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Sequence 5young age most children show a desire to be useful. They love to help. The child who has mastered walking enough to be able to… |
Sequence 13pictures he drew. Other things that helped me were facial expressions and different voices. To me it was like he really got… |
Sequence 4Wall, and he finally got to what now is Beijing and took over. When the pager went off, the teacher wrote down that this was… |
Sequence 10to understand others' points of view and sees diversity as a strength to be tapped. 7. Without the commitment of both… |
Sequence 2to understand others' points of view and sees diversity as a strength to be tapped. 7. Without the commitment of both… |
Sequence 6Epstein, Paul. A Montessori Program for the 7th and 8th Grade. Pamphlet. Glenndale, MD: CEkos, a Foundation for Edu- cation,… |
Sequence 6to the human beings, "I have spread thick covers so that your feet can walk on soft ground, I have put flowers in my… |
Sequence 13We are not alone. We cannot do everything. We can do many things. Thank you for your kind attention. REFERENCES Greenleaf,… |
Sequence 33move based on what you discern. It is the question of "why?" whose answer is most difficult but yet fairly… |
Sequence 71Esenin, Segey. Tl,e Heritage of R11ssia11 Verse. Ed. D. Obolensky. Bloomington: Indiana UP, 1962. £very111a11. Medieval Drama… |
Sequence 19REFERENCES Brnudel, Fernand. A History of Civilizntio11s. Trans. Richard Mayne. New York: Penguin, 1993. Bruner, Jerome S.… |
Sequence 15Atkins, Peter W. The Periodic Ki11gdo111. New York: Basic Books, 1995. Ball, Philip. The l11gredie11ts: A Guided Tour of the… |
Sequence 11Berry, Thomas. The Great Work Berry, Wendell. Tire U11settli11g of America Brown, Lester. P/a11 B 3.0: Mobilizi11g to Save… |
Sequence 28early and continue to build incrementally on their independence and realization of empowerment. We show them that even though… |
Sequence 14Romans, and if we are, how? Or, how are we the same? This will be our topic for discussion one night. Our work will also at… |
Sequence 31There are times when the tiredness at day's end feels over- whelming. But there is no number for calling in sick and no… |
Sequence 12INTEGRATED With the Montessori approach, history and geography are not experienced as isolated subjects, but are rather… |
Sequence 13And so, Peter spends his days in his Montessori classroom engaged in work that he finds fascinating, challenging, and deeply… |
Sequence 2226 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Greater Twin Cities United Way. “Faces of Poverty: A United Way Report… |
Sequence 9111 Schaefer • History and Civility referenceS Barker, Sir Ernest. Traditions of Civility. 1948. Cambridge University Press… |
Sequence 1597 McNamara • Naturally Integrates Science, Mathematics, Technology bibliogrAphy Grazzini, Camillo. “An Interview with… |
Sequence 4104 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 One reason, is that observation is no longer crucial for our survival.… |
Sequence 11195 O’Shaughnessy • The Road Home Ellerton, Roger. “The Power of Thought.” The Sideroad. <http://www.sideroad.com/… |
Sequence 69 Chawla and White • Place-Based Education and Citizen Science Krishnaswami, Uma. Beyond the Field Trip: Teaching and… |
Sequence 11The factual preparation indeed is not an end in itself, nor is it intended to eliminate unhappy feelings. Rather, the… |
Sequence 15Farb, P. Word Play, Knopf, New York, 1974. Gibson, E. J. Principles of Perceptual Learninl{ and Development, Appleton, Century… |
Sequence 911-a Lyon, Peter. (1963). Success stor : the life and times of S. s. McClure (pp. 350-52). New York: Charles Scribner… |
Sequence 3132 Stimulation and fatigue. (1919, September 18). Times Educational Supplement, pp.475-76, (4). Thompson, s. R. (1924).… |
Sequence 50Chattin-McNichols, John. (1982). Counterpoint to Campbell's computer article. The Constructive Triangle, 2, 7-8, (… |
Sequence 159161 Cos, Helen R. (1968). Effect of maternal attitudes, teacher attitudes, and type of nursery school training on the… |
Sequence 160162 Schmid, Jeannine. (1978). the regular classroom. 638). (9). Montessori for eve one? Ada tin Montessori for ERIC… |
Sequence 199Donahue, Sonja. (1970). Summary of the 3-6 sector AMS teacher training committee. The Constructive Triangle, 1, 10-42, (… |
Sequence 43young age most children show a desire to be useful. They love to help. The child who has mastered walking enough to be able to… |
Sequence 99pictures he drew. Other things that helped me were facial expressions and different voices. To me it was like he really got… |
Sequence 11Wall, and he finally got to what now is Beijing and took over. When the pager went off, the teacher wrote down that this was… |
Sequence 48Peter Gebhardt-Seele returned to the question of needs. There are the needs as expressed by the adolescent as well as the… |
Sequence 55QUESTIONS David Kahn asked whether a decontextualized, component-by-compo- nent analysis is really how Montessorians operate… |
Sequence 56the work that has already been done but instead to work with the whole-the complete Montessori plan. Bob Fleischhacker: If… |
Sequence 59sori. Furthermore, all the new "mushroom" programs are looking to these distinguished programs for guidance… |
Sequence 63Strilli asked him to consider a child who has never been in a Montessori school but is "the manifestation of what… |
Sequence 66Monte Kenison stated that we do not compromise our Primary and Elementary classrooms according to what parents are willing to… |
Sequence 245to understand others' points of view and sees diversity as a strength to be tapped. 7. Without the commitment of both… |
Sequence 329Epstein, Paul. A Montessori Program for the 7th and 8th Grade. Pamphlet. Glenndale, MD: CEkos, a Foundation for Edu- cation,… |
Sequence 34to the human beings, "I have spread thick covers so that your feet can walk on soft ground, I have put flowers in my… |
Sequence 147We are not alone. We cannot do everything. We can do many things. Thank you for your kind attention. REFERENCES Greenleaf,… |
Sequence 226move based on what you discern. It is the question of "why?" whose answer is most difficult but yet fairly… |
Sequence 200Esenin, Segey. Tl,e Heritage of R11ssia11 Verse. Ed. D. Obolensky. Bloomington: Indiana UP, 1962. £very111a11. Medieval Drama… |
Sequence 246REFERENCES Brnudel, Fernand. A History of Civilizntio11s. Trans. Richard Mayne. New York: Penguin, 1993. Bruner, Jerome S.… |
Sequence 246Atkins, Peter W. The Periodic Ki11gdo111. New York: Basic Books, 1995. Ball, Philip. The l11gredie11ts: A Guided Tour of the… |
Sequence 335Berry, Thomas. The Great Work Berry, Wendell. Tire U11settli11g of America Brown, Lester. P/a11 B 3.0: Mobilizi11g to Save… |
Sequence 91early and continue to build incrementally on their independence and realization of empowerment. We show them that even though… |
Sequence 244Romans, and if we are, how? Or, how are we the same? This will be our topic for discussion one night. Our work will also at… |
Sequence 261There are times when the tiredness at day's end feels over- whelming. But there is no number for calling in sick and no… |
Sequence 78INTEGRATED With the Montessori approach, history and geography are not experienced as isolated subjects, but are rather… |
Sequence 79And so, Peter spends his days in his Montessori classroom engaged in work that he finds fascinating, challenging, and deeply… |
Sequence 3226 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Greater Twin Cities United Way. “Faces of Poverty: A United Way Report… |
Sequence 117111 Schaefer • History and Civility referenceS Barker, Sir Ernest. Traditions of Civility. 1948. Cambridge University Press… |
Sequence 10397 McNamara • Naturally Integrates Science, Mathematics, Technology bibliogrAphy Grazzini, Camillo. “An Interview with… |
Sequence 112104 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 One reason, is that observation is no longer crucial for our survival.… |
Sequence 203195 O’Shaughnessy • The Road Home Ellerton, Roger. “The Power of Thought.” The Sideroad. <http://www.sideroad.com/… |
Sequence 129 Chawla and White • Place-Based Education and Citizen Science Krishnaswami, Uma. Beyond the Field Trip: Teaching and… |
Sequence 42The factual preparation indeed is not an end in itself, nor is it intended to eliminate unhappy feelings. Rather, the… |
Sequence 19Farb, P. Word Play, Knopf, New York, 1974. Gibson, E. J. Principles of Perceptual Learninl{ and Development, Appleton, Century… |
Sequence 1711-a Lyon, Peter. (1963). Success stor : the life and times of S. s. McClure (pp. 350-52). New York: Charles Scribner… |
Sequence 3932 Stimulation and fatigue. (1919, September 18). Times Educational Supplement, pp.475-76, (4). Thompson, s. R. (1924).… |
Sequence 58Chattin-McNichols, John. (1982). Counterpoint to Campbell's computer article. The Constructive Triangle, 2, 7-8, (… |
Sequence 167161 Cos, Helen R. (1968). Effect of maternal attitudes, teacher attitudes, and type of nursery school training on the… |
Sequence 168162 Schmid, Jeannine. (1978). the regular classroom. 638). (9). Montessori for eve one? Ada tin Montessori for ERIC… |
Sequence 207Donahue, Sonja. (1970). Summary of the 3-6 sector AMS teacher training committee. The Constructive Triangle, 1, 10-42, (… |