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Sequence 166ing. Students presented to the class and the staff and gained support to move forward, so we did a second occupation focused… |
Sequence 9WHY IT Is IMPORTANT TO KNOW THE CHILD by Silvana Quattrocchi Montanaro Citi11g the words of Marin Montessori, Dr. Montanaro… |
Sequence 27fast. Would it be possible for a young child to decipher my language clearly? Can they hear clearly articulated words? J don… |
Sequence 29placed in this position, he protests. That protest is interpreted as "He doesn't like it," and the baby… |
Sequence 236available for primary and elemen- tary class teachers. The Duluth Montessori School is an AMI school with an excellent… |
Sequence 237city charm, it is close enough to Atlanta and Savannah to enjoy many of their cultural offerings. Our school continues to… |
Sequence 248hard-worker, willi.ng to work with a special needs popula- tion. The family is willing to support other underpriviledged… |
Sequence 249One time offering in Vancouver, Canada! Assistants to Infancy: O - 3 June 22 - August 21, 2009 June 21 - August 27, 2010… |
Sequence 11JOYFUL ENGAGEMENT: A SPECIFIC LENS FOR OBSERVATION IN MONTESSORI PRIMARY AND ELEMENTARY ENVIRONMENTS by Paula Leigh-Doyle… |
Sequence 31OBSERVATIONS: WHAT Is SEEN? WHAT DoEs IT IMPLY? WHAT CAN BE DONE? by Charlene S. Trochta Charlene Trochta revisits core… |
Sequence 45TUTORING WITHOUT CRUTCHES: EXTRA SUPPORT AND INCLUSION FOR THE OLDER MONTESSORI CHILD WITH LEARNING DIFFERENCES by Barbara… |
Sequence 71A MONTESSORI APPROACH TO AUTISM by K. Michelle Lane Miclte//e Lane founded n school tltat serves c!tildren so severely… |
Sequence 81MONTESSORI EDUCATION, NEUROPSYCHOLOGY, AND THE CHILD WITH SPECIAL NEEDS: REFERRAL, ASSESSMENT, AND INTERVENTION by Steven J… |
Sequence 147MONTESSORI SPECIAL EDUCATION AND NATURE'S PLAYGROUND by Nimal Vaz Nimal Vnz takes us to the esse11tia/s of Montessori… |
Sequence 300Georgia Montessori of Macon in Macon, Georgia is seeking an Education Director with a flexible start date, commencing no… |
Sequence 301world. Come see why Atlanta is an exciting and vibrant place to Jive, both personally and professionally. Our schools… |
Sequence 35UNIFYING THE PLANES OF DEVELOPMENT: A TRAINER' s PERSPECTIVE by Greg MacDonald In this article, Greg MacDonald… |
Sequence 58around and relating in as warm, affectionate, patient, prideless, angerless a manner as humanly possible, then we may be actu… |
Sequence 365days to hear a bout topics the students were considering. The range of research topics has been outstanding: the Feminist… |
Sequence 402Montessori of Macon is located in historic Middle Georgia close to local museums and state/national parks. In addition to… |
Sequence 138COMPETING WITH MONTESSORI AND NON-MONTESSORI SCHOOLS by Jerri King Jerri Kiug challenges sc/1ools to embrace their distinct… |
Sequence 139a significant outdoor component. Some schools have long histories of stability and strong school A common mistake is to… |
Sequence 141now find it critical to re-establish their mission and/or values, the process of including appropriate stakeholders, pursuing… |
Sequence 142may sound unusual, but it's important to remember that prospec- tive parents aren't necessarily out to make a… |
Sequence 235Dr. Claremont was always full of surprises. One day at Ashdun Hall in Atlanta, when I was showing some young elementary… |
Sequence 252offered: competitive salary com- mensurate with education and ex- perience, health benefits, employer contribution to 401K… |
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 67need in one's lifetime? What children need are the keys to under- standing. The Montessori history stories simply and… |
Sequence 73• study the history of painting, sculpture, etc. • make a timeline of art • go on Going Out trips to theater, puppet, or… |
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 100However, the ownership of this atoll gives Japan the exclusive rights to huge areas of the sea bed, areas in which there are… |
Sequence 184UNCOVERING HOME: PEDAGOGY OF PLACE THROUGH A NEIGHBORHOOD HISTORY HUMANITIES PROJECT by Annie Frazer A1111ie Frazer… |
Sequence 185the first week of school. When Mr. Wallace Nelms came to speak to our class, my perception of our boring suburban neighborhood… |
Sequence 190Hannah Stokes Hester, Ms. Finley's great-aunt who once owned the property where Arbor Montessori School stands today.… |
Sequence 251and so on, that were seen as valuable to the creative process. One example I recently wrote about came from Jonas Salk,… |
Sequence 114STRUCTURE AND SPONTANEOUS LEARNING by John R. Snyder Begin11i11g with the origins of freedom and responsibility in the Ameri… |
Sequence 148ORIGINS AND THEORY OF THE THREE-PERIOD LESSON by Annette Haines Beginning with Seg11i11, Annette Haines explores ti,e t!,ree… |
Sequence 162EVOLUTION OF A THREE-PERIOD LESSON APPROACH: UNDERSTANDING THE LEARNING CYCLE AND MOVING FORWARD WITH THE ADOLESCENT IN… |
Sequence 182THE IMPORTANCE OF THE THIRD PERIOD: THE CHILD' s SYNTHESIS AND RESPONSIBILITY FOR KNOWING IN THE MONTESSORI ELEMENTARY… |
Sequence 190THE POWER OF CONCENTRATION by Kathleen Lloyd Kath/ee11 Lloyd's interesti11gco111parison of normalization and self-… |
Sequence 274and positively with parents, fellow staff, and students alike is helpful. We area small, friendly Montessori school situated… |
Sequence 122108 Part Two - For a Science of the Formation of Ma11 was white with snow! He made friends with Mario who as far back as then… |
Sequence 68Some people use a planning sheet to explore their wonder. What other questions do you have about your topic? You should have a… |
Sequence 119world brings them a variety of designs, ways to solve problems, the opportunity to explore the similarities and differences in… |
Sequence 167In a typical study we would have two hundred children doing this questionnaire eight times a day for a week, four or five… |
Sequence 222THE STUDY OF THE EARTH AND LIVING NATURE by Jacqui Miller Apart from 1/lerely nlludi11g to tlte biologicnl sciences, Jacqui… |
Sequence 295Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Detailed studies:… |
Sequence 337EDUCATION AND PEACE RECONSIDERED Rereading Education and Peace [in March of 2011] with the junior class as part of a study of… |
Sequence 344Georgia Growing AMS & SACS Accredited Mon- tessori School in suburbs of Atlanta now seeking Middle School, Upper… |
Sequence 53• Specific ways of handling tools that are in daily use in his environment: How to hold a spoon, how to carry a pitcher, how… |
Sequence 8979 Vaz • Montessori Special Education and Nature’s Playground Nimal Vaz has been associated with AMI training courses since… |
Sequence 123113 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education “all sciences (branches of learning) can… |
Sequence 132122 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Education cannot be dismissed as an insignificant factor in people’s… |
Sequence 140130 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 History, as the story of man and his achieve- ments, is at the center of… |
Sequence 166156 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 So first of all it is essential that our children get their hands in the… |
Sequence 191181 Ewert-Krocker • The Adolescent: Taking on the Task of Humanity Laurie Ewert-Krocker was the founding head teacher of… |
Sequence 209199 Hutchison • Teaching Nature: From Philosophy to Practice Courtesy of Mr. Katsuhiko Yorita, Information Center, Okinawa,… |
Sequence 214204 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 of living systems. This is a theory that is only now fully emerging but… |
Sequence 251241 Rathunde • Nature Experience and Education internally, we need those kinds of research and tools to help our parents… |
Sequence 268258 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Courtesy of Mr. Katsuhiko Yorita, Information Center, Okinawa, Japan,… |
Sequence 294284 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 attracted and curious about all the objects in the environment and… |
Sequence 296286 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 affinity for growing things. Nature must continue to be a constant in… |
Sequence 305Special thanks to the 2013 International Montessori Congress in Portland and the following individuals and schools for sharing… |
Sequence 137 Black • Community community: a hallmark of our aPProach by Connie Black All the basics of the Montessori prepared… |
Sequence 182176 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 the classroom into the real world and examining how individuals shape… |
Sequence 2317 Black, Linares, O’Shaughnessy • The Best for the Youngest we have established two departments: the Education Department… |
Sequence 245239 The NAMTA Journal • Classifieds munity in Jupiter, Florida. We have an enrollment of 250 students from Toddlers through… |
Sequence 290284 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 serve a culturally and economi- cally diverse population with over 40… |
Sequence 6963 Bettmann • Nurturing the Respectful Community through Practical Life nurturinG the reSPectful community throuGh Practical… |
Sequence 111106 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 cated interdependencies. We cannot afford to be ignorant of one half of… |
Sequence 113108 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 somehow the same. Music is one of the great unifying forces; it is a… |
Sequence 180175 Rogers • Stumble into Grace Jennifer Rogers has been a primary teacher for twenty years and the last ten have been at… |
Sequence 199194 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 of Daytona Beach, Florida and steps away from the Stetson University… |
Sequence 200195 The NAMTA Journal • Classifieds Committed to diversity, A.M.I.S. is located 10 minutes from downtown Atlanta. Position… |
Sequence 205200 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 of 30,000 located in the high tech cor- ridor that runs between… |
Sequence 217212 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 PARENT EDUCATION After reading these books I better understand, . —A… |
Sequence 137 Ewert-Krocker • Scaffolding for Discovery in the Third Plane scaffoldIng for dIscovery In the thIrd Plane by Laurie Ewert… |
Sequence 2115 Rathunde • Creating a Context for Flow creatIng a context for flow: the IMPortance of Personal InsIght and exPerIence… |
Sequence 2923 Rathunde • Creating a Context for Flow and work, or that it was related to the positive outcomes discussed earlier in… |
Sequence 148142 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Highly acclaimed Montessori Introductions for PARENT EDUCATION… |
Sequence 4337 Bettmann • Building Spoken Language in the First Plane Building spoken language in the first plane by Joen Bettmann… |
Sequence 112106 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 ♦ International Montessori Training Institute AMI Primary Training (… |
Sequence 114108 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 A-I and Primary Guides Village Montessori School in beautiful Roswell,… |
Sequence 1913 Sackett • The Scientist in the Classroom of a particular child, the truth of our children. And then–because we are not… |
Sequence 3327 Sackett • The Scientist in the Casa knowledge for the very practical purpose of supporting optimal development in young… |
Sequence 7771 Norris • Biodiversity and Peace dents naturally start asking their own questions and making their own observations.… |
Sequence 10599 MacDonald • Technology in the Montessori Classroom Technology in The MonTessori clAssrooM: beneFiTs, hAzArds And… |
Sequence 141133 MacDonald • Becoming a Scientific Observer becOMing a scienTific Observer by Greg MacDonald inTrOducTiOn Greg… |
Sequence 314306 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 her “relationship” with the teacher. She didn’t consider that she had a… |
Sequence 340332 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Still other children are walking through the classroom seemingly not… |
Sequence 52AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
Sequence 1714 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Getting Smart – www.gettingsmart.com/categories/series/place-based-… |
Sequence 7168 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 San Rafael, California, uses Big History as a first-year experience for… |
Sequence 7572 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 gunship, with its seventeen cannons and its ability to sail fast in… |
Sequence 6262 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 JOEN BETTMANN… |
Sequence 95Leonard & Allen • Experiences In Nature 95 Courtesy of Mr. Katsuhiko Yorita, Information Center, Okinawa, Japan,… |
Sequence 33School Administration: The Spiritual Factor: Formulating a Policy by Charlene S. Trochta How should the school respond to… |
Sequence 13At Home in the Natural World by Jim Roberts Jim Roberts emphasizes the importance of sensorial experiences of na- ture at… |
Sequence 14In our second year, we built our own building and expanded the class considerably - so much so that I had just enough time for… |
Sequence 19Dock", which is eight, nine, ten in the same language. Why I do not use these is because they are actually survivals… |