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Sequence 9Each one of us comes into the teaching profession with a unique temperament, a unique style, a personal history. It is… |
Sequence 1Annabeth Jensen 58 The NA MTA Journal • Vol. 36, No. I • Winter 20 I I |
Sequence 5We Teach Science to Sow the Seeds of Culture We talk a lot about sowing the seeds; planting seeds we may never see germinate… |
Sequence 23and service to the earth itself. When students work in service of something larger than themselves, they feel connected. This… |
Sequence 3new future. He had remarked to a friend not long before, "I am not satisfied with the work I have done so far. From… |
Sequence 5institutional oppression, and competing visions of education as the conscious imposition of a culture or the more traditional… |
Sequence 7an abstract idea but an embodied way of life embedded in a specific culture that, again, provides both its meaning and purpose… |
Sequence 15Symphonic form and sonata form are just two of the many musi- cal forms available. Here are a few others worth exploring: •… |
Sequence 21the child is actually revealing to us. The circle of ironies is then com- plete, because it is precisely through Dr.… |
Sequence 27Beethoven the structure of the Classical symphony within which he was able to innovate and express what could not have… |
Sequence 11The third period of the child's work may be observed in the "aha" reaction. A light bulb goes on. The… |
Sequence 3jacked and reinvented the three-period lesson for use with students in the third plane of development. When we started this… |
Sequence 5to those lessons look like? What do we expect the adolescents to do once they have received those lessons? As an elementary… |
Sequence 9concept that is so essential to understanding the knowledge at hand that it opens the door to understanding, providing the… |
Sequence 13In addition, Dr. Montessori reminds us that the role of the adult is to connect the child to the materials and the environment… |
Sequence 15"Meaningful work" for the adolescent translates into learning for the sake of contributing to the social… |
Sequence 19Yes, there is, and neuroscientists who are publishing results of studies warn us against that. Yet the more studies you look… |
Sequence 1Jean Peters 176 The NA MTA Journal • Vol. 36, No. I • Winter 20 I I |
Sequence 1Kathleen Lloyd 184 The NA MTA Journal • Vol. 36, No. I • Winter 201 I |
Sequence 5the tremendous impact self-regulation has on the child's social and cognitive development, as well as on the health of… |
Sequence 13My dissertation examined normalization in relation to emerging research on self-regulation and current developmental theories… |
Sequence 3It's true that knowledge gives students something to thjnk about, but a reading of the research literature from cognitive… |
Sequence 11extra support for slower students), the student with overall lower aptitude will still be behind the student with higher… |
Sequence 17Hall, V. C. & Edmondson, B. (1992). "Relative Importance of Aptitude and Prior Domain Knowledge on Immediate… |
Sequence 3Of the many cultures of humankind, of the plenitude of history's eras and their mass of pivotal artifacts, we reasoned… |
Sequence 7Julius Ceasar assassination site What difference, we ask, might it have made in the fortune and fate of Rome had Caesar lived… |
Sequence 9Clearly ancient Rome, far beyond any other place, epitomized the classical world, but within Rome's walls there is also… |
Sequence 11of Roman Civilization is first on the list because it contains a visual, archaeological record of Rome's evolution laid… |
Sequence 35remains of an earlier fourth-century church of San Clemente. Below this church are the remnants of a Roman apartment house,… |
Sequence 11From Childhood to Yowh 13 and cultural hurdles, it also marked the beginning of her entrance to the medical-scientific… |
Sequence 2468 Part One - Toward the Children's House: The Formation Years She also cited her own works, mainly Antropo!ogia… |
Sequence 4husband Dave would stuff with cheese and herbs and then saute as a late summer appetizer. And for a third thing, one year we… |
Sequence 8One of the things that I hope the zumpkin story did for us was to establish me as a narrator with some likable qualities. In… |
Sequence 16the later attachment to the words we use for those actions. "Never give more to the mind than you do to the hand,… |
Sequence 20tive, that we use narrative structures to think with. The wonder- fully dense book describes how we collect and classify all… |
Sequence 26ence. It gives the patients a way to share who they are when other ways of communicating that sense of self are compromised by… |
Sequence 30These items sell better. According to Chris Speed4, principle researcher at Totem, the organization running some of these&… |
Sequence 2When I set up these centers, I want young learners to explore materials with all their senses, to ask questions, to use… |
Sequence 8her heart wonder about how to make friends because she just did not know how to do it. I wonder about how do you make friends… |
Sequence 10I also work a lot with poetry. So much of poetry is observational. This is a poem by a boy who wrote about his turtle. What l… |
Sequence 20enjoyment. An efferent book would answer your questions about how to take care of your new puppy. Traditionally we think of… |
Sequence 26write down some of the facts that they have learned they can go to the writing station. You can also send letters home to… |
Sequence 28Don't tell, but use imagery to show, "In the warm ocean among the waving sea grass meadows, an eye like a small… |
Sequence 3During the last few years of this technological revolution it has been my observation that children in the primary class are… |
Sequence 11metal,plastic,or wood-like play structure dominating our big outside area we have created areas of mostly natural materials… |
Sequence 13fall, and sunflowers grow around the whole area. Gophers are a big challenge as we are located near a field and so we plant… |
Sequence 2summary of the syllabus derived precisely from Montessori's book, From Childhood to Adolescence. Perhaps you think that… |
Sequence 1Laurie Ewert-Kroeker 310 The NA MTA Journal • Vol. 36, No. 3 • Summer 2011 |
Sequence 5An adolescent is forming new ideas and new ways to think that are not easily explained. 1t helps parents and educators to know… |
Sequence 11to provide both a momentary focus on diplomacy and appropriate vocabulary for acceptable social behaviours and responses to… |
Sequence 13section, "Self-Expression" is an intrinsic need of the human being who is shaping a conscious seH with an… |
Sequence 5lution relative to place and time the adolescent could make come to life through the re-imagination of lives lived, using the… |
Sequence 15and reflective piece of writing, in combination with other measures such as greater reflection in the faculty on processing of… |
Sequence 21APPENDIX 2: MISSION AND V!SlON STATEMENT OF MONTESSORI PEACE Now Mission Statement We seek to create a model curriculum that… |
Sequence 6ful a poison as carbon dioxide is for terrestrial life. A slight addition of it to the normal proportion of the different… |
Sequence 10This explains the nakedness of his neck. Were it covered with feath- ers, it would never come clean from the horrible depths… |
Sequence 12dictates of the unconscious, performs a task as if it were a cosmic worker, and does so in harmony with the tasks of all other… |
Sequence 16a hut, because for the necessary materials and for the very ground he is to build upon, he has to depend on the human… |
Sequence 14of that community. His interactions in this community then provide context and meaning to this creative development. In our… |
Sequence 2individuals contribute to the continuing story of mankind. We also spoke about the child as the agent of spiritual heredity… |
Sequence 4rons is most dense around 2 years of age, after which the pruning begins (figure 2). This pruning is the result of experiences… |
Sequence 6environment that determines how successful we are in answering Montessoris call to "bring humanity to a higher well-… |
Sequence 14Through such experi- ences the child can internal- ize patterns of interaction in the mneme where the child begins to… |
Sequence 6world of our ancestors. In an increasing global world, we must be continually aware that we share our planet and its natural… |
Sequence 10child as the agent of change. In The Discovery of the Child (67), Montes- sori writes of a British family who lived in India… |
Sequence 16discoveries with a single person, we must realize that their contribu- tions are the crystallization point of hundreds of… |
Sequence 8It is not possible to consider spiritual life apart from this basis. One has to detach oneself from the too limited human ties… |
Sequence 2variations of this curriculum, the sketchier one, contained this brief addendum: "Sofia Cavalletti, biblical scholar… |
Sequence 4Sofia frequently referred to Psalm 21:4, when writing in response to the death of someone. Often, she would change the pronoun… |
Sequence 2point of 50 years on the "path," to which the children led them and guided their every step. That is at the… |
Sequence 4sis of the Good Shepherd, that propelling force, as we said, which has carried forward almost a half-century of catechesis, is… |
Sequence 24mediately of God's initiative, which requests a response on the part of the human creature. This response is generally… |
Sequence 3433. Translator's note: Although Sofia Cavalletti does not mention it in the text, I have taken the liberty of naming this… |
Sequence 1Individual Parent-Teacher Conferences by anc} Hildick Ms. Hi/dicks article is straightforward and sensible. delineating the… |
Sequence 15observe the effectiveness of our efforts. If we proceed in this way, education will proceed as naturally as possible. The… |
Sequence 17The child is ripe for re-discovery of his environment and of his inner wealth of impressions of it. In order to realize this… |
Sequence 23The second-plane child is endowed with the power of reason and the capacity for rational thought. No longer satisfied to… |
Sequence 25Education, in stressing the interrelatedness of everything, asserts everything in the universe has a cosmic task. In To… |
Sequence 29The questions of the adolescent go beyond the "what" of the primary and the "why" of the… |
Sequence 51Each one of us comes into the teaching profession with a unique temperament, a unique style, a personal history. It is… |
Sequence 63Annabeth Jensen 58 The NA MTA Journal • Vol. 36, No. I • Winter 20 I I |
Sequence 67We Teach Science to Sow the Seeds of Culture We talk a lot about sowing the seeds; planting seeds we may never see germinate… |
Sequence 85and service to the earth itself. When students work in service of something larger than themselves, they feel connected. This… |
Sequence 105still survive, and in many modern buildings imitating them. It is a perfect semicircle, and is called the Roman, or Norman,… |
Sequence 109hold a penny to the light, and look a it neither full face, nor quite on edge. To draw one, stick two pins into your drawing… |
Sequence 115new future. He had remarked to a friend not long before, "I am not satisfied with the work I have done so far. From… |
Sequence 117institutional oppression, and competing visions of education as the conscious imposition of a culture or the more traditional… |
Sequence 119an abstract idea but an embodied way of life embedded in a specific culture that, again, provides both its meaning and purpose… |
Sequence 127Symphonic form and sonata form are just two of the many musi- cal forms available. Here are a few others worth exploring: •… |
Sequence 133the child is actually revealing to us. The circle of ironies is then com- plete, because it is precisely through Dr.… |
Sequence 139Beethoven the structure of the Classical symphony within which he was able to innovate and express what could not have… |
Sequence 157The third period of the child's work may be observed in the "aha" reaction. A light bulb goes on. The… |
Sequence 163jacked and reinvented the three-period lesson for use with students in the third plane of development. When we started this… |
Sequence 165to those lessons look like? What do we expect the adolescents to do once they have received those lessons? As an elementary… |
Sequence 169concept that is so essential to understanding the knowledge at hand that it opens the door to understanding, providing the… |
Sequence 173In addition, Dr. Montessori reminds us that the role of the adult is to connect the child to the materials and the environment… |
Sequence 175"Meaningful work" for the adolescent translates into learning for the sake of contributing to the social… |
Sequence 179Yes, there is, and neuroscientists who are publishing results of studies warn us against that. Yet the more studies you look… |
Sequence 181Jean Peters 176 The NA MTA Journal • Vol. 36, No. I • Winter 20 I I |
Sequence 189Kathleen Lloyd 184 The NA MTA Journal • Vol. 36, No. I • Winter 201 I |