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Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 8prepared environment throughout all the hours that they spend in the Children's House. Surely we cannot ignore Dr.… |
Sequence 5Just as the understanding of the growth and development of the child in our complex society continues to build in the… |
Sequence 3weeks befol"e I found out what was happening. They finally admitted to me that they were banging on the wall between… |
Sequence 1MURIEL DWYER: ON THE WAY TO THE AIRPORT by David Kahn Although Ms. Dwyer has written a short pamphlet entitled Key to… |
Sequence 4bedside table was a prayer book, and a new book by Luciano Mazzetti (speaking at the Summer Washington Conference) and a note… |
Sequence 6projects, ranging from elaborate drawings of Bronze Age armor to an animated cartoon, from epic poetry to a detailed… |
Sequence 1THE ROLE OF THE PRACTICAL LIFE EXERCISES IN THE DEVELOPMENT OF EQIDLIBRIUM by M. Shannon Branner Ms. Branner's… |
Sequence 6Fundamental to the hunter-gatherer adaptation is the belief that either we will all live together or we will die together.… |
Sequence 6are able to visualize any given lrnowledge. By 18 you have envisioned the whole universe. Then at 18 you decide what your… |
Sequence 10Kahn: That's very interesting. Who are some of the people you tell stories about besides George Washington? Gunawardena… |
Sequence 14We are not always successful in achieving our objectives of parent involvement and in using the strategies 9f participation… |
Sequence 2GL. How best do you see us helping children, especially the adolescents who are moving towards taking their place in the… |
Sequence 7So we read The Buuer Battle Book. It was Dr. Seuss' metaphor for the Cold War and the devel.opment of atomic weapons. Our… |
Sequence 16References Egan, Kieran (1992). Imagination in Teaching and Learning. Chicago: U of Chicago. Montessori, Maria (1965; first… |
Sequence 5test tales in which you must listen and then repeat it exactly, never saying "a" when you should say &… |
Sequence 7around Germany among the people whose dialects still preserved some of the old forms, as some dialects do in many parts of… |
Sequence 9with them and know them. The dominant animals have, of course, changed a great deal. You get the dominance of the bear in the… |
Sequence 10Another one is "those youngest best," which means, historically, that iri a matriarchate, the youngest son… |
Sequence 11have been traced, and seventeen Robin Hoods. This snowballing happens because there are so few names. Even in England-… |
Sequence 5BACKGROUND OF TEACHERS AND SCHOOLS Teacher Background The two teachers who were trained in Montessori methods, A and B at… |
Sequence 1How ARE You SMART?: MULTIPLE INTELLIGENCES AND CLASSROOM PRACTICES by Bruce Torff The question "How are you smart… |
Sequence 9results in "teaching for intelligence." That puts the cart before the horse. If you want to put the cart and… |
Sequence 1THE VERBAL/LINGUISTIC AND VISUAL/ SPATIAL INTELLIGENCES by Rita Schaefer Zener Dr. Zener aligns Gardner's verbal/… |
Sequence 2THE PERSONAL INTELLIGENCES: LINKING GARDNER TO MONTESSORI by Silvia C. Dubovoy In discussing the personal intelligences, Dr… |
Sequence 1MovEMENT, Music, AND LEARNING: THE MUSICAL AND BoDILY/KINESTHETIC INTELLIGENCES by Audrey Sillick Audrey Sillick' sin… |
Sequence 2THE MATHEMATICAL INTELLIGENCE SEEN THROUGH THE LENS OF THE MONTESSORI THEORY OF THE HUMAN TENDENCIES Kay M. Baker Dr. Baker… |
Sequence 15If you're a Bell Curve thinker, you think that a quarter of the people don't even have intel- lect and most of… |
Sequence 17and needs, then you have to create the environment. Even if it's not necessary to get a job at IBM, that's okay; if… |
Sequence 5234-235). In a Montessori elementary class, the children are allowed to form groups; most of their work is done in groups.… |
Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 32University of Vermont, where they held 750 high school Latin stu- dents spellbound in a gym during a presentation at Vermont… |
Sequence 15skills, then you would be bored. The flow experience seems to occur in that diagonal; in fact, it does occur in the diagonal… |
Sequence 1THE PREPARED ENVIRONMENT by Eduardo J. Cuevas In this summary of his workshop session, Eduardo Cuevas explores what really… |
Sequence 25you saturate a child in an environment of so-called logical conse- quences, that child, if he grows up and thinks he can get… |
Sequence 30There is one way to take a bad thing and make it much worse. You're going to have to bring me back sometime for me to… |
Sequence 32But the fact that young children are so hungry for our approval-are they not?-puts an enormous burden on our shoulders not to… |
Sequence 36a different direction, to teach you everything about motivation that I know on one overhead (see Figure 3). It took me a while… |
Sequence 48We do it with infant rooms. "Good clapping!" Please. Fortu- nately, at the infant level they're too… |
Sequence 49set foot in the classroom. And you can tell partly that it's fake because of tones of voice. Three-year-olds can smell a… |
Sequence 6little children, these little four-year-olds and five-year-olds, seven-, eight-, nine-year-olds. They sound like adults when… |
Sequence 7which caused Suzuki to place heavy emphasis on environment over intelligence, and that's why, to be a Suzuki student, he… |
Sequence 8requires it; it requires that we dialogue. If you dialogue, you've got to be culturally salient. I think you will hear in… |
Sequence 14'I don't want to do that anymore. I don't want to pay attention to that anymore.' That's what this is… |
Sequence 8corporate agriculture-farm owners don't want to live where they farm because it's boring, it's dirty; they… |
Sequence 21quite accurate analysis. I think we all have to realize that farms like mine are being destroyed in California. All of my… |
Sequence 2And I said, "What do you mean?" And he said, "Well, you've got this Wal-Mart." Well… |
Sequence 8I thought, "Oh, this is stupid." Then they said, "What are you going to do with these coyotes?… |
Sequence 13Oeconomicus-that one person can take a piece of ground and do something with it and another person simply can't. Believe… |
Sequence 27So you've created a hierarchy. You're judgmental. You have certain values that you think are better. Well, the same… |
Sequence 5when the teacher observes the child's adaptation to the modern world, the educator becomes educated by just how the… |
Sequence 13this child showing me?" and you ask the child what he or she likes to do. My nephew attends a Montessori preschool.… |
Sequence 15grateful have apparently been also self-serving, a strange and intrigu- ing paradox! To begin to see that "an… |
Sequence 14If you can't look him straight in the eye. He's the fellow to please, never mind all the rest, For he's with… |
Sequence 20Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 5I'm going to suggest today that creative expression is as vital to a human being's development and learning as any… |
Sequence 16Here are a few general ways to make problem solving work for you. First of all, ask more, tell less. Ask more questions,… |
Sequence 33Here are a few general ways to make problem solving work for you. First of all, ask more, tell less. Ask more questions,… |
Sequence 44I'm going to suggest today that creative expression is as vital to a human being's development and learning as any… |
Sequence 193Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 2DEVELOPING A POSITIVE VISION FOR THE WHOLE SCHOOL by Sharon L. Dubble Dr. Dubble features one of the pivotal methodologies… |
Sequence 2Montessori Institute of Milwaukee. Miss Stephenson now lives in England, where she is an AMI lecturer, examiner, and trainer… |
Sequence 11"Oh, well-you mean, don't give them any?" And I said, "Yes, don't give them any problems… |
Sequence 4unearthed what Montessori saw as optimal developmental outcomes along social, moral, cognitive, and emotional dimensions. 1… |
Sequence 9Montessori, Maria. To Educate tile Humnn Potential. 1948. Adyar, Madras, India: Kalakshetra, 1986. Montessori, Maria.… |
Sequence 6Experiences that are fully engaging involve not only a combination of high challenge and high skill, but also opportunities… |
Sequence 1IN THE SERVICE OF CREATION by Renilde Montessori Renilde Montessori's evocative call to protect, nurture, and aid life… |
Sequence 6dendrites synapse axon Figure 2. Synapse: a connection between two neurons. dendrite and out through the axon, but the… |
Sequence 15social. We wouldn't have any need for language without a social group. And of course it can't be learned in… |
Sequence 20slowly. Their speech tends to be domi- nated by nouns and maybe verbs. They drop all the little con- nection words and… |
Sequence 10You have to be able to think, something as follows: Often if you hit an animal with a weapon, the weapon falls out, and the… |
Sequence 16there was more or less a limit of, say, three to five meaningful symbols or utterances. As for the two-word stage and syntax… |
Sequence 19all the time, and ourselves a lot of the time, are preoccupied with incoming messages. We have to make sense of our… |
Sequence 8some segment of Montessori consciousness. Another such crystalliza- tion point, for example, was Mario Montessori' s 1956… |
Sequence 13that is to bring the developing human through optimal prepared environments for every stage of development. The Farm School is… |
Sequence 5REFERENCES Suber, Martin. Between Man and Man. New York: Macmillan, 1978. Suber, Martin. I and Thou. New York: Scribner… |
Sequence 17to go from the personal point of view of the adolescent to more general sorts of things and then on to the development of… |
Sequence 5should exist side by side: the first belongs to the inner life of man, the second to his life in society. (102) In their own… |
Sequence 4I really have no way of knowing what you are feeling right now as you wait to be handed your diploma, but in addition to some… |
Sequence 1or Los Angeles. But the Greeks who began to live on the farm created a chauvinism about what they did and who they were.… |
Sequence 13all of you as teachers should remember one thing: Your allegiance is not to make people feel good but it is to the truth.… |
Sequence 17And he said, "Well, you've got this Wal-Mart." Well, Wal-Mart in California-I suppose it's the… |
Sequence 23What tragedy from the agrarian experience does is to teach a stu- dent that there are certain terrible things in the world… |
Sequence 28three hundred and you've got two hundred. What did you do wrong?" Or when I had these plum trees, thegreattrag… |
Sequence 3Palmer, Parker J. The Courage to Teach. San Francisco: Jossey-Bass, 1998. Rathunde, Kevin. "Adolescent Engagement… |
Sequence 7Do they love them? Yes, they do. Do they want to do those little fasteners? Yes, they do. My granddaughter, at seventeen… |
Sequence 20cupful a ta time from the fish tank to the sink. He dumped it in and then mopped up the spills and then got the cup and… |
Sequence 21A). As I said, most drugs tend to fall into Category C, which basically relieves the drug company of responsibility. Still,… |
Sequence 28Let me first talk about cytomegalovirus (CMV), which is a very common virus. It poses no danger to most of us. In fact, many… |
Sequence 6a great whining place. You can just sit here and whine as long as you like." But when a toddler has learned to… |
Sequence 9weekend. We certainly had an interesting discussion yesterday in that little workshop on using this information in-did we ever… |
Sequence 8physically what happens to your body when you hit adolescence. I can't talk to boys because I've never experienced… |
Sequence 12And I was very up-front: "This is what I'm going todo." "Do you think my child's too… |
Sequence 15realize your child is not your child anymore. Your child is now entering a phase of life when they could physiologically be… |
Sequence 25conceived in love-the love between two women-and the sperm just came from somebody else. Butthat child, in fact, from their… |
Sequence 14Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. New York: Ballantine, 1966. Montessori,… |
Sequence 16care about the development of the child. In a lecture given in 1939 in London, Dr. Montessori said: The child is not only the… |
Sequence 16• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 19then emerged and lived on that stage. The Gaia view is that the very stage was created and is being regulated and maintained… |