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Sequence 55Contrary to what Piaget thought, imitation, we now know, begins at birth. Some studies show that even newborn babies can… |
Sequence 109creatures can't do this. So the difference is not a quantitative differ- ence-it's not that we are a little bit… |
Sequence 122and language. So you might think there's got to be a connection between the two. But what precisely is the connection?… |
Sequence 125• 4 merges= 16 units (from 400 to SOO neurons, a 25% increase) Therefore, it takes a 150% increase to pass beyond the two-word… |
Sequence 383it's dirty. It is. I think I agree with you absolutely, as long as we don't glorify that savagery. We just recognize… |
Sequence 8forty-five years prior to any of the early brain research on the potentials of children under three. So once again she was a… |
Sequence 161having one drink. Three percent admitted to drinking at least one drink per day or at least one binge. So alcohol consumption… |
Sequence 167Let me first talk about cytomegalovirus (CMV), which is a very common virus. It poses no danger to most of us. In fact, many… |
Sequence 202physically what happens to your body when you hit adolescence. I can't talk to boys because I've never experienced… |
Sequence 211A: It's like we don't discuss all the emotional ramifications of all the things that could happen in a birth. Every… |
Sequence 213with adolescents who didn't go through this program who were doing internships. I tried to give them some idea of where… |
Sequence 215A: To address your first issue, that whole value about the essence of love and the creation of new life is there before we… |
Sequence 62People here are having fun; teachers learn from you and you learn from the teachers. We can come to them [teachers] with… |
Sequence 86What you have to remember is that when the children start work- ing with the moveable alphabet and can put out the pictures of… |
Sequence 96BARBARA KAHN: Here is another question about things that we wish were happening but that aren't happening: What happens… |
Sequence 138We have had a rule for the past two years: Any fiction reading done in or for school must be a classic. This fall a new… |
Sequence 61wisdom. And wisdom involves putting together everything I've said today. It's about the use of your successful… |
Sequence 84------------------------------- ----- ment is connected with all parts of learning. A student wrote to me when she was in… |
Sequence 191Montessori emphasizes the importance of these adolescents being protected and prepared, so that they can become strong, so… |
Sequence 51"All right, what should we do?" says the teacher. "Who has an idea?" There are false… |
Sequence 58there are some university instructors who do that as well? They prepare a syllabus before they've met their students!… |
Sequence 63I hope you never forget as long as you live, is, Who cnres? If you ever forget that's the correct answer, it will hold… |
Sequence 72is given to kids on a regular basis? Should I skip this entirely, then, or would it be helpful, as with the other stuff, to… |
Sequence 74But won't kids just go home and play video games if we don't give them homework? Here's what I say: First,… |
Sequence 99things and said, "That's not the way I present that." So they've got to do their own. Even if I… |
Sequence 101are. So one of the beauties of the journey is that the parents and teachers get to work with each other in a different way… |
Sequence 153program called Bal-A-Vis-X, overseen by an occupational therapist (seeGranke and Leigh-Doyle). This is part of our whole-… |
Sequence 175The Montessori perspective is to get students to operationalize the ideas themselves. If we ignore their way of thinking and… |
Sequence 181problems or thirty geometry problems, when they've already mastered it and understand it after doing three or four. It… |
Sequence 201Placed on a soft surface, they are comfortable and they can do their work and they always let me know when they are finished… |
Sequence 98• Significant discrepancy between overall cognitive ability (i.e., IQ) and achievement (a standardized academic achieve- ment… |
Sequence 100Learningdisabilitiescan affect some or all of the following domains: reading, attention, or language (articulation,… |
Sequence 101disorders are very rare. The place to start, the place where you will best be able to help the child, is in helping them… |
Sequence 108explaining to the parent that it's not a character flaw and you need not increase your punishment level because, believe… |
Sequence 112complex movements, such as self-caressing, crossing and uncrossing the legs, or marching in place. Autistic children may also… |
Sequence 164PHARI GENTES QUfNQUE AETHJ6Prcos v ALOE AMABANT. FAMfLIA ERAT BEATA QU6AD FORT0NA MORTALJBUS RARO CONCEDAT. In the story… |
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 306History became stories of past going outs. It could teach the present from the past, such as, "Remember the winter… |
Sequence 63Later that morning, Kevin approached me. "Colin, can you show me how the website thing works?" He had other… |
Sequence 140accomplished something, as opposed to a sigh of relief, "I've finally finished." It's that sense… |
Sequence 144call it 11, multiply by two, and that's 211. Add five, and it's 211 + 5. Multiply by five, and it's 1011 + 25.… |
Sequence 77A Story of Morlem-Dny No111nds: The Mb11ti In the northeastern corner of a Central African country called the Democratic… |
Sequence 71We Tell Stories to Inspire the Second-Plane Child's Tendency towards Hero Worship If you go to the biography section of… |
Sequence 72How to Write the Stories A good story can be written in 15-20 minutes. Remember that we do not want to provide all of the… |
Sequence 73Start with a hook. This is how we seduce them. A conspiratorial tone as you lean in to tell them something really amazing… |
Sequence 79our students to observe the differences between a scalene and isosceles triangle, or to observe the similarities between an… |
Sequence 176with them-both generalist guides who help make the opportuni- ties and next steps apparent as well as specific experts who… |
Sequence 23the later attachment to the words we use for those actions. "Never give more to the mind than you do to the hand,… |
Sequence 65Many states have adopted core standards. Some of the lessons are very good and they make sense, such as teaching what is a… |
Sequence 38things you meet in your reading which you want to remember. I stress the word make. Not to use a notebook, but to prepare the… |
Sequence 41And they've learned a lot of words like that. They've had the words cleanli- ness, godliness, excuse me, thank you,… |
Sequence 43Gadpaille: Have a public meeting in a hall, a church, a school or a large home. Explain Montessori and see how many people… |
Sequence 44Kahn: They must really love you. Gadpaille: Some of them do and some of them don't. But before it's over they do… |
Sequence 4440 teach. Because of other necessary qualified demands, we have specially teachers for French, art, music and gymnastics. All… |
Sequence 9Teaching, scorching both the page and me" (Ashton-Warner, I 963, p.26). Here is not sterile facade. Here is a vital… |