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Sequence 240Petoskey is a small, vibrant resort community located in beautiful northwest Michigan. Situated on Lake Michigan, Petoskey… |
Sequence 241Lake Country School, a well-es- tablished, urban-based AMI accred- ited school, which offers a primary through adolescent… |
Sequence 10OF HEROES AND THE HEROIC: REFLECTIONS ON THE EARLY LIFE AND ACHIEVEMENTS OF MARIA MONTESSORI by Lawrence Schaefer Lnrry… |
Sequence 261MSOQ is a diverse community, currently serving 110 children be- tween the ages of 3-9. Our school offers 4 beautiful primary… |
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 186In reality, a human being does not actually become what it exam- ines, but it seems it can edge workably close. One obviously… |
Sequence 347tuition or would be lay- ered on top of existing pri- vate and public funds, such as child-care subsidies, to enhance… |
Sequence 361miles west of Chicago. We have a very low staff turnover rate, and are looking for a Preschool Directress who will be… |
Sequence 245Chaska comm unity for over35 years. Chaska is located about 35 miles Southwest of Minneapolis on the Minnesota River. The… |
Sequence 266Nationalist and Independence Movements A. Origins of independence movements in Africa and Asia; B. Methods of achieving… |
Sequence 239Minnesota Rochester Montessori School seeks a dynamic and qu,1lified Guide to start a second Lower Elementary class for the… |
Sequence 88Figure 4. The bell curve. about as tall as others of the same age or gender; some are extraor- dinary in one direction or the… |
Sequence 305Minnesota Montessori School of Duluth is seeking AMI trained Children's House Guide for established class beginning… |
Sequence 106Language, what an amazing human characteristic this is! And as we think about language, there are many questions that might… |
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 159is supposed to be in Coptic and Latin. In the text that the children read, the Coptic is translated into English. For this… |
Sequence 216native peoples, and his leadership helped his state to become a leader in the struggle for American values, for peace,… |
Sequence 405Michigan Walden Green Montessori is a Public Sd1ool Academy that has served West Michigan for over twenty years. We are… |
Sequence 30systems that exist in the world today. "The basic structures for our behavior are innate. The specific details of how… |
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 182THE IMPORTANCE OF THE THIRD PERIOD: THE CHILD' s SYNTHESIS AND RESPONSIBILITY FOR KNOWING IN THE MONTESSORI ELEMENTARY… |
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 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 262252 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 to live deeply in the abiding wonder and beauty and intimacy presented… |
Sequence 291281 O’Shaughnessy • Epilogue: The Child and the Environment fects of ozone depletion, celebrate Earth Week, see videos about… |
Sequence 292282 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 vision of the integrated indoor/outdoor experience. We must re-examine… |
Sequence 296286 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 affinity for growing things. Nature must continue to be a constant in… |
Sequence 298288 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 significant services for us, such as inventing the wheel, discovering… |
Sequence 115 Joosten • Exercises of Practical Life: Introduction and List exercises of Practical life: introduction and list by A.M.… |
Sequence 196190 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 in fall of 2014, and inherits a com- pletely supplied classroom. School… |
Sequence 6256 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 In the elementary years, as children learn about world history and… |
Sequence 117111 Schaefer • The Montessori Adolescent and the Pedagogy of Journey a junior high.” She didn’t have to use the word… |
Sequence 182176 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 the classroom into the real world and examining how individuals shape… |
Sequence 208202 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 curriculum management and class- room schedules, record keeping,… |
Sequence 115 Black, Linares, O’Shaughnessy • The Best for the Youngest The BesT for The YoungesT: The PaTh Toward uniTY by Connie… |
Sequence 2115 Black, Linares, O’Shaughnessy • The Best for the Youngest the Work Sampling System. These schools include Centro Siembra… |
Sequence 2216 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 nos in 2012 was $41,718. Other minorities are also affected by these… |
Sequence 2418 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 (traditional healers) worked with more than 100 participants, ad-… |
Sequence 3226 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Greater Twin Cities United Way. “Faces of Poverty: A United Way Report… |
Sequence 3933 Black • Montessori All Day together! In those early environments, the guide actually lived in the hous- ing where the… |
Sequence 4539 Black • Montessori All Day her group a great deal of freedom yet does not want this freedom to degenerate into chaos, and… |
Sequence 9993 Black and O’Shaughnessy • Montessori Partners Serving All Children monTessori ParTners serving all children: an ouTreach… |
Sequence 10094 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Courtesy of Centro Siembra limited access to such programs due to a lack… |
Sequence 10599 Black and O’Shaughnessy • Montessori Partners Serving All Children Courtesy of Centro Siembra Dakota. She has earned a BA… |
Sequence 155149 Shubitz • What is the Ideal Infant Group Care Environment whaT is The ideal infanT grouP care environmenT: monTessori… |
Sequence 156150 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Montessori’s incredible insight and her lifelong scientific observa-… |
Sequence 165159 Shubitz • What is the Ideal Infant Group Care Environment Daycare centers are not always open to the idea of using cloth… |
Sequence 249243 The NAMTA Journal • Classifieds Strong interpersonal skills. Excellent verbal and written com- munication. Computer… |
Sequence 200194 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 peer guidance for oral reading also increase their fluency.52 Parents… |
Sequence 71 Schaefer • Social Cohesion, Grace, and Courtesy: An Editorial Social coheSion, Grace, and courteSy: an editorial by Pat… |
Sequence 3933 Schaefer • Grace and Courtesy and Beyond Grace and courteSy and Beyond by Pat Schaefer Taking up the cause of grace and… |
Sequence 6156 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 is a cultural and social exploration of engaging with a constantly… |
Sequence 140134 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Minnesota Children’s House Guide, Play- works/Shakopee Mdewakanton… |
Sequence 126 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 month old means sitting and reading a story to the end, or thumbing… |
Sequence 132126 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 STEM • FIRST Robotics ( • http://www.firstinspires.org ) for ninth… |
Sequence 3123 O’Shaughnessy • The Observation Artist Jackson reports that “People who focus well report feeling less fear, frustration… |
Sequence 4840 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Cornerstone Schools, St. Paul, Minnesota |
Sequence 5345 O’Shaughnessy and Patell • Interview on the History of Observation tion. In those days, the early days (the 1960s),… |
Sequence 5446 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 MOLLY. Did reading that chapter inspire you to develop the post-diploma… |
Sequence 5850 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 some other cause apart from what seems to be superficially obvious so we… |
Sequence 5951 O’Shaughnessy and Patell • Interview on the History of Observation MOLLY. It does not mean just let them go on their way… |
Sequence 6153 O’Shaughnessy and Patell • Interview on the History of Observation MOLLY. What would you say about a child for whom… |
Sequence 6456 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Cornerstone Schools, St. Paul, Minnesota |
Sequence 7668 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 wOrk curves fOr individual children The practice of creating work curves… |
Sequence 10496 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 clearly explains what is missing is the “Point of Contact” (239). Stand… |
Sequence 120112 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 the ball tracker, put it in the tray and put it away. Isn’t that great?… |
Sequence 145137 MacDonald • Becoming a Scientific Observer for the services of these professionals and to pay for the tools and… |
Sequence 162154 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 that we have presented too late! Yet for the child, these activities do… |
Sequence 192184 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Cornerstone Schools, St. Paul, Minnesota |
Sequence 214206 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 iv Observations regarding these points and their particular details… |
Sequence 219211 Joosten • Observations These daily and weekly notes should, of course, also include a more technical and formal part:… |
Sequence 253245 Kripalani • Observation Or do the other children help and put the things in order? Are all the dirty linens, etc.… |
Sequence 259251 Patell • Observation failed and there is no apparent reason for the child to be crying, do we simply dismiss the crying… |
Sequence 269261 Helfrich • Observation You might ask, why then don’t we do all the 90 hours of obser- vation in this carefully… |
Sequence 310302 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Cornerstone Schools, St. Paul, Minnesota |
Sequence 323315 Parker • The Essential Is Invisible to the Eye The parents I interviewed also seemed to feel that their own openness to… |
Sequence 336328 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Cornerstone Schools, St. Paul, Minnesota |
Sequence 428420 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Special thank to the following individuals and schools for sharing… |
Sequence 231225 Taylor • Supporting Elementary Children in Crisis six and twelve years! “It is important that you don’t waste a mo- ment… |
Sequence 341335 Luborsky • The Role of the Occupational Therapist Bal-A-Vis-X Bal-A-Vis-X, or BAVX, stands for Balance, Auditory, Vision… |
Sequence 343337 Luborsky • The Role of the Occupational Therapist Listen: this might be using an mp-3 player, playing • a drum or a… |
Sequence 105The Casa dei Bambini: Paths to Culture page 104 or history, dependent upon a higher order of mental ability? A friend of… |
Sequence 110AMI Journal 2017 - 2018 page 109 and soil; how the roots reach down into the earth and the leaves turn upwards towards the… |
Sequence 7471 Christian • The Anthropocene: Threshold 8 Reprinted from Origin Story: A Big History of Everything. London: Allen Lane/… |