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Sequence 56and intolerance of others-especially others who are or appear differ- ent. There are the universal put-downs, the hurtful and… |
Sequence 60They build upon one another. Every ending is a new beginning. They must be understood as a whole-they must be correlated. They… |
Sequence 61The Nature of Experience What are the characteristics of key experiences? "The Thing that is important above… |
Sequence 65Experience for the sake of experience is not the goal. It is not the intent to merely make education fun. Experiences are a… |
Sequence 67The normalized child displays all of the characteristics familiar to experienced Montessori teachers: love of order, love of… |
Sequence 68How is valorization accomplished? It is through work, by activ- ity, by experience, by action, by being active with one's… |
Sequence 69Part II: Valorization, Normalization, and the Key Experiences The comparison of the adolescent and the very young child can… |
Sequence 70The work of this stage of development is adaptation to social life. The adolescent is vulnerable to the development of all… |
Sequence 71announcements of upcoming events and advertising posters. They need to write biographies of historical characters, of… |
Sequence 72the silo. They need to sweep the barn. They need to prepare lunch for 10 people or for 200. They need to plan and organize and… |
Sequence 73Montessori reminded us that our students are training for the intellectual professions (1948/1973, p. 99), but we are not… |
Sequence 74after hour, day after day, is a prison sentence. They need activity. They need to be up and down. They need to do physical… |
Sequence 75TOWARD KEY EXPERIENCES FOR THE ADOLESCENT by John Long John Long compares the early-childhood and adolescent levels of… |
Sequence 77Hopkins, L.B. (1987). Pass the poetry, please. New York: Harper Collins Children's Books. Koch, K. (1970). Wishes, lies… |
Sequence 78Conclusion It may be obvious that the practical suggestions I have introduced only scratch the surface of the research and… |
Sequence 83is a question they often think about. How did something get the way it is? They ask this question about animals, about apples… |
Sequence 86or your eye blinking or a field of grass blowing in the wind Silence is perhaps a fish swimming or a witch flying or the… |
Sequence 87part) of the disturbing hormonal changes of adolescence, the child of 9 to 12, Montessori believed, is a stronger learner than… |
Sequence 88-----------------------------~ - - where children need never experience the kind of total isolation Rogers touches upon.… |
Sequence 94chapter is called "Discipline and the Teacher," and in it, Montessori is sympathetic to the struggle of a… |
Sequence 96Since we are not omniscient, we cannot completely know what is in the child. Therefore, both Montessori and the whole language… |
Sequence 98From the very beginning, children are presented with and encouraged to compose whole texts-real lan- guage written for real… |
Sequence 101When we study a poem or a novel, children will know where to place it in the history of literature. We make these choices as… |
Sequence 103and meaning in the universe is one of the ways we provide a secure environment. But we also create a context in which there is… |
Sequence 107multiplicity of forms (myths, legends, folklore, poems, nonfiction, short stories, novels) with self-confidence intact,… |
Sequence 109COSMIC EDUCATION AND LITERATURE- BASED TEACHING by Daniel Bachhuber Daniel Bachhuber provides a practical gttide to the… |
Sequence 114ber leopard. If not, then the teacher simply tells the child the word but requires him or her to look at the word and run a… |
Sequence 115Qf current research on the acquisition of literacy and of the currently popular whole language approach. Reading Recovery,… |
Sequence 116The use of books which have repeated sentence patters with changes in only one or two words helps overcome the problem… |
Sequence 118word, the child can pronounce the sounds faster and faster, as Montessori suggests, and pronounce the word. Montessori states… |
Sequence 123While Montessorl's definition of reading seems very similar to that of current ex- perts, her explanation of how to… |
Sequence 126cess rates. In the first Montessori school to implement Reading Recovery, all of the six-year-olds (100% of the children… |
Sequence 127A good reader anticipates a possible sentence or discourse pattern and/or uses repetition to confirm the sentence or… |
Sequence 129THE PLACE OF READING RECOVERY IN MONTESSORI SCHOOLS by Mary Maher Boehnlein, PhD Dr. Boehnlein discusses the Reading… |
Sequence 158cannot be free without being independent, hence, in order to gain independence, the active manifestations of personal liberty… |
Sequence 160This Is a wonderful profession, but It Is not easy. We must pro- vide the structure for the soclal group and have clear… |
Sequence 161continuously remind ourselves and others of the creative power within the child that we must trust. It calls on faith, a faith… |
Sequence 164students performed higher than expected. In fact, the homeroom teachers had to be convinced that is was really the students… |
Sequence 173child and the world of possible activities. The lessons that they offer, the interventions they make to re-direct non-… |
Sequence 181ln a little girl of 3½, who attended our first school, the intensity of this was amazing. With many interesting things on all… |
Sequence 183(1936/1975, 1949/1961, 1949/1975). When the developmental pro- cess proceeds normally, normalization occurs, and all four of… |
Sequence 184concrete, real, and relevant to the lives of young children; (5) provid- ing experiences for children that are outside of the… |
Sequence 185NURTURING THE CREATIVE PERSONALITY Rita Schaefer Zener, PhD Exploring in careful sequence Dr. Montessori's writings… |
Sequence 193CREATIVE ABILITY IN CHILDHOOD by Maria Montessori Dr. Montessori presented this lecture at the Eightlz l11ternatio11al… |
Sequence 196occupations, looking at new challenges in linking practical life and experience with academic frameworks. Louise Chawla and… |
Sequence 197To NURTURE THE HUMAN PoTENTIAL by David Kahn, Editor When Maria Montessori looked to the child, she saw unlimited human… |
Sequence 1THE MONTESSORI LEARNING COMMUNITY: EVOLVING SCHOOLS, EVOLVING ADULTS, EVOLVING CHILDREN by David Kahn, Editor A century of… |
Sequence 3phasic plan converging on maturity: the maturity of children, the matu- rity of teachers and parents, the maturity of… |
Sequence 4school board is just discovering what Montessori promises; so is the novice teacher. Parents initiate discussion groups, share… |
Sequence 5sions are made not from an authoritarian center but from the point of view of what is best for the child. In beginning… |
Sequence 6THE FIRST EXPANSION: THE SECOND PLANE Montessori called the imagination of the elementary child "the flaming ball of… |
Sequence 9elementary teachers who together demonstrate their understanding of the interface. For instance, the unit bead, the ten bar,… |
Sequence 12students. Also, human relations and psychology might meet the need to deepen understanding of parent and child dynamics. And… |
Sequence 13all-day designs which build a more natural pace and better relation- ships between the children and the adults. Usually at… |
Sequence 14incredible cognitive ability. Addressing the progressive questions of the universe, life diversity, humans and nature,… |
Sequence 17Coming of Age 6-7 classrooms Maturing the Montessori Identity 6-1 o classrooms Parents begin capital campaign for building… |
Sequence 1LINKING THE FAMILY AND THE SCHOOL: THE IMPORTANCE OF p ARENTAL CHOICE IN ADMISSIONS by Sharon L. Dubble, PhD The Montessori… |
Sequence 2for the most part, dependent upon the opinions and decisions of teachers and school administrators in determining the… |
Sequence 3participation in the educational process. The Montessori administra- tor plays a critical role in shaping an admissions… |
Sequence 4to enroll a child. In effect, it is not only the child but the whole family which is enrolled, creating from the outset a… |
Sequence 5After parents have received preliminary information about the school, they are invited to visit and observe classrooms in… |
Sequence 3If, for example, disaster struck Omaha this morning, would you care? Yes, you probably would. You'd feel sorry for those… |
Sequence 8where is also for the parents. They could not go to work if there were nowhere to place their children. If they choose my… |
Sequence 9sort of care and consideration we offer to the children who enter our prepared environment. Talking of the prepared… |
Sequence 1DARE TO Do ERDKINDER: REPORT FROM CHICAGO by John Long "What type of adult does civilization need?" This… |
Sequence 5threw a rope around the cow, and tried to pull her up onto her feet. He failed to get her up. So he made a phone call that… |
Sequence 1HUMAN SOLIDARITY: REFLECTIONS ON CHICAGO by Patricia Ludick In Dr. Montessori' s lecture "Human Solidarity in… |
Sequence 3that of social reconstruction and moral reform, that of bringing about peace and justice in our world. If this is the… |
Sequence 4adolescents I work with, discussions, reflections, and lessons on the fundamental spiritual and physical needs of humans often… |
Sequence 1CLAUDE CLAREMONT' S CONTRIBUTION TO THE HISTORY OF SCIENCE AND ENGINEERING by Harvey R. Hallenberg Claude A. Claremont… |
Sequence 2the Montessori educational community, yet he made most of his discov- eries in his own classroom working with a group of… |
Sequence 3great chasms and mighty rivers but also the trusses that support the roofs of our houses. Spanning space continues to be an… |
Sequence 1MONTESSORI HEAD START IMPLEMENTATION BRIEF by Alcillia Clifford and David Kahn MONTESSORI HEAD START: A COMPREHENSIVE… |
Sequence 2thus has a track record unrivaled by any alternative educational model currently in use in Head Start. The Montessori &… |
Sequence 4development and the educational process. Montessori has tradition- ally included a strong parent-education component that… |
Sequence 5cational theory, material demonstrations, supervised practice with Montessori apparatus, observation of Montessori classrooms… |
Sequence 9Delegate Agency: An organization designated by a Grantee to operate a Head Start program, using funds channeled through the… |
Sequence 10Washington, DC: U.S. Department of Health, Education, and Welfare, Office of Education. Karnes, M. et al. (1978). Immediate,… |
Sequence 1MONTESSORI AND ASSESSMENT: SOME ISSUES OF ASSESSMENT AND CURRICULUM REFORM by Annette M. Haines INTRODUCTION This study… |
Sequence 2In short, Montessori entails a plan of education very different from the traditional idea of schooling. Worlds collide when an… |
Sequence 4kindergarten year and each year thereafter. The MMAT and the CAT, mandated by the school district and the state of Missouri,… |
Sequence 7The second principal echoed the first, suggesting that people tend to overvalue and misinterpret test scores. This principal… |
Sequence 13This principal's obser- vations are backed by re- search. A study done in the Denver Public Schools (Beal, 1987) found… |
Sequence 6Teacher H is an African-American female. Teacher Bis a Cauca- sian male. All other participants in this study are Caucasian… |
Sequence 9exception was in one of the Montessori classrooms, where a student, described by her teacher to have a mother addicted to… |
Sequence 10very evident to observers, who would often hear students articulate their feelings in classrooms. The implications of these… |
Sequence 12ences in them, listen to each other better, and be both more tolerant and more compassionate. Teachers adopting these… |
Sequence 1REPORT ON ACADEMIC ACHIEVEMENT IN A PRIVATE MONTESSORI SCHOOL by Tim Duax, PhD A research study at an established private… |
Sequence 1UNIVERSALITY OF THE SPECIAL CHILD by Nimal Vaz Human beings are generally accustomed to taking survival for granted. At a… |
Sequence 2The brilliant pioneering work by the French doctors Gaspard ltard and his pupil, Edouard Seguin, set the stage for Montessori… |
Sequence 6This illustration of the concept by means of the developmental disabilities cube provides not only a method for analyzing the… |
Sequence 9abled category is growing rapidly. The figure for 1985 is more than twice the approximately 800,000 children who were in this… |
Sequence 10tals, homes, schools-where children who have been rescued from dangerous environmental settings can be nurtured in safety.… |
Sequence 11--------------------------------~-~- interacting with the environment form the personality and construct the mind. Sensation… |
Sequence 12which level of learning is lacking and how best to approach the child. This is the part the teacher plays as diagnostician.… |
Sequence 13regular classrooms are deprived of the opportunity of helping them- sharing space with them, learning to nurture and to assume… |
Sequence 14REFERENCES Coles, G. (1987). The learning mystique: A critical look at learning disabilities. New York: Pantheon Books.… |
Sequence 1TRAINING THE MONTESSORI TEACHERS by Claude A. Claremont, PhD STUDIO HOUSE IN WAR-TIME "It's an ill wind that… |
Sequence 3school. But, whatever it was, there seemed to be a concentration, an avidity, an effortless and much enjoyed pursuit of the… |
Sequence 4of organizing her training course left no time for this; hence to my great regret we were left with nothing but a "… |