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Sequence 3• Montessori trained and certified teachers and administrators representing both the Association Montessori Internationale… |
Sequence 4Children are observed spontaneously praying to the Good Shepherd. A child suffering from leukemia told me, "He helps… |
Sequence 5Ii is difficult to leach children about God by only using words. God is abslracL, but Christ is concrete. And what is around… |
Sequence 6questions and the answel's in the scl'iµtul'e. We can re:;pond that "One time Jesus said 'I am… |
Sequence 8"Found Sheep," which is not scolded by the Good Shepherd but car- ried happily on his shoulders. With great… |
Sequence 2is to develop the interest of the child, and the pedagogical basis of the whole school is the developmental needs of the child… |
Sequence 11Parents were interviewed in person. Involvement directly with the school was hard to measure. Types of involvement were… |
Sequence 11teacher. The latter were completed within two months of the child's entrance into either kindergarten or first grade.… |
Sequence 3able to obtain each child's individual scores on the Spring, 1988 compe- tency tests in Reading for Grades One through… |
Sequence 3develop in their children a style of learning that is active and inter- grated, not passive and fragmented. Here at Mitchell… |
Sequence 2Dr. Montessori lectured from 9 A.M. until 12 noon and 3 P.M. to 6 P.M. every day. Saturdays_ were ow· practical days, our… |
Sequence 4Villegas and Biwer report that there are two major benefits associ- ated with parents' active involvement in the… |
Sequence 8that readiness is not only born but made. You make readiness. The general proposition rests on the still deeper truth that a… |
Sequence 1IMPLEMENTING MO~RI IN THE URBAN SECTOR by Sandra J. Sommer Sandra Sommer, an energeti.c school principal demonstrates what… |
Sequence 10Whole language teachers use their own creative energy tfJ initiate learning experiences. This may take the form of stimulating… |
Sequence 10her clinical experience--if he or she had one, and if it was done well. These are big ifi. The kind of literacy that we are… |
Sequence 6I. Grear range of students' instructional materials (books, tapes, films, pro- grammed instruction, simulations, games,… |
Sequence 5of a variety of student activities required to master the objective. Student performance in these classroom activities, if… |
Sequence 30of a variety of student activities required to master the objective. Student performance in these classroom activities, if… |
Sequence 84. Writing samples compared from day one and samples at the end of each of the cycles. 5. Latin sentence for analysis and… |
Sequence 6------------------------~ -- -- Projected Costs for Applied Research Writing Tasks: • Manual for Ethnographers Manual for… |
Sequence 28children's transition from orality to literacy as unqualified progress, we were to view it as a trade-off made for… |
Sequence 38ground. New York: Oxford University Press. Opie, I., & Opie, P. (1985). The singing game. New York: Oxford University… |
Sequence 19The analysis of behaviors characterizing autonomy in this study implies the cyclical nature of its development, involving the… |
Sequence 1A six-year-old's drawing of the Good Shepherd and sheep (lstituto Assunzione, Rome). 60 The NAMTA Journal • Vol. /9, No… |
Sequence 6highlighting the contrast between the solemn, aloof teacher who sits as one enthroned on high before an audience that hears… |
Sequence 9Once children have thoroughly explored a material, the teacher presents a lesson with a new difficulty to master (Montessori,… |
Sequence 177Once children have thoroughly explored a material, the teacher presents a lesson with a new difficulty to master (Montessori,… |
Sequence 8RESULTS Results from this investigation will be presented by instrument in the following order: Items promoting peace in the… |
Sequence 10very evident to observers, who would often hear students articulate their feelings in classrooms. The implications of these… |
Sequence 1PHILOSOPHY STATEMENT FOR THE NORTH AVONDALE MONTESSORI SCHOOL by the Cincinnati Public Schools Montessori Assessment… |
Sequence 11• Children as young as ten or eleven being involved in rape • Ten-or eleven-year-olds taking heroin and other drugs. Another… |
Sequence 2It is no doubt that Maria Montessori saw a divine presence in young children which made them" all-powerful,"… |
Sequence 4center of our efforts to insure, in Gianna Gobbi's words, "healthy psychic life and [to pave] the way for human… |
Sequence 3in an experience of religious education known as the Catechesis of the Good Shepherd. The Catechesis of the Good Shepherd… |
Sequence 7At the beginning we reacted with some fatigue, because it was hard to see that themes that had been studied with great care,… |
Sequence 8But the point which always strikes the child-no matter what the child's environment or culture-is that the Good… |
Sequence 1Two TRIBUTES To SoFIA CAVALLETTI The following tributes were presented to Sofia c.avalletti at the NAMT A conference entitled… |
Sequence 2ogy and Semitic culture and history. Over the years, I slowly became aware that, in addition to Italian and Hebrew, Sofia… |
Sequence 3II Sofia dear: Thank you. Why? It is difficult to be essential when you would like to thank a wonderful friend for so many… |
Sequence 3ing for a relationship with the Creator and the creation, and we will not be satisfied unless this fundamental discovery can… |
Sequence 4order to make it possible for me to do my journey with the support of an unconditional love." Montessori wrote,… |
Sequence 2THE HISTORY OF THE CATECHESIS OF THE GOOD SHEPHERD by Tina Lillig Ms. Lillig gives a concise histonJ of the Catechesis of… |
Sequence 3If we delay catechesis until the customary age of six, the child has moved into a new ethical stage in life when God is more… |
Sequence 4child. One is her demonstration, through numerous examples, of the catechetical potential of children as young as three.… |
Sequence 6joy of the children at their" awkward efforts" was the impetus for the pair to do something more organized… |
Sequence 7-------------------------------- -- Many catechists have observed that the atrium becomes even more important to older… |
Sequence 8atrium, children sometimes make a first discovery that they have an inner life. THE Gooo SHEPHERD The Catechesis of the Good… |
Sequence 9calling them out, the shepherd going ahead of them, the sheep follow- ing. This opens the way for them to work with the… |
Sequence 10AN INTERNATIONAL MOVEMENT Evidence of the suitability of the Catechesis of the Good Shepherd for children of diverse cultures… |
Sequence 2THE TOTONACA PEOPLE AND THE CATECHESIS OF THE GooD SHEPHERD by Maria Christlieb Robles Illustrating the spread of the… |
Sequence 3religious sense. They are a way to worship and to express adoration, love, and a total gift of themselves, in a cosmic… |
Sequence 4an oral language and therefore oral tradition is very important. Their principal arts and crafts are embroidery and working… |
Sequence 5In March of that same year, they came back and we looked at history as a history of the gifts from God. I presented the… |
Sequence 9will help us to go deeper into this aspect of our work and to remain faithful to it." A big hope is ahead of us:… |
Sequence 12Likewise, in The Montessori Method, she emphasizes that the "sec- ond form of preparation, that of the spirit&… |
Sequence 1THE RELATION BETWEEN THE CHILD'S WORK AND COSMIC WORK by Gianna Gobbi Gianna Gobbi' s essay speaks to the &… |
Sequence 2ARE WE SUCCEEDING IN NURTURING THE SPIRIT? by Aline D. Wolf Aline Wolfs challenge to Montessorians to look seriously at our… |
Sequence 20Reflective self-assessment can be facilitated in two ways, formally and informally. You might consider using "work… |
Sequence 1OBITUARY MARIA CHRISTLIEB ROBLES Both the Montessori community and the Catechesis of the Good Shepherd lost a friend,… |
Sequence 29Reflective self-assessment can be facilitated in two ways, formally and informally. You might consider using "work… |
Sequence 21ronment! It was grand! I remember that he came to graduation, and once again he wept. Let us proceed to study the work and… |
Sequence 25tantly, education were all associated almost exclusively with the city, which grew as a cultural rather than industrial center… |
Sequence 2LITURGY IN THE CosMic PLAN OF Goo by Sofia Cavalletti Sofia Cavalletti's conviction that the greatest realities are… |
Sequence 2Goo's CosMic PLAN AND THE WORK OF THE CHILD by Carol Cannon Dittberner Integrating the broad vision of cosmic education… |
Sequence 15REFERENCES Cavalletti, Sofia. II potenziale religioso tra i 6 e i 12 anni. Trans. Rebekah Rojcewicz. Rome: Citta Nuova… |
Sequence 2JOURNEYING WITH CHILDREN TowARD Goo by Rebekah Rojcewicz Rebekah Rojcewicz' s short summanJ of the Ca techesis of the… |
Sequence 3Where do such deep responses come from in children? What triggers them? What do they tell us about the religious nature of… |
Sequence 4Two MYSTERIES The Catechesis of the Good Shepherd has been called" the meeting ground of two mysteries: the mystery… |
Sequence 5In 1954, Sofia Cavalletti began a quest to understand the nature of the child's relationship with God, and to discover… |
Sequence 6most striking aspect of this drawing for me are the faces of the shepherd and the sheep around his neck. They have matching… |
Sequence 7THE ATRIUM And so we prepare a space, the atrium, where these great truths can be proclaimed and these mysteries explored. It… |
Sequence 8Jesus invites us to comprehend the depth and intimacy of his relation- ship with us, the providential love and care of the… |
Sequence 20out the process that there is really only one core objective that you should seek to realize: Incorporate as wide a variety as… |
Sequence 2Let me explain, very briefly, how I entered the Montessori world and how this experience changed deeply my personal and profes… |
Sequence 14REFERENCES Ferguson, Stan. What Parents Need to Know About Children. Dallas: Ludie Press, 2002. (Available through the web… |
Sequence 2A COMPARISON OF MONTESSORI AND TRADITIONAL MIDDLE SCHOOLS: MOTIVATION, QUALITY OF EXPERIENCE, AND SOCIAL CONTEXT by Kevin… |
Sequence 29Despite the different interests of all these individuals, the questions that keep coming up are often very similar. Therefore… |
Sequence 41Ryan, A., & H. Patrick. "The Classroom Environment and Changes in Adolescents' Motivation and Engagement… |
Sequence 2NAMTA's MIDDLE SCHOOL RESEARCH HITS THE MARK by Annette M. Haines I have finally had the privilege of reading Kevin… |
Sequence 6We're learning more about social interaction than actual academics. The fact that Montessori and current motivation… |
Sequence 2RESPONSE TO Two STUDIES BY KEVIN RATHUNDE AND MIHALY CSIKSZENTMIHALYI by Kay M. Baker The studies titled Middle School… |
Sequence 11REFERENCES Montessori, M. From Childhood to Adolescence. 1948. Rev. ed. Trans. AM. Joosten. Oxford, England: Clio, 1996.… |
Sequence 3They further validate the benefits of spontaneous concentration when they write of the high intrinsic motivation and quality… |
Sequence 9REFERENCES Haines, A.M. Spontaneous Concentration in the Montessori Prepared Environment. Videocassette. NAMTA, 1997.… |
Sequence 1OBITUARY: GIANNA GOBBI by Camillo Grazzini On January 29, in her eighty-third year, Gianna Gobbi suddenly, unexpectedly,… |
Sequence 2Cavalletti and Gianna Gobbi jointly worked out a program that seemed to correspond to the needs of the various ages,… |
Sequence 3Gobbi presented a synthesis of a part of her personal experiences with the children in a little book called Alcuni principi… |
Sequence 6Gobbi presented a synthesis of a part of her personal experiences with the children in a little book called Alcuni principi… |
Sequence 7Cavalletti and Gianna Gobbi jointly worked out a program that seemed to correspond to the needs of the various ages,… |
Sequence 8OBITUARY: GIANNA GOBBI by Camillo Grazzini On January 29, in her eighty-third year, Gianna Gobbi suddenly, unexpectedly,… |
Sequence 2MODERN MONTESSORI IN SEARCH OF A Sout: A TRIBUTE TO SOFIA CAvALLETTI by David Kahn David Kahn's tribute to Sofia… |
Sequence 6elevated to a new status in a religious context. The signs and symbols, the scripture and liturgy, the presentation of the… |
Sequence 7chapter of her book Living Liturgy, Dr. Cavalletti establishes param- eters connecting creation with Cosmic Education: The… |
Sequence 8In the worship of God, we bring our whole lives with us, even that activity in which we use and enjoy the goods of this world… |
Sequence 11Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Church.… |
Sequence 2EXTENSIO ANIMAE AD MAGNA by Elizabeth Wymer and Keith Boehme Elizabeth Wymer and Keith Boehme explain the philosophy of two… |
Sequence 16REFERENCES American Federation of Teachers. "Making Standards Matter, 2001." American Educator 25.4 (2001,… |
Sequence 15well together. Teachers and staff must refrain from being judgmental of parents who work long hours. The assistants must… |
Sequence 3they have been grasped" (40-41). We in the Catechesis of the Good Shepherd use the canopy of Gift/Response to live… |