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Displaying results 101 - 141 of 141
Sequence 63the expectation that the child should not leave the breast until far beyond the limits of the sensitive period for weaning.… |
Sequence 74to function independent! y, what parents hear is, "My child won't need me. If you're independent, you don… |
Sequence 174All children deserve to be unconditionally accepted and loved because they're sim- ply human. They're one of us.… |
Sequence 250Joyful in Boston Opening for one Primary (3-6) and one expansion Elementary Montes- sori teacher in Boston area. Follow… |
Sequence 197Hudson Country Montessori School in New Rochelle, New York is look- ing for a few great teachers and one administrator for… |
Sequence 141My parents were born before the Crash of 1929. My mother began a full-time job at age eighteen. She continued living at home,… |
Sequence 210and finally abandoned. Remaining are unique archives with histori- cal documents about the Jesuit missionaries in southern… |
Sequence 152let alone have them follow it, because it has to come from within you. The important lesson of learning to love to learn was… |
Sequence 198cosmic point of view, is about inspiring, not teaching, and about formation, not information. For this the adults must feel… |
Sequence 418• to build a community for belonging where challenges scientifi- cally match skills utilizing "prepared environments… |
Sequence 222ing other classes. This is a time when teachers can benefit by visiting other classes outside the school. Often during the… |
Sequence 41When the website is completed, and if it is published, students will have the chance to see the work done by fellow students… |
Sequence 50sively in the classroom, having mathematics "explained" to them by the teacher. In a successful Montessori… |
Sequence 112All animals, all living things except human beings, have a pre- estab.Ushed pattern of behavior built in. They have instincts… |
Sequence 206lary as well as consistent input in the new language does not produce stu- dents with any significant level of oral… |
Sequence 10When curriculum is designed for the inner development of the child, when materials are developed for the unity of the hand… |
Sequence 16• the development of a personal mission and activism; • the exercise of virtues, values,andskillsdirected to human work; •… |
Sequence 2948. Expectations and Empowerment We all know that we should have high expectations for student learning. And schools that are… |
Sequence 78Yet Montessori also believed this to be a perilous time. She writes, "It is just because this is the time when the… |
Sequence 18Instead of forging ahead, children are held back, even though it may be in a pleasant enough way, by giving them many things… |
Sequence 223Summary: What Are the Principles of a Multisensory, Structured Language Approach? Additional ways to enhance foreign language… |
Sequence 194match a list of specific grammatical constructions-such as the genitive absolute-with highlighted passages in the text. Users… |
Sequence 200APPENDIX Outline: Montessori Elementary's Indirect Preparation for Learning Greek and Latin by Michael Gleason NoTE:… |
Sequence 319This society is made up of mathematicians and scientists who logi- cally analyze the community and its problems; historians… |
Sequence 141now find it critical to re-establish their mission and/or values, the process of including appropriate stakeholders, pursuing… |
Sequence 27The cosmic plan and the adolescent's place in it is the logical focus of study for the third plane, as the seeds of… |
Sequence 241of Roman Civilization is first on the list because it contains a visual, archaeological record of Rome's evolution laid… |
Sequence 40Montessori National Curriculum for the First Plane of Development from Birth to Six Years ¾xperien~e and identify different… |
Sequence 42Montessori National Curriculum for the First Plane of Development from Birth to Six Years Resources include: - storage hooks/… |
Sequence 61Montessori National Curriculum for the First Plane of Development from Birth to Six Years Children worl< through the… |
Sequence 234Montessori National Curriculum lor the Second Plane of Development from Six to Twelve Years PDHPE Curriculum for Children Aged… |
Sequence 237Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years PDHPE Curriculum for Children Aged… |
Sequence 182176 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 the classroom into the real world and examining how individuals shape… |
Sequence 112107 Leonard • The Montessori Classroom cally prepared environment and the need for respectful and loving teachers who… |
Sequence 4337 Sawyer • Group Flow and Group Genius In musical ensembles, group flow is challenging to maintain; the musicians are… |
Sequence 168162 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 example of how useful this attribute can be. This image shows all… |
Sequence 288282 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 WhaT is scienTific and Medical Pedagogy? Medical science and education… |
Sequence 299293 Luborsky • The Role of the Occupational Therapist ADHD and Motor Development Of particular interest to the OT is the… |
Sequence 431425 Tribute • John Robert Snyder in MeMory of John roberT snyder ausTin, Texas 1954—2017 John Snyder was a Montessori holy… |
Sequence 60brick wall (existing) which separates the outdoor classroom area from the sports field was to be hidden by ornamental trees… |
Sequence 33as teachers, parents, or children - are important to appreciate, to under- stand and to deal with. In the second half of this… |