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Sequence 10self-evident and emotionally satisfying, and the child is never left wondering, uwhat is the point of all this?" We… |
Sequence 10self-evident and emotionally satisfying, and the child is never left wondering, uwhat is the point of all this?" We… |
Sequence 14public school students. Public school children were more dependent upon the teacher. Baldridge (1981) studied two ways of… |
Sequence 7Then at last, God did make you. He gave you a body and a soul. He gave you an angel to look after you. He gave you a father… |
Sequence 1OF ROOTS AND WINGS by David Kahn A philosophical outlook on the parent's role in Montessm-i, educa- tion, this article… |
Sequence 7I strongly urge Montessori directors and directresses to collect com- ments by their students on Montessori education. I began… |
Sequence 1THE BOTANICAL CARDS by Mario M. Montessori This insightful article illustrates the underlying developmental principles which… |
Sequence 15Footnotes 'Maria Montessori (1948) To Educate the Human Potential 5th Edition 1973, Kalakshetra Publica- tions Press,… |
Sequence 3scale, another time computing the relative distances between the plan- ets to a scale that would fit in the classroom. The… |
Sequence 1Sciences EXPOSING THE ELEMENTARY CHILD TO THE WORLD OF CHEMISTRY by Rajendra K. Gupta Raj Gupt,a 's pioneering work… |
Sequence 1INTRODUCING LUCIANO MAZZETTI Luciano Mazzetti Dr. uuciano Mazzetti is the president of the International Montes- sori Center… |
Sequence 9The Montessori idea is unfinished by design. Some complain that the curriculum presented in Montessori training is incomplete… |
Sequence 1RESPONSE TO GENEROUS UNDERSTANDING: KNOWING OURSELVES AND EACH OTHER by Charles Torranova I want to thank David Kahn for… |
Sequence 11abilities, that were entirely absent from the schoolroom in the previous ages. Consequently, attention of educationists was… |
Sequence 11colors of the spectrum, the rainbow. He came to the very counter intuitive, though low elementary conclusion, that white light… |
Sequence 11kindergarten through grade 2, intermediate schools, middle schools, junior high schools, and high schools. Time, coo, is… |
Sequence 5Although externally her life was affected by political forces, within she remained detached as this statement indicates: Not… |
Sequence 11&location must be considered as most imponant; for as diseases in the world of bodies are extremely contagious, so, in… |
Sequence 14this principle in this way will surely make a difference in our world. In The Promulgation of Universal Peace, 'Abdu… |
Sequence 3psychological understanding. The Hershey School's contribution is its whole perception of the outdoors in connection with… |
Sequence 8The adolescents may choose to design the garden for community ser- vice: to beautify the city; to provide flowers to nursing… |
Sequence 10PROGRAM DESCRIPTION SAMPLER 7bese pragmattc descriptions of adolescent program components which provide an operational view… |
Sequence 14NAMTANEWs The Montessori Academy Is Full A new kind of summer program intended to encourage depth, The Montessori Academy… |
Sequence 15and dancing that confront adult conventions and values, to outright refusal to play the adult game or at least that part of it… |
Sequence 2only achieve the "eternal" through reproduction. This powerful inner drive is found in all living things… |
Sequence 2concrete, real, and relevant to the lives of young children; (5) provid- ing experiences for children that are outside of the… |
Sequence 10Teachers have to know strategies that concern their own move- ments. "The teacher should study her own movements, to… |
Sequence 2It is complex-not simply taught, but demanding continuous study and investigation of all aspects of life. It is complex… |
Sequence 12word, the child can pronounce the sounds faster and faster, as Montessori suggests, and pronounce the word. Montessori states… |
Sequence 13For the beginning reader, Clay advocates using pictures as one source of the meaning information to assist the young reader in… |
Sequence 9(2) Class position. Making students into numbers and segregat- ing them in classes trains them to stay in their place. (3)… |
Sequence 31(2) Class position. Making students into numbers and segregat- ing them in classes trains them to stay in their place. (3)… |
Sequence 117For the beginning reader, Clay advocates using pictures as one source of the meaning information to assist the young reader in… |
Sequence 118word, the child can pronounce the sounds faster and faster, as Montessori suggests, and pronounce the word. Montessori states… |
Sequence 166It is complex-not simply taught, but demanding continuous study and investigation of all aspects of life. It is complex… |
Sequence 176Teachers have to know strategies that concern their own move- ments. "The teacher should study her own movements, to… |
Sequence 184concrete, real, and relevant to the lives of young children; (5) provid- ing experiences for children that are outside of the… |
Sequence 5To the Montessori "bleachers" the serving of the luncheon of milk and crackers is the most interesting part… |
Sequence 3misery as it does in prosperity, in oppression as in freedom, in war as in peace, and that he did not really know what life is… |
Sequence 12At birth-before words, language, abstract reasoning, cognitive patterning, and conceptual thinking-were images. The brain… |
Sequence 5like me came to say that we're human beings, we're not just calcula- tors to fit into IBM jobs, we're human… |
Sequence 15If you're a Bell Curve thinker, you think that a quarter of the people don't even have intel- lect and most of… |
Sequence 3Stephenson, Elementary Director of Training emerita of the Montes- sori Institute of Milwaukee. Not only does Lillard present… |
Sequence 7"potentialities which determine his development"; "there exists within this inert being a global… |
Sequence 21full control of all one's energies, which is the result of the maturation that has been reached. The Four Planes In her… |
Sequence 22ergies that are repressed lead to inferiority complexes, the weakening of personality, lack of responsibility, listlessness,… |
Sequence 32Mon te.:;sori has drawn in the middle of her chart, between the drawing above and that below, between "nature&… |
Sequence 12likely to be far less severe. The child who has been taken by surprise, who has not had the chance to go over the event… |
Sequence 10self-evident and emotionally satisfying, and the child is never left wondering, "What is the point of all this?&… |
Sequence 10Hunt drew an exaggerated map of the Mediterranean before launch- ing into a casual and humorous telling. Jo Valens brought a… |
Sequence 31the theatrics of Laurence Davies and Bill Cook, Molly brings an old piece of cloth to her telling and she dashes back and… |
Sequence 22around. So the teacher doesn't have to beam an average message to the class, which is what happens in normal schools,… |
Sequence 4he thinks he can go anywhere, and the urge to explore and discover his world has to be limited rather than pushed. Motivation… |
Sequence 1Introduction MARIO MONTESSORI: IN SEARCH OF A DEEPER FREEDOM A LIFE 1 S JOURNEY OF EDUCATIONAL IDEAS by David Kahn When… |
Sequence 3where we - d with t and spi• At the time, Dr. Montessori and I cer- tainly felt the inner burden of the situation. It was… |
Sequence 3Coupled with this profound admiration for his family is the desire to be always with them. All small children are introverts… |
Sequence 24United States), a few of the more significant ones could be selected. On the basis of this documentation, it would be possible… |
Sequence 6up's book. But I could read it all by myself. I could understand it! I could use it. And best of all, I never had to… |
Sequence 9millions of years ago, the first animals to do so. Earthworms have this great little grinding gizzard and very strong muscles… |
Sequence 8participation within shared organizational forms. So unlike the old way, where each subject was treated as a separate entity… |
Sequence 205participation within shared organizational forms. So unlike the old way, where each subject was treated as a separate entity… |
Sequence 11this idea on its head, she once commented at a gathering to honor her, "The highest honor and the deepest gratitude… |
Sequence 16modate this massive synapse formation, neurons must vastly expand their dendritic surfaces. As much as eighty-three percent… |
Sequence 9Afterward: Extending beyond the six weeks was continued work on refining their mission statements in preparation for… |
Sequence 8Everything about the children ment clearly urges middle schools to has a history, and if the stu- transform the fundamental… |
Sequence 7where they force them to study several hours each day under various professors who are not interested in young people but only… |
Sequence 5Joosten: Scientifically speaking, then already you do not have your experiment. Erdkinder Atlanta: It would be better to keep… |
Sequence 6have not had Montessori Our thoughts were that those children would be very carefully selected, certainly not children with… |
Sequence 4Joosten: I don't think there is a yes or a no. Is it either or? There is a blend. We can't go outside to an… |
Sequence 1The Montessori Erd- The Montessori Erdkinder, insofar as it kinder concept is far from a is a home away from home for the… |
Sequence 5For all that, I thought it must be possible to apply certain funda- mental principles of the Montessori method to secondary… |
Sequence 32from fairly affluent families who ran away from home for the thrill of becoming street musicians and earnjng a few pennies on… |
Sequence 1lighted, is her emphasis on earning a wage and becoming economi- cally independent to the greatest degree possible. This… |
Sequence 21to be true before proving it through reason. Although there have been many analysts and critics of Euclid through the ages,… |
Sequence 2forty-five years prior to any of the early brain research on the potentials of children under three. So once again she was a… |
Sequence 3the expectation that the child should not leave the breast until far beyond the limits of the sensitive period for weaning.… |
Sequence 2to function independent! y, what parents hear is, "My child won't need me. If you're independent, you don… |
Sequence 2All children deserve to be unconditionally accepted and loved because they're sim- ply human. They're one of us.… |
Sequence 4ables him to grow, teaches him to speak, and thus perfects him" (The Secret of Childhood 36). It was Betty… |
Sequence 9My parents were born before the Crash of 1929. My mother began a full-time job at age eighteen. She continued living at home,… |
Sequence 12and finally abandoned. Remaining are unique archives with histori- cal documents about the Jesuit missionaries in southern… |
Sequence 4let alone have them follow it, because it has to come from within you. The important lesson of learning to love to learn was… |
Sequence 5cosmic point of view, is about inspiring, not teaching, and about formation, not information. For this the adults must feel… |
Sequence 9• to build a community for belonging where challenges scientifi- cally match skills utilizing "prepared environments… |
Sequence 8ing other classes. This is a time when teachers can benefit by visiting other classes outside the school. Often during the… |
Sequence 30When the website is completed, and if it is published, students will have the chance to see the work done by fellow students… |
Sequence 2sively in the classroom, having mathematics "explained" to them by the teacher. In a successful Montessori… |
Sequence 33All animals, all living things except human beings, have a pre- estab.Ushed pattern of behavior built in. They have instincts… |
Sequence 5lary as well as consistent input in the new language does not produce stu- dents with any significant level of oral… |
Sequence 4When curriculum is designed for the inner development of the child, when materials are developed for the unity of the hand… |
Sequence 10• the development of a personal mission and activism; • the exercise of virtues, values,andskillsdirected to human work; •… |
Sequence 138. Expectations and Empowerment We all know that we should have high expectations for student learning. And schools that are… |
Sequence 10Yet Montessori also believed this to be a perilous time. She writes, "It is just because this is the time when the… |
Sequence 6In this book we shall consider the different stages of human de- velopment and try to understand their significance with the… |
Sequence 4Instead of forging ahead, children are held back, even though it may be in a pleasant enough way, by giving them many things… |
Sequence 68. Prepare yourself for the birthi11g of your child. You may want to consider taking a birthing class and think about your… |
Sequence 13cent Springs). Schools often provide a list of local resources and referrals for evaluation. 10. Sometimes a student can be… |
Sequence 15Summary: What Are the Principles of a Multisensory, Structured Language Approach? Additional ways to enhance foreign language… |
Sequence 1HELPING MONTESSORI EDUCATORS REACH ALL KINDS OF MINDS by Mary Jo Dunnington Schools Attuned is one of a suite of… |
Sequence 1INCLUSION: A PREPARATION FOR LIFE by Pam Shanks Rai11tree Montessori Sc1too/ is a model that deserves front and center… |