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Sequence 7dissonance about mechanisms of change, or they've misinterpreted part of our admittedly arcane technical literature. One… |
Sequence 25who experienced deprivation when very young and rebounded hand- somely in adolescence. According to Kagan, the commotion… |
Sequence 3He said, "This is just terrible." I said, "Yeah, democracy can be a terrible thing." He… |
Sequence 1POETRY AND THE EARLY ADOLESCENT by Mary Jo Moore The concept of teacher as coach is demonstrated by Ms. Moore'… |
Sequence 12something about the life and times of the people. Two examples from the United States: "Old Texas." This… |
Sequence 21• 4 merges= 16 units (from 400 to SOO neurons, a 25% increase) Therefore, it takes a 150% increase to pass beyond the two-word… |
Sequence 18I said, "Yeah, democracy can be a terrible thing." He just stopped. He said, "What did you say?… |
Sequence 7Toileting can become an This vision that Maria Montessori had issuewhenachildisinastress- of the child, the potential of the… |
Sequence 8have had at least one child who came in from a home environment already on the path to normalization. We also need to assess… |
Sequence 23Also, notice that the students experienced first rather than being given the concept. It was hands-on, and they were scurrying… |
Sequence 7accomplished something, as opposed to a sigh of relief, "I've finally finished." It's that sense… |
Sequence 8principal, I used my principal prerogative and brought the check- erboard home. J said, "Okay, Dorothy, let's… |
Sequence 5And they've learned a lot of words like that. They've had the words cleanli- ness, godliness, excuse me, thank you,… |
Sequence 7Gadpaille: Have a public meeting in a hall, a church, a school or a large home. Explain Montessori and see how many people… |
Sequence 8Kahn: They must really love you. Gadpaille: Some of them do and some of them don't. But before it's over they do… |
Sequence 10Neill: l had the wrong experience- Montessori: But if you want to know what I'm doing in my old age, I'm trying to… |
Sequence 101dissonance about mechanisms of change, or they've misinterpreted part of our admittedly arcane technical literature. One… |
Sequence 91who experienced deprivation when very young and rebounded hand- somely in adolescence. According to Kagan, the commotion… |
Sequence 264He said, "This is just terrible." I said, "Yeah, democracy can be a terrible thing." He… |
Sequence 58POETRY AND THE EARLY ADOLESCENT by Mary Jo Moore The concept of teacher as coach is demonstrated by Ms. Moore'… |
Sequence 93something about the life and times of the people. Two examples from the United States: "Old Texas." This… |
Sequence 125• 4 merges= 16 units (from 400 to SOO neurons, a 25% increase) Therefore, it takes a 150% increase to pass beyond the two-word… |
Sequence 361I said, "Yeah, democracy can be a terrible thing." He just stopped. He said, "What did you say?… |
Sequence 179Toileting can become an This vision that Maria Montessori had issuewhenachildisinastress- of the child, the potential of the… |
Sequence 190have had at least one child who came in from a home environment already on the path to normalization. We also need to assess… |
Sequence 53Also, notice that the students experienced first rather than being given the concept. It was hands-on, and they were scurrying… |
Sequence 140accomplished something, as opposed to a sigh of relief, "I've finally finished." It's that sense… |
Sequence 141principal, I used my principal prerogative and brought the check- erboard home. J said, "Okay, Dorothy, let's… |
Sequence 41And they've learned a lot of words like that. They've had the words cleanli- ness, godliness, excuse me, thank you,… |
Sequence 43Gadpaille: Have a public meeting in a hall, a church, a school or a large home. Explain Montessori and see how many people… |
Sequence 44Kahn: They must really love you. Gadpaille: Some of them do and some of them don't. But before it's over they do… |
Sequence 61Neill: l had the wrong experience- Montessori: But if you want to know what I'm doing in my old age, I'm trying to… |