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Sequence 63Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 137The child needs to continue experiencing the living environment- the wilds, plants, animals, rocks, various kinds of terrain-… |
Sequence 166• human settlement and needs of settlement, including impact studies • evolution of the environment in relation to human… |
Sequence 1120 --.J PROTOTYPE YEAR 2 (OPPORTU 'ITLES FOR SELF-EXPRESSION) ORAMA CREATIVE ORAMA Pt.AV: .. You Can•c Take it for… |
Sequence 128THE HISTORICAL GENESIS OF THE PARTS OF SPEECH by John Wyatt John Wyatt has worked with Montessorians for seven years in… |
Sequence 133the informed speaker or writer aware that a preposition had a myste- rious side to its function. As a trained speaker or… |
Sequence 139by a resonating membrane "like the stretched surface of the drum." If nothing happens, the centers for… |
Sequence 188Activities: • Frameworks of material and spiritual needs of people • Frameworks of human tendencies • Timelines • Knowledge… |
Sequence 353start to see that Mexico developed in a way that did not completely embrace this Western paradigm. I can tell you that… |
Sequence 355to follow an indigenous Aztec pattern of development. That's a very cruel thing to say, but it's absolutely true.… |
Sequence 440week visits? We decide to make as much contact with the land as possible, get out to the farm at least once a week and also… |
Sequence 441higher on the land. Expectation for moving to the farm builds. Own- ership is strong. The students help to design the lockers… |
Sequence 495our approach, though subordinate to the first three objectives, was (4) the presentation of related nomenclature and… |
Sequence 150the Children's House, let them first know a friendly world, which they can love, admire, and feel at one with. Where they… |
Sequence 15A MONTESSORI LIFE AS A SPIRITUAL JOURNEY-PART 2 by Muriel Dwyer Muriel Dwyer' s caution that the best-laid plans do not… |
Sequence 94In all organisms, the major task is to produce more calories than what you consume and be able to pass on your genes to the… |
Sequence 128only can this be understood as a particular type of peninsula, but also it brings in the third dimension, which is absolutely… |
Sequence 217the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,… |
Sequence 38Yet I come to London, and every blessed child speaks good English. Who taught them? Where were the professors, the books, the… |
Sequence 76A PATH FOR THE EXPLORATION OF WRITING AND READING by Muriel Dwyer Connecting the Montessori idea of exploration and… |
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 89have time for questions. But you'll find all the stages in the booklet. Still, the last stage is not to be forgotten-… |
Sequence 155Friel, John C., & Linda D. Friel. Tile Seven Worst Things (Good) Parents Do. Deerfield Beach, FL: Health Commu-… |
Sequence 12It is not surprising that Ms. Dwyer renamed her reading classic, originally entitled A Reading Scheme for English (assembled… |
Sequence 13Dwyer, Muriel. "Opening of the 52nd Montessori Interna- tional Course in Child Development." Montessori… |
Sequence 145Coming of Humans L----~--- Story of Math !Koy Lesson: Flow of Civilization (recorded hmory)I : Key IASson: Clanlcal… |
Sequence 151belonging to the history enriches the detail. The art museum might have an example of a canopic jar in which the Egyptians… |
Sequence 151work of the spiritual sphere in our world through the eyes of the missionary. This is the true story of a missionary in… |
Sequence 434THE THIRD INTERNATIONAL ADOLESCENT COLLOQUIUM: A RESPONSE FROM THE DOCUMENTER by Kathleen Allen As a longtime Montessori… |
Sequence 137We tell many stories of the great and famous inventions and discoverers of history from Archimedes to the present, and other… |
Sequence 138The piece of metal that holds the eraser is caUed the ferrule and is made of brass (a combination of zinc and copper). Zinc is… |
Sequence 189work together, move forward in history. This is what the adolescent must experience and absorb: division of labor, the… |
Sequence 106South Africa: Grassroots Networks South Africa: Montessori in the Context of Social Reform Jenco School, o villoge-operoted,… |
Sequence 108Montessori in Africa, continued Helping one another, Uma Lourdes School, Soweto (near Johonnesburg), I 998 Mosizokhe… |
Sequence 110Children's House co/or toblet work at Telperion Farm School, 1998 Montessori in Africa, continued Inter }oho C/… |
Sequence 150Montessori Farm Programs in Africa, Australia, and Mexico Shepherding pygmy goats, Telperion Farm School. serving ages 3-18… |
Sequence 92Work that would be impossible for one alone becomes feasible as a group enterprise; the discoveries and inventions of a few… |
Sequence 176The time in the past is gone when Rome and Greece were mixed with the memories, sometimes justly unsympathetic memories, of… |
Sequence 177past, condemning one to waste time on issues that already have been solved or, at least, issues that have been put in some… |
Sequence 178young man is supposed to wear to the chariot races as well as what exercises will mold attractive feet and biceps to excite… |
Sequence 186In reality, a human being does not actually become what it exam- ines, but it seems it can edge workably close. One obviously… |
Sequence 351NAMTA CONFERENCES UNDERSCORE SOCIAL AND EDUCATIONAL REFORM Conferences during the spring and fall of 2007 expressed a theme… |
Sequence 86EXPERIENCES IN NATURE: RESOLUTE SECOND-PLANE DIRECTIONS TOWARD ERDKINDER by Gerard Leonard and Kathleen Allen Gerard… |
Sequence 154guide our practice and where it is all going? The times that L have been privileged to do that kind of staff education at our… |
Sequence 219erism at a grand scale and new forms of freedom possible, industrial- ization also caused new inequalities and poverty, and… |
Sequence 260· Origin of the city; comparison of Mesopotamian (anxiously walled in) and Egyptian (calm, ceremonial) cities; · Alexandria,… |
Sequence 266Nationalist and Independence Movements A. Origins of independence movements in Africa and Asia; B. Methods of achieving… |
Sequence 28Kohn,Alfie. Scl,ools 011r C/1ildre11 Deserve.Boston: Houghton Mifflin, 1999. Kranowitz, Carol Stock, & Lucy Jane… |
Sequence 106Language, what an amazing human characteristic this is! And as we think about language, there are many questions that might… |
Sequence 146The Lighthouse of Alexandria 140 The NAMTA Journal • Vol. 34. No. 3 • Summer 2009 |
Sequence 147MONTESSORI APPROACHES TO THE CLASSICS FOR ELEMENTARY STUDY: THE KEEPERS OF ALEXANDRIA by Kathleen Allen Kathleen Allen… |
Sequence 148of study. As I travel through, I'll give you some hints about how we've done it with children. When r asked John… |
Sequence 150to keep track of all these scrolls. Each book might have multiple scrolls, and they all had to be numbered and organized.… |
Sequence 151• Claudius Ptolemy • Philip of Macedon • Eratosthenes • Parmenius • Solon • Julius Caesar • Pythagoras • Aeschylus •… |
Sequence 152Latin, the significance of which was prominent when the culture was a literary culture, is not as essential today. [ts… |
Sequence 153There is also a scroll, which we'll see later. There is another book called The Art of History, which travels through the… |
Sequence 154setting, bringing a thousand winters and summers over the land and waters .... Fate left a deathless three-headed dog to… |
Sequence 155l:f you wish to learn of Alexandria and the Scroll and the lighthouse, you too must become their keeper. Along with me, you… |
Sequence 156Figure 5. Illustration of Alexandria, from The Great Tale. is teaching a group of eighteen children in Alexandria how to read… |
Sequence 157to how parts of it worked or didn't work. This approach was very successful because we could tweak it as we went along.… |
Sequence 158Human beings understand that from the brain and only from the brain arise our pleasures, laughter, and I ightheartcdness, as… |
Sequence 159is supposed to be in Coptic and Latin. In the text that the children read, the Coptic is translated into English. For this… |
Sequence 160learn to read a Latin piece and memorize it. The piece Apollonius uses is a section from Virgil's Aeneid, and it is… |
Sequence 164PHARI GENTES QUfNQUE AETHJ6Prcos v ALOE AMABANT. FAMfLIA ERAT BEATA QU6AD FORT0NA MORTALJBUS RARO CONCEDAT. In the story… |
Sequence 166For the teacher, this is the syntactical analysis. For each word in that short sentence you have what part of speech it is and… |
Sequence 168Pro1101111s Adverbs Co11ju11ctio11s Sepnrnte se11te11ces to trnnslnte: Latin to English; English to Latin N11111bers:… |
Sequence 169if you ever watched the old Rocky and Bullwinkle cartoons.) The Wayback Machine can take you to old sites. It's a Jot of… |
Sequence 170head slightly titled. Some scientists now believe that Alexander suffered from a disorder called ocular torticollis. It may… |
Sequence 171buried in Alexandria. Eventually the story moves into the Byzantine times, so you have the Emperor Justinian and Empress… |
Sequence 172studying Alexander's symptoms think he may have had malaria or even West Nile virus. Figure 14 represents some of the… |
Sequence 173OTHER COMPONENTS The next component of this work is the model. We do have a miniature environment-pretty big actually, it… |
Sequence 174An important note here is that there is only one building on this model that we kept from year to year, and that is the… |
Sequence 177Figure 14. David Kahn, John Wyatt, Kathleen Allen. Alexandria was a center for embalming. Bodies were brought in from all… |
Sequence 216native peoples, and his leadership helped his state to become a leader in the struggle for American values, for peace,… |
Sequence 274chological observations, and with a certain pragmatism that seems to have been central to her plan for study and work for the… |
Sequence 387JOHN A. WYATT, 1937-2008 One cannot tench ethical behnvior. One can only hope that good11ess attracts i11 its own way. John… |
Sequence 388with his chosen lifestyle and their admiration for his attentive- ness and intelligence. The world lost John in June of last… |
Sequence 30systems that exist in the world today. "The basic structures for our behavior are innate. The specific details of how… |
Sequence 260The Aquinas Montessori School is seeking an AMI certified primary directress to lead one of three pri- mary classes at our… |
Sequence 13say that we have lived in peace and we have had a Lot of conflict. Peace is the capacity to face the conflicts, overcome the… |
Sequence 22Montessori School. Together we ran four full lnternational courses. Then the political situation changed and many of those… |
Sequence 26assistance in developing a funding submission and, with the help of other international colleagues, a proposal was developed… |
Sequence 32REFERENCES By-laws of the Association Montessori lnternalio,rnle. Am- sterdam: AMI. AMI Strategic P/a,1 2008-2012. Amsterdam… |
Sequence 77A Story of Morlem-Dny No111nds: The Mb11ti In the northeastern corner of a Central African country called the Democratic… |
Sequence 79Because of their nomadic way of life, the Saa mi do not have permanent houses. They use easy-to-move tents, which are… |
Sequence 99and there are 192 countries that are members of the United Nations (UN). But that's not the end of the issue. There are… |
Sequence 123participation in actions meant to bring social justice to people in the classroom, in the community, all over the world. We… |
Sequence 196MONTESSORI ELEMENTARY EDUCATION: PATHWAYS TO GLOBAL UNDERSTANDING by Phyllis Pettish-Lewis Phyllis Pottish-Lewis has… |
Sequence 180world and take part in revolutions of creative change, the obvious connections between Montessori and true productive learning… |
Sequence 4430 Part One - Toward the Children's /louse: The Formation Years wages of their male colleagues - and intellectually,… |
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 162BECOMING AN ADULT: p ATHWAYS TO MATURITY by Mihaly Csikszentmihalyi Dr. Csiksze11t111i1Iayli begins with Mo11tessori's… |
Sequence 163mammals tend to rely on genetic instructions for how to behave or what to do. But for humans, we have to learn how to become… |
Sequence 231Figure 1. The world map of scientific discovery. and how the syllabus provides a vehicle for integrated science instruction.… |
Sequence 252Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Second, in order to… |
Sequence 291Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years History and the… |
Sequence 76child as the agent of change. In The Discovery of the Child (67), Montes- sori writes of a British family who lived in India… |
Sequence 152142 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 we can help the child see how each contributes an essential part in the… |
Sequence 185175 Ewert-Krocker • The Adolescent: Taking on the Task of Humanity the adolescent: taKinG on the tasK of huManity—… |
Sequence 296286 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 affinity for growing things. Nature must continue to be a constant in… |