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Sequence 4with a two-month old" and used video-tapes to demonstrate that once an infant has repeatedly experienced a cooing… |
Sequence 6child's entry level skills, then presents instruction along predeter- mined lines based on these skills. Interaction… |
Sequence 9just intellectual ones. For example, the social relations of the school are like little prairie fires flaring up and dying… |
Sequence 8isn't the same thing as declaring that no reason for patterns of branch- ing exists. Pattern cladists don't doubt… |
Sequence 6During July, 1965, and January, 1966, Banta and his staff developed tests, observations, and interview techniques designed to… |
Sequence 18Hummel conducted his training program in two different settings: a day care setting and a Montessori-like preschool which had… |
Sequence 9as the central value of American culture): "Does succeeding aca- demically mean sacrificing my child's own… |
Sequence 5given reason why there is not more thoughtfolness in the schoolr. Teachers feel that they must cover an already sprawling and… |
Sequence 3interests him from a different point of view. He is looking for what needs to be done. That is, he is beginning to become… |
Sequence 10develop far-reaching programs of study for all who wish to participate. In the following four sections are described two real… |
Sequence 5own observations regarding children in her schools writing words from her dictation or composing thank you notes to important… |
Sequence 6him get control over his own brain, his behavior-and his world. I am willing to bet this child will do well in school, not… |
Sequence 8aristocrat who, in an act of tremendous condescen- sion, offers himself to his social inferior. It is an in- credible… |
Sequence 12ence and treat ourselves as commodities, and that our own powers have become alienated from ourselves. We have be- come… |
Sequence 28ence and treat ourselves as commodities, and that our own powers have become alienated from ourselves. We have be- come… |
Sequence 52aristocrat who, in an act of tremendous condescen- sion, offers himself to his social inferior. It is an in- credible… |
Sequence 148him get control over his own brain, his behavior-and his world. I am willing to bet this child will do well in school, not… |
Sequence 11present-have been built up on adult values. By this, she means built up on competition and the struggle for existence-which… |
Sequence 8Intelligence-Fair Assessment Consider again our seven figures; this time they are gathered in a classroom. We can imagine… |
Sequence 19through the labyrinth. This was Maria Montessori's conviction and great insight. And so we come to our awesome task as… |
Sequence 18• human settlement and needs of settlement, including impact studies • evolution of the environment in relation to human… |
Sequence 14are foisted upon children until it becomes very difficult for them to figure out what they're interested in, what might… |
Sequence 35are foisted upon children until it becomes very difficult for them to figure out what they're interested in, what might… |
Sequence 81• human settlement and needs of settlement, including impact studies • evolution of the environment in relation to human… |
Sequence 4as much as six hundred dollars for the chance to come here to work very hard. But these critics were wrong: Many young people… |
Sequence 3means of survival and then to perfect these means. Thus the nature of the uncontaminated environment was revealed: an… |
Sequence 11to Elizabeth's rejection. He is the elevated patrician aristocrat who, in an act of tremendous condescension, offers… |
Sequence 6have not had Montessori Our thoughts were that those children would be very carefully selected, certainly not children with… |
Sequence 9THE WHOLE OF HISTORY C/os,ial/Anfiqrnty./:mdG!wb 11 PAll'Til•n<EWORU>:500-1500 The New Cultu,., 1200-200… |
Sequence 14Children should come to understand that each failure can teach us something that will speed us on our way to ultimate success… |
Sequence 10they did it with ninety-eight percent efficiency. The spacecraft would be headed to the moon, but it wasn't quite on… |
Sequence 6just state that the "right" nourishment is that which responds to its needs: We must not therefore set… |
Sequence 20• Provide children with "opportunities to develop social prob- lem solving skills" through such means as… |
Sequence 7Montessori looked around the ward and saw only beds. Nothing but beds. The room was completely empty of anything that would… |
Sequence 39beliefs about the world that are held without evidence, can become self-perpetuating, and can really drive mood problems. CBT… |
Sequence 2Montessori far more than her American counterparts. At the same time it offered opportunities to enhance and enrich her… |
Sequence 14with the mathematics staff to take full advantage of academic syn- thesis whenever it occurs. This course also develops the… |
Sequence 121 2 3 time, and you can't put a larger ring on top of a smaller ring. See if you can solve the problem. With some… |
Sequence 31201 Awes • Supporting the Dyslexic Child in the Montessori Environment In some cases, a dyslexic child may benefit from… |
Sequence 4ROUGH AND SMOOTH BOARDS They make two special boards. One is a gradation of rough and the other is a gradation of smooth.… |
Sequence 1010 For the child, leaving the Montessori classroom after three or four growing years carries with it the same progression of… |
Sequence 1Teacher Discussion Groups: Insight and Ref err al Kahn-Furman Interview David Kahn: When did you start working with… |
Sequence 20Teacher Discussion Groups: Insight and Ref err al Kahn-Furman Interview David Kahn: When did you start working with… |
Sequence 4110 For the child, leaving the Montessori classroom after three or four growing years carries with it the same progression of… |
Sequence 57with a two-month old" and used video-tapes to demonstrate that once an infant has repeatedly experienced a cooing… |
Sequence 84child's entry level skills, then presents instruction along predeter- mined lines based on these skills. Interaction… |
Sequence 13just intellectual ones. For example, the social relations of the school are like little prairie fires flaring up and dying… |
Sequence 102isn't the same thing as declaring that no reason for patterns of branch- ing exists. Pattern cladists don't doubt… |
Sequence 24During July, 1965, and January, 1966, Banta and his staff developed tests, observations, and interview techniques designed to… |
Sequence 106Hummel conducted his training program in two different settings: a day care setting and a Montessori-like preschool which had… |
Sequence 63as the central value of American culture): "Does succeeding aca- demically mean sacrificing my child's own… |
Sequence 119given reason why there is not more thoughtfolness in the schoolr. Teachers feel that they must cover an already sprawling and… |
Sequence 105interests him from a different point of view. He is looking for what needs to be done. That is, he is beginning to become… |
Sequence 122develop far-reaching programs of study for all who wish to participate. In the following four sections are described two real… |
Sequence 74own observations regarding children in her schools writing words from her dictation or composing thank you notes to important… |
Sequence 54him get control over his own brain, his behavior-and his world. I am willing to bet this child will do well in school, not… |
Sequence 150aristocrat who, in an act of tremendous condescen- sion, offers himself to his social inferior. It is an in- credible… |
Sequence 174ence and treat ourselves as commodities, and that our own powers have become alienated from ourselves. We have be- come… |
Sequence 93present-have been built up on adult values. By this, she means built up on competition and the struggle for existence-which… |
Sequence 18Intelligence-Fair Assessment Consider again our seven figures; this time they are gathered in a classroom. We can imagine… |
Sequence 107through the labyrinth. This was Maria Montessori's conviction and great insight. And so we come to our awesome task as… |
Sequence 166• human settlement and needs of settlement, including impact studies • evolution of the environment in relation to human… |
Sequence 212are foisted upon children until it becomes very difficult for them to figure out what they're interested in, what might… |
Sequence 215as much as six hundred dollars for the chance to come here to work very hard. But these critics were wrong: Many young people… |
Sequence 78means of survival and then to perfect these means. Thus the nature of the uncontaminated environment was revealed: an… |
Sequence 50to Elizabeth's rejection. He is the elevated patrician aristocrat who, in an act of tremendous condescension, offers… |
Sequence 245have not had Montessori Our thoughts were that those children would be very carefully selected, certainly not children with… |
Sequence 457THE WHOLE OF HISTORY C/os,ial/Anfiqrnty./:mdG!wb 11 PAll'Til•n<EWORU>:500-1500 The New Cultu,., 1200-200… |
Sequence 102Children should come to understand that each failure can teach us something that will speed us on our way to ultimate success… |
Sequence 137they did it with ninety-eight percent efficiency. The spacecraft would be headed to the moon, but it wasn't quite on… |
Sequence 214Send resume to: Director MCSAdolescentCommunity Montessori Community School 4512 Pope Road Durham, NC 27707 Fax: 919-493-… |
Sequence 278excellence, and professional growth. Our vision is to become a foreign immersion school representing at least 5 (five)… |
Sequence 58Peace, Diversity, Environmental- ism These are our core values at Montessori School of Syracuse. Come be a part of our… |
Sequence 62Immediate opening for experi- enced Montessori administrator in lovely, established AM1 Montessori Pre-School (3-6 yearolds… |
Sequence 72just state that the "right" nourishment is that which responds to its needs: We must not therefore set… |
Sequence 162• Provide children with "opportunities to develop social prob- lem solving skills" through such means as… |
Sequence 16Montessori looked around the ward and saw only beds. Nothing but beds. The room was completely empty of anything that would… |
Sequence 248Please visit our website and learn more about our wonderful school: w ww. omni-man tessori.org. Please send a resume or… |
Sequence 118beliefs about the world that are held without evidence, can become self-perpetuating, and can really drive mood problems. CBT… |
Sequence 204Montessori far more than her American counterparts. At the same time it offered opportunities to enhance and enrich her… |
Sequence 338with the mathematics staff to take full advantage of academic syn- thesis whenever it occurs. This course also develops the… |
Sequence 2221 2 3 time, and you can't put a larger ring on top of a smaller ring. See if you can solve the problem. With some… |
Sequence 207201 Awes • Supporting the Dyslexic Child in the Montessori Environment In some cases, a dyslexic child may benefit from… |
Sequence 146 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 It is particularly difficult to objectively observe human behavior. There… |
Sequence 35ROUGH AND SMOOTH BOARDS They make two special boards. One is a gradation of rough and the other is a gradation of smooth.… |
Sequence 1410 For the child, leaving the Montessori classroom after three or four growing years carries with it the same progression of… |
Sequence 35Teacher Discussion Groups: Insight and Ref err al Kahn-Furman Interview David Kahn: When did you start working with… |