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Sequence 31career in psychology?" What is getting an A in an education course on classroom management going to have to do with… |
Sequence 1EIGHT MONTESSORI INSIGHTS by Angeline Stoll Lillard Here follows a small excerpt from Angeline Li/lard's new book… |
Sequence 5with how we know the very best learning takes place. Rather than memorize facts chosen by a faraway state legislative body,… |
Sequence 10ADOLESCENT: SLAVE TO THE PRE-COLLEGIATE OR INDEPENDENT LEARNER LOOKING AT THE WHOLE OF LIFE? But, having studied the… |
Sequence 17hensive formal education; the same themes that were lived out during the twelve-to-fifteen period developmentally now can be… |
Sequence 4Science is once again leading us, although it seems to take a very long time for organizations and individuals to act upon… |
Sequence 6Salzmann spoke about thirty-five years ago (The Child-Man of Tomor- row, national conference, Atlanta, October, 1970), and… |
Sequence 4family and her close contact with Annie Besant, she became familiar with theosophical thought at an early age. Her intention… |
Sequence 4Participants experience clarity and social cohesion around the Erdkinder farm school experience, which is, in some cases,… |
Sequence 7part of the Ruffing mystique. You only realize what has actually happened to you after you leave, but that's why Ruffing… |
Sequence 4gether, and play together, after a while you must meet each other's eyes over and over again and cannot hide behind masks… |
Sequence 8adolescents are being prepared for entry into society, it's not enough to have teachers-do you know what I mean? They… |
Sequence 10a child. Just as Frank Lloyd Wright declared that architecture must be a constant breaking out of the traditional structure of… |
Sequence 13goals must be the realization of the values of the human personality and development of mankind" (Education and Peace… |
Sequence 15weekly trips to Cuen tepee: The school is on the land. The work is daily. At Cuentepec, the students must strive for community… |
Sequence 18Anyone who works with adolescents knows that they have feel- ings, strong feelings, angry feelingsr loving feelings, but most… |
Sequence 4catered to. Cosmic education both deepens and narrows our view of the universe. The Great Lessons are outlines to give the… |
Sequence 8conditions he cannot walk no matter how much liberty he's given to do so. On the other hand, the individual who cannot… |
Sequence 13The other fact is that this independence, this continuous conquest toward independent functioning-which gives us existence as… |
Sequence 2THE SENSORIAL AWAKENING: THE CHILD UNDER SIX IMMERSED IN THE NATURAL WORLD by J oen Bettmann Joen Bettman' s medley of… |
Sequence 4And that object became part of him for the day, or a certain part of the day, or for many years, or stretching cycles of… |
Sequence 1FROM THE GARDEN TO THE FARMHOUSE: FARM LIFE AND EDUCATION FOR CHILDREN UNDER Six by Lyn Dyck A glimpse of a whole school on… |
Sequence 2EARTH SYSTEMS AND HUMAN HISTORY by Peter Gebhardt-Seele In this stark review of the grim history and future of humanity and… |
Sequence 2THE ADOLESCENT: TAKING ON THE TASK OF HUMANITY- CONDUCTING THE DIALOGUE BETWEEN NATURE AND SurRANATURE by Laurie Ewert-… |
Sequence 8duction, soil analysis, seed ordering, planting, watering, weed- ing, harvesting, decisions about how much to preserve for our… |
Sequence 4of Mexico and California, today we are exploring new ways to refine our understanding of organisms and molecules at the micro… |
Sequence 2NATURE AND EMBODIED EDUCATION: A KEY ROLE FOR MONTESSORI RESEARCH by Kevin Rathunde INTRODUCTION: WHY Is NATURE IMPORTANT… |
Sequence 14experiences are so deeply felt is partly explained in the following quote from Abraham Maslow: "Perhaps [our]… |
Sequence 84A History of War and Peace "Enchance. Mademoiselle." An exercise in grace and courtesy, Paris, 1918… |
Sequence 180Welcome to the Children's Mural This portion of the exhibit was created from over 800 pieces of work submitted by 35… |
Sequence 14complexities involved in the maintenance or the loss of life. One message that is apparent is that Life is fragile and… |
Sequence 43exhibited in the later, experienced, seasoned tone of the old Plato of his last work, The Lnws. Intimidating? You bet. In… |
Sequence 10the good leader, the good manager will exercise that power in a partnership structure. These are very important distinctions… |
Sequence 8How do we both direct and protect the power of the will so that it can grow? This, in my opinion, is our greatest challenge… |
Sequence 13For example, a common reason for referral is that the child is observed to be quite vulnerable to distraction and to have… |
Sequence 6Through MIP, we developed a program for adolescents with AS called the Prelude to Inclu- sion(\ which embraces the… |
Sequence 3Two-year-olds are sometimes called "the terrible twos." But in an environment that meets their needs, they… |
Sequence 12comes of their studies, they are met with a mixture of alternative, complementary, and unrelated studies, provided by their… |
Sequence 2PEDAGOGY OF PLACE: DEEPENING ERDKINDER PRINCIPLES WITHOUT THE f ARM by Pat Ludick Pedagogy of Place is now a standard of… |
Sequence 2DEEPENING ERDKINDER PRINCIPLES WITHOUT A FARM: PEDAGOGY OF PLACE IN A NEIGHBORHOOD by Jacqui Miller and Barbara Fox Arbor… |
Sequence 3miles east of Atlanta, with no prospect of becoming rural. In fact, the tension has come from the fact that we have no desire… |
Sequence 5Farm Hostel Garden To serve. to sell, Shop Coffee House to eat Market Pizza Day Produce, Crafts Lunch Service Baked… |
Sequence 8ing. Students presented to the class and the staff and gained support to move forward, so we did a second occupation focused… |
Sequence 11ing the second year of our program, a student with a passion for marine biology set up a fifty-gallon marine reef aquarium.… |
Sequence 4Figure 1. Timeline of mathematics. Graphic by David Waski. primary tracking mechanism used in our schools today. It has bad… |
Sequence 2"new child," the "spiritual embryo," endowed with inner wisdom, independence, dignity,… |
Sequence 4be left behind. This truly synthetic endeavor implies a drive forward towards a higher and spiritual goal, a better world,… |
Sequence 5courses in the constant back and forth between self and other, in the dynamics of going out for ex- ploration and coming… |
Sequence 11children are offered more and more challenge to their hand-under close supervision-we find they are capable of doing many… |
Sequence 4into adolescence. (My future plans, when all of us are on one cam- pus, would be for the sixth-years to continue as… |
Sequence 2JOYFUL ENGAGEMENT: A SPECIFIC LENS FOR OBSERVATION IN MONTESSORI PRIMARY AND ELEMENTARY ENVIRONMENTS by Paula Leigh-Doyle… |
Sequence 2OBSERVATIONS: WHAT Is SEEN? WHAT DoEs IT IMPLY? WHAT CAN BE DONE? by Charlene S. Trochta Charlene Trochta revisits core… |
Sequence 2TUTORING WITHOUT CRUTCHES: EXTRA SUPPORT AND INCLUSION FOR THE OLDER MONTESSORI CHILD WITH LEARNING DIFFERENCES by Barbara… |
Sequence 2A MONTESSORI APPROACH TO AUTISM by K. Michelle Lane Miclte//e Lane founded n school tltat serves c!tildren so severely… |
Sequence 2MONTESSORI EDUCATION, NEUROPSYCHOLOGY, AND THE CHILD WITH SPECIAL NEEDS: REFERRAL, ASSESSMENT, AND INTERVENTION by Steven J… |
Sequence 21Learningdisabilitiescan affect some or all of the following domains: reading, attention, or language (articulation,… |
Sequence 2MONTESSORI SPECIAL EDUCATION AND NATURE'S PLAYGROUND by Nimal Vaz Nimal Vnz takes us to the esse11tia/s of Montessori… |
Sequence 3weather, built environments, and the social circumstances of daily life). Carefully designed natural environments can help… |
Sequence 14the circle in printing the letter b; they form the circle before drawing the vertical line in printing the letter d. Anna… |
Sequence 2When I met Dana she was three years old. She was lying on a mat in an overcrowded day room of an institution surrounded by… |
Sequence 28(The Culture of Educntio11), that we have to come to a point today where it is difficult to persuade youngsters that there is… |
Sequence 7Finally, we need to tell stories that arise out of the children's interests. If a child comes in and shares something… |
Sequence 19a 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 42ma th /handbook/Teacher/ In trod uctoryExplorations / Introductory Exp I orations.asp>. Anderso11, Sherwood.… |
Sequence 15In Appendix A, "Erdkinder," Montessori makes clear that the entire educatjon of the adolescent must address… |
Sequence 10In Appendix A, "Erdkinder," Montessori makes clear that the entire educatjon of the adolescent must address… |
Sequence 1COMPETING WITH MONTESSORI AND NON-MONTESSORI SCHOOLS by Jerri King Jerri Kiug challenges sc/1ools to embrace their distinct… |
Sequence 2a significant outdoor component. Some schools have long histories of stability and strong school A common mistake is to… |
Sequence 4now find it critical to re-establish their mission and/or values, the process of including appropriate stakeholders, pursuing… |
Sequence 5may sound unusual, but it's important to remember that prospec- tive parents aren't necessarily out to make a… |
Sequence 1HIGH ANXIETY, THE SEQUEL by Patrick F. Bassett Patrick Bassett offers wan11th, h11111or, and opti111is111 for independent… |
Sequence 3REVISITING SKILLS This historical approach helps tremendously with one of the big- gest challenges I face, and that is the… |
Sequence 20Dr. Claremont was always full of surprises. One day at Ashdun Hall in Atlanta, when I was showing some young elementary… |
Sequence 1FROM PEACEMAKER TO PEACEBUILDER by Judith Cunningham Judith C1111ningha111 introduces the Montessori Model United Nations (… |
Sequence 1UNCOVERING HOME: PEDAGOGY OF PLACE THROUGH A NEIGHBORHOOD HISTORY HUMANITIES PROJECT by Annie Frazer A1111ie Frazer… |
Sequence 2the first week of school. When Mr. Wallace Nelms came to speak to our class, my perception of our boring suburban neighborhood… |
Sequence 7Hannah Stokes Hester, Ms. Finley's great-aunt who once owned the property where Arbor Montessori School stands today.… |
Sequence 12needs, something larger and greater than their obvious goals was being achieved. With each additional new idea and discovery,… |
Sequence 12to nature stimuli on morning nature walks would yield restorative benefits (e.g., better concentration, greater ease of… |
Sequence 27were tracked across the school day by segregating the pools of Tuesday /Thursday and Wednesday /Friday ESM signals into three… |
Sequence 34and so on, that were seen as valuable to the creative process. One example I recently wrote about came from Jonas Salk,… |
Sequence 7The transformation of that class, from a collection of mostly ragamuffin, untutored, good-hearted children was simple,… |
Sequence 2STRUCTURE AND SPONTANEOUS LEARNING by John R. Snyder Begin11i11g with the origins of freedom and responsibility in the Ameri… |
Sequence 13Rather than writing rhapsodically with no formal limitations, Beethoven uses a given form and then innovates within that.… |
Sequence 26Pink writes: Ultimately, [intrinsically motivated] behavior depends on three nutrients: autonomy, mastery, and purpose. [This… |
Sequence 2ORIGINS AND THEORY OF THE THREE-PERIOD LESSON by Annette Haines Beginning with Seg11i11, Annette Haines explores ti,e t!,ree… |
Sequence 2EVOLUTION OF A THREE-PERIOD LESSON APPROACH: UNDERSTANDING THE LEARNING CYCLE AND MOVING FORWARD WITH THE ADOLESCENT IN… |
Sequence 6Not that the first and third periods (as I am describing them) aren't important. Without a carefully prepared first-… |
Sequence 17Second Period-Work of the Student with Adult Guidn11ce • Research, experimentation, reading, inquiry, discus- sion, and data… |
Sequence 2THE IMPORTANCE OF THE THIRD PERIOD: THE CHILD' s SYNTHESIS AND RESPONSIBILITY FOR KNOWING IN THE MONTESSORI ELEMENTARY… |
Sequence 2THE POWER OF CONCENTRATION by Kathleen Lloyd Kath/ee11 Lloyd's interesti11gco111parison of normalization and self-… |
Sequence 25about storytelling, we're on solid ground to say that when engaged in storytelling, children are processing at many… |
Sequence 25Some people use a planning sheet to explore their wonder. What other questions do you have about your topic? You should have a… |
Sequence 15a table, then say tnble and pause, the child will practice the word. In any case, now the new child knows what we call a table… |
Sequence 7sonal formation and practical training to be able to make it happen. The primary goals of Montessori education are the… |
Sequence 13Summarizing the key findings of Stuart Brown's research forces us to take a close look at the following realities: 1.… |
Sequence 2PERSONAL EXPRESSION by Laurie Ewert-Kroeker fll view of the creative expressions of 1n11sic, the arts, and /a11g11age, La11… |
Sequence 5importance of this particular sensitivity in the adolescents we work with or, on the other hand, how often, out of genuine… |
Sequence 2THE STUDY OF THE EARTH AND LIVING NATURE by Jacqui Miller Apart from 1/lerely nlludi11g to tlte biologicnl sciences, Jacqui… |
Sequence 1p AYS TRIBUTE TO AUSTRALIA NAMTA by David Kahn On December of 2011, Megan Tyne, Executive Director of the Montessori… |