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Sequence 6Kahn: How is the nap set up? Gadpaille: There are two rooms, one for the girls and one for the boys. The boys are in the gym… |
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 4Just because the child talked about the problem ... it almost got solved ... just because he could say something and express… |
Sequence 107watching it grow tall and straight and bring forth beautiful leaves. And then, just as it is ready to flower, someone moves it… |
Sequence 56perfectly normal thing to do. Ms. A: Yes, I think that's what I mean. Mr. B: Well, aren't some strange behaviors… |
Sequence 82varied clients about complex, often unanticipated problems; who can imagine the needs of other people, that is, and exercise… |
Sequence 91who experienced deprivation when very young and rebounded hand- somely in adolescence. According to Kagan, the commotion… |
Sequence 185S. I Hiyakawa, who was my president out at San Francisco State, is a wonderful person. When Dr. Hiyakawa was running for… |
Sequence 77behavior-at least, not in the way we want. No behavioral manipulation ever helped a child develop a commitment to becoming a… |
Sequence 81But one way or another, millions of children learn to shut up and do what they're told. This lesson is typically enforced… |
Sequence 143BACKGROUND OF TEACHERS AND SCHOOLS Teacher Background The two teachers who were trained in Montessori methods, A and B at… |
Sequence 122In coming to this bigger model, this bigger metaphor, I'm trying to fish around for people who seem to have their hands… |
Sequence 48Peter Gebhardt-Seele returned to the question of needs. There are the needs as expressed by the adolescent as well as the… |
Sequence 31concrete example in a school environment that exemplifies a doing to approach or a working with approach. If it's one… |
Sequence 32Fourth, punishment gets people to think almost exclusively about their own self-interest. Whenever we talk about"… |
Sequence 33you saturate a child in an environment of so-called logical conse- quences, that child, if he grows up and thinks he can get… |
Sequence 35WHY REWARDS FAIL 1. Rewards punish • because they're controlling • when they're not received 2. Rewards rupture… |
Sequence 243tion of agrarianism, I will try to suggest to you, is tied to Western culture. In other words, Western culture would not have… |
Sequence 250them first to get the tangent taste out, and then you press them into olive oil. As for barley or wheat, you have to cut it… |
Sequence 260quite accurate analysis. I think we all have to realize that farms like mine are being destroyed in California. All of my… |
Sequence 269I thought, "Oh, this is stupid." Then they said, "What are you going to do with these coyotes?… |
Sequence 271I said, "That's just a law. It's a canon. You can't escape it. It's always going to be true.… |
Sequence 24ment, because that is probably the most potent form of inter- action we have in early life. This kind of environment re-… |
Sequence 25There are other reasons as well with preemies-they're sort of being bombarded by stimuli they're not ready for-but… |
Sequence 37a child's language experience. What we think happens is that in a baby's brain we have this initial bias; we have… |
Sequence 38responding with more activity than the right hemisphere even in these very young babies. The left hemisphere is biased for… |
Sequence 56good models. I shouldn't say good models-I don't mean to be too moralistic about what's good and what's… |
Sequence 122and language. So you might think there's got to be a connection between the two. But what precisely is the connection?… |
Sequence 171THROUf3H A WJNOOW Alson 1/t71y2k1 Fs,al[)raft LsraraoutlD)L lledmam ilbbt wln:tba #4& ii! G '4DEl;.am:… |
Sequence 340exist in other cultures. We're not supposed to speak of Western chauvinism now, but I think that I can prove to you that… |
Sequence 347started to have threshing floors, presses, small little agricultural production centers right on their farms or shared by a… |
Sequence 356all of you as teachers should remember one thing: Your allegiance is not to make people feel good but it is to the truth.… |
Sequence 366What tragedy from the agrarian experience does is to teach a stu- dent that there are certain terrible things in the world… |
Sequence 368He said, "Oh, no." I said, "That's just a law. It's a canon. You can't escape it. It… |
Sequence 10to work. Also with these expanded career opportunities, we experi- enced, in the United States, a great mobility of families.… |
Sequence 38There is a very critical series of separations and attachments in these first three years. Silvana Montanaro often says that… |
Sequence 39This time frame is very short-unless you' re in the middle of it, and then you think it's a lifetime. When you'… |
Sequence 43child the belief that we trust they can do it, they move away from us with security and the feeling that they can do whatever… |
Sequence 79Do they love them? Yes, they do. Do they want to do those little fasteners? Yes, they do. My granddaughter, at seventeen… |
Sequence 81A: Flipping up and down-I don't know ifl' d recommend flipping up and down with toddlers, because they'll try… |
Sequence 84don't accidentally urinate on the floor. It's usually quite on purpose. It's simply that they urinate on the… |
Sequence 89At this same school, the children in the early school care program would come to one building to have their breakfast and do… |
Sequence 90We use a tablecloth with place settings embroidered on it so that a child can independently set the table by matching the… |
Sequence 91ACTIVITIES WITH PLANTS ANO ANIMALS Another activity is plant watering. Young children, when they're first walking until… |
Sequence 188before you can be really sure that they're never going to have a lapse in toileting. And, of course, given the conditions… |
Sequence 189fails to challenge children from an infant community, who, you re- member, have been actively involved in practical life… |
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 200sive to six- to nine-year-olds: "Wow! I wonder if puppies do that too. I wonder if kittens do that when they're… |
Sequence 202physically what happens to your body when you hit adolescence. I can't talk to boys because I've never experienced… |
Sequence 207children it was the first time they'd seen a birth. And I didn't want them to associate blood and birth. Q: Where I… |
Sequence 219conceived in love-the love between two women-and the sperm just came from somebody else. Butthat child, in fact, from their… |
Sequence 164And then finally I want to talk about this notion of the pitfall of progressivism because progressivism today is the dominant… |
Sequence 173Now I think we see that in early childhood the mastery orientation is rooted in the young child's will, which is a good… |
Sequence 176period of middle childhood. I want to actually juxtapose what I just described-this sort of infancy and early childhood… |
Sequence 177Yet there are two fundamental processes that I think are in play in adolescence and they're just like the ones that we… |
Sequence 192thousand years ago is almost incomprehensible. I mean think about ten thousand years into the future-it's not even… |
Sequence 199So I tried to write a book that covered all of this stuff in a way that was warm, non-technical, and filled with narrative and… |
Sequence 209ment so people can confront that. Even if you believe in God, you still have to confront the coldness and the darkness along… |
Sequence 142Nature: A Favorite Place [nformation about children's relationship with nature has been coming out from many studies… |
Sequence 212mentally congruent view of the importance of contact with nature in childhood. PROBLEMATIZING NATURE EDUCATION One of the… |
Sequence 215Montessori has this wonderful notion of the universe story as a curricular framework for the middle years, which operates at… |
Sequence 106feel-you know, how happy they are, how cheerful, how concentrated. In this particular study, the one with teenagers, we asked… |
Sequence 94already using by playing the I Spy game, which we now call the sound game for that reason. BARBARA KAHN: I think that helps a… |
Sequence 207nal stakeholders are just as important-the customers. That's what a prototypical company of the twenty-first century is… |
Sequence 31The organization of this discussion of successful intelligence is that first I'm going to do an introduction, which I… |
Sequence 38are very good at the analytical skills or the creative skills but are frustrated because they can't make things work for… |
Sequence 50dissociation between intelligence and sexual behavior. Some of our "smart" politicians have taught us that… |
Sequence 12• Ongoing care of each other. The Montessori School of Lake Forest also creates a social commu- nity by working with an… |
Sequence 17In summary, the keys to valorization include a genuine experience of belonging to a community, a genuine contri- bution of an… |
Sequence 83positions to understand something they were not able to before-that is, by giving them the opportunity to work through for… |
Sequence 84------------------------------- ----- ment is connected with all parts of learning. A student wrote to me when she was in… |
Sequence 91period. As seventh- and eighth-year students, they're introduced to avenues of social organization and division of labor… |
Sequence 131learning in schools that are cutting out recess, in schools that are saying, "We are so worried about evaluation and… |
Sequence 184problems of one plane during a completely different plane. Thus normalization, which means a return to the path of normal… |
Sequence 237fore, we deal with all of them, but not in the way we would have done them at school. They're abso- lutely necessary… |
Sequence 239greatest whole and we pass from one whole to another; in other words, we find wholes within wholes. This sequencing must not… |
Sequence 240supernature came about through human work. As humans worked in order to satisfy their needs, so they gradually built a… |
Sequence 285soon. But when it comes to the older children, above all, it's a question of an exactness of understand- ing. And that… |
Sequence 286was set aside for considering the third plane of development, and this was done in the form of an adolescent panel comprising… |
Sequence 289be in residence, and the specialists must always be the ones that come in from outside. I understand that there's a… |
Sequence 149Teachers and schools tend to mistake good behavior for good character. What they prize is docility, suggestibility; the child… |
Sequence 61not teaching in a holistic way that starts with problems and questions and projects. In other words, I'm all for skills… |
Sequence 66now I've been mentioning that at schools all over the place and some of them have picked up on it. Take it, steal it-they… |
Sequence 84When we decided to redo it, we thought that in the one we had done before, there was something missing. The parents needed a… |
Sequence 87Then I will tell a little bit of background on the Jo11r11ey, what it means, talk about the levels of develop- ment, and… |
Sequence 94Lower elementary grammar work using a direction card. that is another beauty of this: You learn a lot about these parents. You… |
Sequence 247solutely no evidence, they write, that male bonobos have any interest whatsoever in passing on their genes-none. Why? First of… |
Sequence 163accommodate those specialists' coming in to our school, so they don't all have to get on the little yellow bus and… |
Sequence 166students who can't hear and process and write at the same time need to develop a system where somebody else can take… |
Sequence 167dinarily hard for them, they can sometimes push through that diffi- culty. I think it also keeps them out of the vacuum; with… |
Sequence 89The reason that most parents are not good at judging "normal" is pretty clear: Most parents know one or two… |
Sequence 126Maybe he needs detailed, advanced planning, so you may draw a map of how the new room will be and show it to him and explain… |
Sequence 127comes back down. It's a biological phenomenon: Adrenaline goes into the blood and it gets metabolized out of the blood,… |
Sequence 261• Induced EMF • Self-inductance • Generator • Alternating current • Transformer 10. Atoms • Bohr's atom model (… |
Sequence 286I thought, when the student raised his hand and said, "Yeah, I get that. When am I going to use this?"… |
Sequence 287tions, these techniques that we're doing in the math classroom and apply them to all different areas, whether it's… |
Sequence 289does a wonderful project that I've adopted, where he has the stu- dents read literature and analyze, say, the use of… |
Sequence 291a lesson on some of these things that they've had before is kind of boring for them because there isno context for it. So… |
Sequence 297with related questions." A lot of times people are afraid of repetition when working with adolescents. But it's… |
Sequence 308ROAD MAP EIGHT PEDAGOGY Of PLACE FOR THE OLDER ADOLESCENT JAMES MOUDRY James Moudry poi11ts 011t !,ow large tfte prepared… |