn’t do their jobs at the end of… |
Sequence 1597 Huneke-Stone • Grace and Courtesy in the Elementary Community Puritans by Kai T. Erikson: “The main argument of Wayward… |
Sequence 5107 Schaefer • History and Civility In Montessori schools, there is a developmental progression around social life: In… |
Sequence 7109 Schaefer • History and Civility approach the work with reason and science, properly understood. She suggested that… |
Sequence 8110 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 a medical doctor–the first ever trained in Rome. She was bold and… |
Sequence 1Grace and courteSy: emPowerinG children, liBeratinG adultS by Ginni Sackett Ginni Sackett delves into the many implications… |
Sequence 2114 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 According to the conference publicity, we are exploring: Social… |
Sequence 4116 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 in society in a manner based upon respect, dignity, and grace. But to… |
Sequence 6118 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Let’s elaborate on this a little bit more: We know about the fulfillment… |
Sequence 1ParentS aS PartnerS: creatinG a culture of reSPect and collaBoration with ParentS by Sarah Werner Andrews Parents as… |
Sequence 5133 Andrews • Parents as Partners event are accepted as true. The phrase polyocular view has been used by Steve deShazer (… |
Sequence 1Grace and courteSy for the whole School by Mary Lou Cobb Mary Lou Cobb gives a framework from a very practical point of view… |
Sequence 7145 Cobb • Grace and Courtesy for the Whole School have made every effort to make sure that the children can meet their… |
Sequence 9167 Excerpt • Like Leaven by Patricia Coulter 37. C.S. Lewis, “The Weight of Glory,” in The Weight of Glory and Other… |
Sequence 33 Lawrence • The Revelation of the Universal Child of their place in the universe, of the sheer scale and diver- sity and… |
Sequence 44 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 66 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 upon which everything else relies. They are the touchstones that we… |
Sequence 77 Lawrence • The Revelation of the Universal Child communicate and express • ourselves, give our • full attention (… |
Sequence 1212 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 and allows us to understand reality more precisely (“the hand is the… |
Sequence 1The edUCaTion of The individUal by Maria Montessori Only when we look at education from birth and follow the inner… |
Sequence 1The soCial RelevanCe of monTessoRi in The fiRsT plane by Sarah Werner Andrews This article represents an amazing reversal of… |
Sequence 232 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 special education programs. One of my brothers-in-law is a positive… |
Sequence 737 Andrews • The Social Relevance of Montessori in the First Plane abilities they need to maximize their potential and live a… |
Sequence 838 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Physical Well-Being and Motor Development This first domain, physical… |
Sequence 1040 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 sweater, or to welcome a guest to the community, and this gives the… |
Sequence 1141 Andrews • The Social Relevance of Montessori in the First Plane needs of the environment. His activity is directed outward… |
Sequence 1444 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 to generation as long as the soul and intelligence lasts” (65). This is… |
Sequence 1545 Andrews • The Social Relevance of Montessori in the First Plane The structure of activity in sensorial also supports… |
Sequence 1646 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Philosophical Baby, echoes this understanding when she summarizes, “… |
Sequence 1747 Andrews • The Social Relevance of Montessori in the First Plane These characteristics of self-discipline and social-… |
Sequence 1848 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 paRT 2 iT’s noT aBoUT The fish In part two, Sarah Werner Andrews takes… |
Sequence 1949 Andrews • The Social Relevance of Montessori in the First Plane moved, defense mechanisms fell away, and the child… |
Sequence 2252 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Because the human tendencies are innate and universal, they level the… |
Sequence 2454 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 unfamiliar territory for themselves and for us. We are relinquish- ing… |
Sequence 2858 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 developing cognition and knowledge. We are not here to teach the… |
Sequence 2959 Andrews • The Social Relevance of Montessori in the First Plane each of these rubrics is belief in the greatness of human… |
Sequence 3161 Andrews • The Social Relevance of Montessori in the First Plane ---. Unpublished London Lecture #24. From Lectures Held… |
Sequence 1BiRTh To six: a foUndaTion foR all ThaT Comes laTeR by Judith Orion Judi Orion, a Montessori expert on the birth-to-six… |
Sequence 668 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 sources of information about development for this period, so much so… |
Sequence 1375 Orion • Birth to Six: A Foundation for All that Comes Later gather a small group of three children and give a language… |
Sequence 1UndeRsTandinG The yoUnGesT ChildRen: hoW To BUild a deep aWaReness of The ToddleR WiTh paRenTs and CaReGiveRs by Nichole… |
Sequence 385 Holtvluwer • Understanding the Youngest Children What works for some families may not work for others, so we must be… |
Sequence 587 Holtvluwer • Understanding the Youngest Children pRovidinG knoWledGe The majority of parents are hungry for knowledge… |
Sequence 999 Leonard • The Montessori Classroom and to the local society in his town, county, and bioregion. From this security and… |