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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 1OF ROOTS AND WINGS by David Kahn A philosophical outlook on the parent's role in Montessm-i, educa- tion, this article… |
Sequence 5instructional activities that will help children develop the learning-to- learn skills and behaviors associated with school… |
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 18was from 8:30 A.M. to 1:30 P.M. There were 25 children in a class with a teacher, an aide, and two parent-aides who alternated… |
Sequence 7are to be expected and even desired for they contain information essential for further learning. For students to discover and… |
Sequence 10Elements of the Definition of Class Discussion I. An interchange between students, not primarily between stu- dents and… |
Sequence 7verbal; memory of mere opinions adopted on the naked authority assumed by indoctrinating teachers. The conception of the… |
Sequence 2Method of Instrumentation The sample consisted of 96 Montessori students and 48 school stu- dents, their parents and teachers… |
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 10complex civilizations that the Mexican philosopher and educator Jose Vasconcelos dubbed them "the cosmic race.&… |
Sequence 11kindergarten through grade 2, intermediate schools, middle schools, junior high schools, and high schools. Time, coo, is… |
Sequence 2outside the school, directives from supervisors, and advice from others in similar roles. They accepted the status qua and… |
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 12casks in terms of the adaptive actitudes and skills chat he believes every person should master, including industry, identity… |
Sequence 8The adolescents may choose to design the garden for community ser- vice: to beautify the city; to provide flowers to nursing… |
Sequence 9Each observation period required approximately two hours; at the comple- tion of each session the observer tallied the checks… |
Sequence 18The study supports the findings of Bruner, DeCharms, and others that self- motivation is part of a complex process In… |
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 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 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 9exception was in one of the Montessori classrooms, where a student, described by her teacher to have a mother addicted to… |
Sequence 5relapsed to the more humble position of a demonstrator or assistant to the notable per- son we should have been! But… |
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 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 9with her husband. She was also a vet. The students who worked with her went early in the morning to help her with the hard,… |
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 1MONTESSORI: A CARING PEDAGOGY by Elizabeth Hall In this Montessori manifesto of caring, Ms. Hall puts forward the impor-… |
Sequence 8attention most naturally? How can I capitalize on the natural interests of the student to draw her or him ever more deeply… |
Sequence 9students the opportunity to apply ideas to their per- sonal lives first. Thus, a Socratic Practice group may be studying… |
Sequence 10self-evident and emotionally satisfying, and the child is never left wondering, "What is the point of all this?&… |
Sequence 5solutions. Quality of instruction declines accordingly, and with it goes the quality of learning opportunities for students.… |
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 9initially shown spontaneous interest, quickly lose that interest. They now realize that rewards reduce a child's desire… |
Sequence 18initially shown spontaneous interest, quickly lose that interest. They now realize that rewards reduce a child's desire… |
Sequence 11this idea on its head, she once commented at a gathering to honor her, "The highest honor and the deepest gratitude… |
Sequence 3discuss what a "critic" is and that we all have an "inner critic" that can be troublesome… |
Sequence 9· "My first day of Middle School ... " • "Elementary school was the ... " · "My… |
Sequence 3National Erdkinder Consortium, a clearing house for Erdkinder devel- opment founded by Gang. Three previously unpublished… |
Sequence 7cultural history when "bigger" was "better." The tradeoff was that bigness meant… |
Sequence 1During the ride back from the hunger center, I reflected upon my encounter with poverty. When I arrived home my mother stood… |
Sequence 9Afterward: Extending beyond the six weeks was continued work on refining their mission statements in preparation for… |
Sequence 5The teacher takes responsibility for thirty-one percent in eighth the child's reaching each level of grade. 1 Depth is… |
Sequence 8Everything about the children ment clearly urges middle schools to has a history, and if the stu- transform the fundamental… |
Sequence 10The ideal is that as young people are learning about the cultural diversity of their city, they will begin to define their own… |
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 8munities like Montes- sori communities are sometimes criticized for not providing enough peer choices for stu- dents to… |
Sequence 1Search for Meaning and Mihaly Csikszentmihalyi's Elements of Enjoy- ment, which describes the conditions of optimal… |
Sequence 8Teachers like McMillin, who combine passion for their work with genuine concern for their stu- dents, possess the rare power… |
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 3I began with origins. I enjoyed the etymology of the word education (from Latin educare, "to draw out"). I… |
Sequence 25detailed classroom signals, percentage variables were calculated for each student and for the Montessori and traditional… |
Sequence 26Figure 4. Students' Perceptions ofTheir Teachers and Schools • Montessori o 1hditional 2.7 Teacher Support..… |
Sequence 33Why are these results important for the Montessori middle school students? Many skeptics will look at these results and say… |
Sequence 4to this further exploration are not set by the number of different fields of learning or knowledge, but by the psychology of… |
Sequence 158to this further exploration are not set by the number of different fields of learning or knowledge, but by the psychology of… |
Sequence 4ables him to grow, teaches him to speak, and thus perfects him" (The Secret of Childhood 36). It was Betty… |
Sequence 10adolescents wanted (loud rap music during supervised room clean- ing) and what the houseparent wanted (just about anything… |
Sequence 7(Grazzini 7). By looking to these patterns of development we can see that it is vital to understand the whole of the… |
Sequence 7local school farm. At twice the price of regular eggs, the student took a risk in the development of the product and invested… |
Sequence 7THE MONTESSORIAN Completing our group of faculty is the trained Montessorian. This individual is one who has Primary and/ or… |
Sequence 6dable task. The need for facilities, general funding, staffing, and the increasing demands of the post-secondary community all… |
Sequence 25new meanings that are grasped can then be developed further by reason. Both perspectives suggest, like Montessori, that a more… |
Sequence 31perhaps in booklet form, and the project might be repeated at other schools that did not participate in the original study.… |
Sequence 7Students must see the links between their studies and the real world, and then be allowed to use their own experiences to… |
Sequence 4occupational therapist, the school purchased some sensory inte- gration equipment. Accommodations were created to ensure every… |
Sequence 9The phrase "capacity and many-sided powers of adaptation" implies parallel skil.ls for processing… |
Sequence 7above? How are you working to promote the capacities you believe are most important? And to the extent that you believe that… |
Sequence 11ing the second year of our program, a student with a passion for marine biology set up a fifty-gallon marine reef aquarium.… |
Sequence 8We can't lose sight of the progression from concrete to symbolic to abstract. I think that Montessori really acknowledges… |
Sequence 12three hundred games. Twenty-six times I've been trusted to take the game-winning shot and missed. ['ve failed over… |
Sequence 8approach that puts the hu- man into the center super- seding the web (e.g., in biology, we view the human not as the… |
Sequence 6In this book we shall consider the different stages of human de- velopment and try to understand their significance with the… |
Sequence 68. Prepare yourself for the birthi11g of your child. You may want to consider taking a birthing class and think about your… |
Sequence 15• • • • 18 I imposed "silent reading time" because the communication between the students during paired… |
Sequence 4suspected of having a particular learning difference, learning dis- ability, or other special need. The leadership has focused… |