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Sequence 14Montessori explains that, "The teacher must have the greatest respect for the personality of the adolescent,… |
Sequence 15Erikson, E. Identity. Youth and Crisis. (New York: Norton Press, 1968). Erikson, E. The Problem of Ego Identity, Journal of… |
Sequence 24-----------------------------~ - - where children need never experience the kind of total isolation Rogers touches upon.… |
Sequence 1Hopkins, L.B. (1987). Pass the poetry, please. New York: Harper Collins Children's Books. Koch, K. (1970). Wishes, lies… |
Sequence 77Hopkins, L.B. (1987). Pass the poetry, please. New York: Harper Collins Children's Books. Koch, K. (1970). Wishes, lies… |
Sequence 88-----------------------------~ - - where children need never experience the kind of total isolation Rogers touches upon.… |
Sequence 22Ceci, S.J., & Liker, J. (1987). IQ and reasoning complexity: The role of experience.Journal of Experimental Psychology… |
Sequence 2THE PERSONAL INTELLIGENCES: LINKING GARDNER TO MONTESSORI by Silvia C. Dubovoy In discussing the personal intelligences, Dr… |
Sequence 46What a great teachable moment. What a great opportunity to talk with him about exactly this. At seven you certainly can,… |
Sequence 2emerge from this collective sharing. There is no fantasy or real person somewhere out there to tell us whether we are on or… |
Sequence 3Erikson, E. Identity, Youth and Crisis. New York: Norton, 1968. Erikson, E. "The Problem of Ego Identity."… |
Sequence 5Ravitch, D. The Troubled Crusade. New York: Basic Books, 1983. Rogers, D. "Stage Theory and Critical Period as… |
Sequence 9And in so loving, our life of service is made. I want to talk for a minute about Mr. Fred Rogers, who I have always felt had… |
Sequence 13defuses negative reaction and increases inclusion. lf no one does join in, the leader does the joining. He or she can say… |
Sequence 7The transformation of that class, from a collection of mostly ragamuffin, untutored, good-hearted children was simple,… |
Sequence 24Montessori National Curriculum for the First Plane of Development from Birth to Six Years Montessori Early Years Learning… |
Sequence 73Montessori National Curriculum for the First Plane of Development from Birth to Six Years For this reason, the guidelines… |
Sequence 1sacred second by Jennifer Rogers Jennifer Rogers is emerging as a polished and prolific Montessori writer, and Sacred Second… |
Sequence 3129 Rogers • Sacred Second “No doubt there are and always will be those who by nature and nurture prefer to implant morals… |
Sequence 5131 Rogers • Sacred Second “The second period,” Mon- tessori writes in The Discovery of the Child, “is the most impor-… |
Sequence 7133 Rogers • Sacred Second Many private schools sell their curriculum with a strong first- period pitch. First-period banter… |
Sequence 9135 Rogers • Sacred Second story is inspiring in retrospect, but Mr. and Mrs. Bradley must have wondered about the future… |
Sequence 1sTUmBle inTo GRaCe by Jennifer Rogers Jennifer Rogers writes with apt and lyrical snippets from her perspective as a… |
Sequence 3177 Rogers • Stumble into Grace this “vital force” the “horme” and said that it was the source of en- ergy and joy in… |
Sequence 5179 Rogers • Stumble into Grace who compared grace to a kiss because he had experienced it as a passion. Those who have been… |
Sequence 7181 Rogers • Stumble into Grace a With the poet Mary Oliver, I suggest we listen and watch “con- vivially,” expectantly,… |
Sequence 3those energies and grind them into the dust."9 Carl Rogers, speaking in the nuclear age, warns us of the probable… |
Sequence 212 Carl Rogers would agree with John Holt that teaching is vastly overrated. To Rogers teaching makes sense only in an… |
Sequence 3Everyone was running around taking field trips, doing experiments, reading journal articles ... I much prefer a nice easy… |
Sequence 6excellence. How do we reconcile the demands of the structured curriculum, as defined by Bruner, with the significance of the… |
Sequence 1The Interpersonal Relationship in the Facilitation of Learning by Carl Rogers "Teaching is vastly overrated.&… |
Sequence 2that the Directress is the active link between the child and the environment but that as the child increases, the role of the… |
Sequence 1Carl Rogers Speaks to Montessorians Interview by Sylvia Dubovoy and Charlene Trochta Carl Rogers this past November… |
Sequence 2for the child, that also helps. If the teacher has a real respect for the child as a separate individual, and if the teacher,… |
Sequence 3Rogers: l think there are many different ways of helping the child learn content and I do regard that as important, but I don… |
Sequence 4r persons. NAMTA: Then perhaps a valuable part of our teacher preparation would be the de- velopment of this type of… |
Sequence 5Rogers: My own experience in the academic world would make me feel that this kind of loosening up process, of being a person… |
Sequence 48Revesz, Geza. (1925). Progressive education. The Call of Education, 2 71-73, (3). Rogers, George W. (1977). Maria… |
Sequence 196198 Martell, Judith S. (1984). Reports from Montessorians: My first elemen- tary classroom. The Constructive Triangle… |
Sequence 36Montessori explains that, "The teacher must have the greatest respect for the personality of the adolescent,… |
Sequence 37Erikson, E. Identity. Youth and Crisis. (New York: Norton Press, 1968). Erikson, E. The Problem of Ego Identity, Journal of… |
Sequence 153an enrichment program and comprehensive physi- cal education program; coordinates with the p,;. mary (preschool) director to… |
Sequence 114-----------------------------~ - - where children need never experience the kind of total isolation Rogers touches upon.… |
Sequence 125Hopkins, L.B. (1987). Pass the poetry, please. New York: Harper Collins Children's Books. Koch, K. (1970). Wishes, lies… |
Sequence 32Ceci, S.J., & Liker, J. (1987). IQ and reasoning complexity: The role of experience.Journal of Experimental Psychology… |
Sequence 71THE PERSONAL INTELLIGENCES: LINKING GARDNER TO MONTESSORI by Silvia C. Dubovoy In discussing the personal intelligences, Dr… |
Sequence 54What a great teachable moment. What a great opportunity to talk with him about exactly this. At seven you certainly can,… |
Sequence 41emerge from this collective sharing. There is no fantasy or real person somewhere out there to tell us whether we are on or… |
Sequence 42Erikson, E. Identity, Youth and Crisis. New York: Norton, 1968. Erikson, E. "The Problem of Ego Identity."… |
Sequence 44Ravitch, D. The Troubled Crusade. New York: Basic Books, 1983. Rogers, D. "Stage Theory and Critical Period as… |
Sequence 31And in so loving, our life of service is made. I want to talk for a minute about Mr. Fred Rogers, who I have always felt had… |
Sequence 269Email rebeccal@ communitymontessori.com Come to the beautiful Hill Coun- try and cultural center of central Texas. Due to… |
Sequence 112defuses negative reaction and increases inclusion. lf no one does join in, the leader does the joining. He or she can say… |
Sequence 49The transformation of that class, from a collection of mostly ragamuffin, untutored, good-hearted children was simple,… |
Sequence 30Montessori National Curriculum for the First Plane of Development from Birth to Six Years Montessori Early Years Learning… |
Sequence 79Montessori National Curriculum for the First Plane of Development from Birth to Six Years For this reason, the guidelines… |
Sequence 133127 Rogers • Sacred Second sacred second by Jennifer Rogers Jennifer Rogers is emerging as a polished and prolific… |
Sequence 135129 Rogers • Sacred Second “No doubt there are and always will be those who by nature and nurture prefer to implant morals… |
Sequence 137131 Rogers • Sacred Second “The second period,” Mon- tessori writes in The Discovery of the Child, “is the most impor-… |
Sequence 139133 Rogers • Sacred Second Many private schools sell their curriculum with a strong first- period pitch. First-period banter… |
Sequence 141135 Rogers • Sacred Second story is inspiring in retrospect, but Mr. and Mrs. Bradley must have wondered about the future… |
Sequence 180175 Rogers • Stumble into Grace Jennifer Rogers has been a primary teacher for twenty years and the last ten have been at… |
Sequence 182177 Rogers • Stumble into Grace this “vital force” the “horme” and said that it was the source of en- ergy and joy in… |
Sequence 184179 Rogers • Stumble into Grace who compared grace to a kiss because he had experienced it as a passion. Those who have been… |
Sequence 186181 Rogers • Stumble into Grace a With the poet Mary Oliver, I suggest we listen and watch “con- vivially,” expectantly,… |
Sequence 4941 Rogers • Sacred Second ParT i: naMTa cOnference PrOceedings, nOveMber 5-8, 2015, ObservatiOn: the Key tO UnlOcKing the… |
Sequence 205197 Rogers • Sacred Second ParT ii: cOMMenTary On ObservaTiOn |
Sequence 361353 Rogers • Sacred Second ParT iii: MOnTessOri seMinal wriTing On ObservaTiOn |
Sequence 7those energies and grind them into the dust."9 Carl Rogers, speaking in the nuclear age, warns us of the probable… |
Sequence 1612 Carl Rogers would agree with John Holt that teaching is vastly overrated. To Rogers teaching makes sense only in an… |
Sequence 17Everyone was running around taking field trips, doing experiments, reading journal articles ... I much prefer a nice easy… |
Sequence 20excellence. How do we reconcile the demands of the structured curriculum, as defined by Bruner, with the significance of the… |
Sequence 3MONTESSORI CROSSCURRENTS PART I CARL ROGERS SPEAKS TO MONTESSORIANS The Interpersonal Relationship in the Facilitation of… |
Sequence 5The Interpersonal Relationship in the Facilitation of Learning by Carl Rogers "Teaching is vastly overrated.&… |
Sequence 6that the Directress is the active link between the child and the environment but that as the child increases, the role of the… |
Sequence 15Carl Rogers Speaks to Montessorians Interview by Sylvia Dubovoy and Charlene Trochta Carl Rogers this past November… |
Sequence 16for the child, that also helps. If the teacher has a real respect for the child as a separate individual, and if the teacher,… |
Sequence 17Rogers: l think there are many different ways of helping the child learn content and I do regard that as important, but I don… |
Sequence 18r persons. NAMTA: Then perhaps a valuable part of our teacher preparation would be the de- velopment of this type of… |
Sequence 19Rogers: My own experience in the academic world would make me feel that this kind of loosening up process, of being a person… |
Sequence 56Revesz, Geza. (1925). Progressive education. The Call of Education, 2 71-73, (3). Rogers, George W. (1977). Maria… |
Sequence 204198 Martell, Judith S. (1984). Reports from Montessorians: My first elemen- tary classroom. The Constructive Triangle… |