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Sequence 206three primary and two elementary classes (ages 6-12). The new Head of School will have the exciting opportunity to implement… |
Sequence 208FOR FALL OF '93. Primary teacher to team teach in small day home setting. Beautiful envi- ronment in the museum district… |
Sequence 210NORWAY LOOKlNG FOR A CHANGE-would you con- sider Norway? The Dr0bak Montessori Bamehage needs a replacement for its current… |
Sequence 216Nienhuis Montessori ... on the cutting edge of Educational Reform. z ml = =- = -- en Educational reform? No easy task!… |
Sequence 1THE Vol. 18, No. 2 Spring 1993 Language, Creativity, (15 Culture Absorbent Mind Update by Annette M. Haines The Fertile… |
Sequence 5PREFACE: LANGUAGE, CREATIVOY, AND CULTIJRE by David Kahn, Editor Creativitywas not a term Montessori used; instead, she used… |
Sequence 6and evolution, the migration of peoples, and linguistic activity through the ages. At the same time, having the right language… |
Sequence 9ABSORBENT MIND UPDATE: REsEARCH SHEDS NEW UGHf ON MONTESSORI THEORY by Annette M. Haines Citing numerous emptrica/ studies… |
Sequence 10center of current theory. This, according to John Chattin-McNichols, author of TbeMontessori Con- troversy (1991), has… |
Sequence 13of supporting self-organization coward even more differentiated structures. (1990, p. 212) Thus, the brain of the young child… |
Sequence 20neuron's axon to another's dendrites. Since there are so many dendrites to choose from, impulses can jump in a… |
Sequence 21Much of the young child's learning is process learning, "how to" walk, talk, grasp an object, build a… |
Sequence 24increasing importance for theories of and research on the genesis of animal and human behavior (Hess, 1973, p. 61).… |
Sequence 28The study of African and American children mentioned earlier (Super, 1991) revealed changes in cognition proceeding at similar… |
Sequence 32Minsky, M. 0985). The Society of Mind. New York: Simon and Schuster. Montanero, S. Q. 0991). Understanding the Human Being:… |
Sequence 37known world, triggering the flight of the imagination. Emotion is evoked by the mention of father and mother; a sense of time… |
Sequence 40as if the thought of man had assumed a marvelous power; the power to create ... " (1965 (19171, p.241). Imagination… |
Sequence 47needs, to understand that individual needs differ and that therefore children receive different treatment based on different… |
Sequence 49References Egan, Kieran (1992). Imagination in Teaching and Learning. Chicago: U of Chicago. Montessori, Maria (1965; first… |
Sequence 68At each of the above stages, children should be encouraged to write from one to several sentences about the topic which are… |
Sequence 71WHOLE LANGUAGE IN nm MONTESSORI CLASSROOM: CONTINUING THE STORY by Margaret Loeffler, Ph.D. In this talk presented to… |
Sequence 73Vygotsky suggests that two developmental pathways grow out of gesture. One leads to pretend play, as we have mentioned, and… |
Sequence 74own observations regarding children in her schools writing words from her dictation or composing thank you notes to important… |
Sequence 78written language posses'sing su6- stantial linguistic knowledge imglicit in their spoken lan- guage. The major task… |
Sequence 81From these wntmgs of contemporary researchers, it is clear that Montessori was onto something when she suggested that writing… |
Sequence 82occured in the method. My guess is that it was when the method was first tried in English, with its many varied spelling… |
Sequence 85a,od t ea se s e be e,\{ed cbild OU 0 eln eile especial V.:bat tt)eyf ea from the alphabetic into the orthographic… |
Sequence 86with children. I can almost guarantee that Montessori would not have approved of basal readers because she believed that… |
Sequence 87episodes. Specifically, there were the tales of Andersen, some of the short stories of Capuana, episodes of the life of Jesus… |
Sequence 90Loeffler, Margaret H. (1980). An Investigation of the Relationship of Protowriting (Invented Spelling) and Cognitive… |
Sequence 95language. When the interest in words begins, as a teacher you can be a great help by developing that interest. I once heard Dr… |
Sequence 99kitchen. Adding section by section, piece by piece, they discovered the style pattern and saw that the repeats in Malory are… |
Sequence 105the t i n ings ngl o- fY, au & f>eau ng is po- ttry, tincf:'from the p f other na- tions, f… |
Sequence 111story, for example-give the most excellent details about life in a country. When you are teaching, look up the tales. In the… |
Sequence 141TIME FOR SIXES AND SEVENS by Rilla Spellman Startingfrom an analytical understanding of the developmental process that takes… |
Sequence 147Orn TRUTIIS, NEW CHIIDREN by Edwin J. Delattre, Ph.D. Holding up such exemplars of intellectual diligence as Helen Keller and… |
Sequence 168Montessori talked a good deal about the "spiritual preparation" of the teacher(1936, pp. 115-123), and it… |
Sequence 169re you willing.to be open d to abando,n the com- n presupposition ejudice) that "children ed 'to have ~ hot… |
Sequence 170reversal in attitude of the children affected by the response to stimuli of the environment including the apparatus and the… |
Sequence 171Montessori and conventional child care. Parents do not find the jarring and discomforting situations in a good Montessori… |
Sequence 179can set a place, serve the food and eat, alone or with another, wipe off the table, replace the mat, and do the dishes. This… |
Sequence 180be present in a room if they are present within the children and even more importantly within the person who staffs that room… |
Sequence 182servation and discovery, freedom and discipline. These are not things which are switched off and on for certain periods… |
Sequence 184The Montessori Academy New this year, The Montessori Academy (sponsored by NAMTA in cooperation with the Montessori Teacher… |
Sequence 186The Montessori Adolescent Project On April 16-18, 1993, NAMTA hosted a meeting of Montessori middle school practitioners at… |
Sequence 188October 21-23, 1993 San Jose, California Montessori: Theory into Practice October 28-30, 1993 Baltimore, Maryland Language… |
Sequence 189Positions CALIFORNIA SEEKING ADMINISTRATOR for AMI-accred- ited, non-profit Montessori school in Redlands, California.… |
Sequence 190Marin Montessori School in Corte Madera, is seeking one AMI primary guide for Septem- ber, 1993. We welcome applicants who… |
Sequence 191Unusual Teacher for an Unusual School The Heads Up! Elementary Program Palo Alto, California Innovative Montessori-based… |
Sequence 192ILLINOIS Opportunity to work with respect, support, independence. Beautiful environments. Experienced colleagues and… |
Sequence 195e Montessori Institute OF MILWAUKEE, INC. 3195 S. Superior St. • Suite L 428 • Milwaukee, WI 53207 414/481-5050 Now… |
Sequence 197submit resume and references to: Ronald D. Cameron, Kingston Montessori School, P .0. Box 1416, Kingston, Ontario, Canada K7L… |
Sequence 201Nienhuis Montessori ... on the cutting edge of Educational Reform. Educational reform? No easy task! Innovative thinking must… |
Sequence 1'A Vol. 18, No. 3 Summer 1993 Montessori Frameworks for Adolescence The Adolescent and the Future by Margaret E.… |
Sequence 4ario Montessori Jr. died on February 25. 1993. Apart from his superb practice as a psychologist. Dr. Montessori was a gra-… |
Sequence 10Dr. Montessori expressed her hope "for a normal development, that fortunately does not depend on what we attempt to… |
Sequence 11discovered a key with which to unlock the immense constructive powers of the human being, powers that were capable of changing… |
Sequence 12were the first small children of the San Lorenzo Quarter experiment called "the new children"? It took Dr.… |
Sequence 13These two territories became the properties of the societies and nations of man, as time went on, and the story of man was… |
Sequence 14The sensorial material is a key to the environment, Dr. Montessori said, but only if we present it for the child to use in the… |
Sequence 16The child still needs a prepared environment for his work and activities. Dr. Montessori warns us: "Education between… |
Sequence 17At the second plane of development we have the same formula to use as at the first-the psychological characteristics of the… |
Sequence 18logical characteristics and each needs a prepared adult to help the individual help himself. The four planes of development… |
Sequence 19product of a Casa dei Bambini and a Montessori elementary class which have followed vigorously Dr. Montessori's formula… |
Sequence 20not want to make mistakes about the adolescent program, great care must be taken in implementing it. If Dr. Montessori was… |
Sequence 21do they give all the special physical care that is necessary during the period of adolescence. Thus not only do they not corre… |
Sequence 22Dr. Montessori reminds us that the child at the third plane experiences difficulty in maintaining concentration during study.… |
Sequence 23social life which may endure for years. Such defects in social adjustment may have dangerous consequences for the indi-… |
Sequence 24with society; it would offer the control of error and the possibility of repeated activity. The working of the human… |
Sequence 25of the race. And we have the adolescent to prove otherwise to us. "If we gave the world to the small child,"… |
Sequence 26And moreover, she suggested a program, as she had done for the first and second planes of development. To some extent we have… |
Sequence 27to studying. In order for the adolescent to acquire social experience, society must build the right sort of environment for… |
Sequence 28constructive instincts that as yet have neither been recognized nor put to use .... Might not this goal be reached by changing… |
Sequence 29But Or. Montessorl's pri- mary concern for the ado-, lescent was that he should be allowed a life of activ- ity and… |
Sequence 30contacts. Running the shop would necessitate a study of commerce and exchange, of supply and demand, of the rules of book-… |
Sequence 32presented the child of the first plane with the world, and the child of the second plane with the universe. What Dr.… |
Sequence 33gives individuals infinite possibilities for growth and improvement and constitutes the starting point of man's complete… |
Sequence 34achieving the development of the human personality, rather than the narrower one of providing culture only, then a close… |
Sequence 35Sir Richard Livingstone had argued that education must be not just vocational but also social and spiritual. Much earlier, Dr… |
Sequence 38DESIGNING FOR THE NEEDS OF ADoLESCENTS: AN INTERVIEW WITH JOHN MCNAMARA by David Kahn Ibis interoiew focuses on Mr. McNamara… |
Sequence 39What are the new frameworks and Montessori telling us? Mathematical reasoning, problem solving, communication, and connections… |
Sequence 42the tools of the future. The technology and the knowledge explosion are changing education. The how it is to be done remains… |
Sequence 50MONTESSORI AooLESCENT EDUCATION: TOWARD AN EMERGING FRAMEWORK by David Kahn Mr. Kahn summarizes his understanding of major… |
Sequence 53or no documentation available. There is no governing standard or consensus of design. Teaching personnel who are sensitive to… |
Sequence 57The Paideia model is clearly compatible with Montessori, both stressing presentation and coaching. The Paideia chart goes on,… |
Sequence 58• c:: I,) 0 ;·; I,) • ... ,, c:: ·- QI 0• QI .. a. CII .: . .c= c.,•- • .ii: OCI) (J .. .... • .ii: c:: • o… |
Sequence 59Grade 7 (Continued) • C Judaism, Ch.ristianity, Islam U.S.A. Government USSR U 0 Electoral Process Derived From… |
Sequence 65assignments. Unless departmentalized team teaching is thoroughly orches- trated, work surges and student overloads in homework… |
Sequence 71between the specialists in order to get an overview of each individual student. The generalist approach is entirely necessary… |
Sequence 72Assessment Interestingly enough, with all the alternative assessment now in process outside of Montessori education, a good… |
Sequence 73generalizations and integrative structures. Most programs are worked empirically with different segments evolving into an… |
Sequence 77A MONTESSORI VISION OF ADoLESCENCE by Lawrence Schaefer, PhD Dr. Schaefer's developmental outlook for the adolescent… |
Sequence 78Lake Country School is a city school (in south Minneapolis), and for obvious reasons our program is not Erdkinder-it is a… |
Sequence 79Th&i;young' child de- mands, "Help me to doit myself.n:rheado- lescent demands, "Help me to… |
Sequence 83possibilities, and potentials of life clash with the present and the past, with the real, with the might-have-beens, with… |
Sequence 91CHARACTERISTICS AND NEEDS OF Anol.ESCENTS: A COMPARATIVE STIJDY compiled by John Long Almost eve,y Montessori seconda,y… |
Sequence 92Characteristics of Adolescents Physical Characteristics Emotional Characteristics Social Characteristics Cognitive… |
Sequence 116he, too, is connected to every living being and bears a responsibility toward all. As young adolescents study history and… |
Sequence 130and reread Montessori's books and lectures. As the middle school class has evolved through the years, I have listened to… |
Sequence 137I believe that this age group is in the sensitive period for developing relationships, and one of the necessary tools for… |