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Sequence 154Th is observation experiment, although traumatic for some, opens the door to self-observation and discovery. It allows us to… |
Sequence 155Friel, John C., & Linda D. Friel. Tile Seven Worst Things (Good) Parents Do. Deerfield Beach, FL: Health Commu-… |
Sequence 172Eliot, T. S. "Little Gidding." Four Quartets. 1943. London: Faber & Faber, 1971. Fitzgerald,… |
Sequence 187sense, regardless of how it turns out" (Havel 181). Optimism cannot be commanded, as Frankl observes, but hope can be… |
Sequence 219Illinois The Montessori Elementary School of Champaign-Urbana is seeking an Elementary Teacher for Fall 2004 to meet the… |
Sequence 131them through and onward, or at the very least, lie in wait until a fertile time when the memory of what they experienced with… |
Sequence 143computer I cell phone ban. She and her father jokingly referred to the period of withdrawal that she experienced from her… |
Sequence 158Bruner, Jerome. "Man: A Course of Study." Toward a Theory of Instruction. Cambridge, MA: Belknap Press, 1966… |
Sequence 192Montessori, Maria. Childhood Education. Translation of Formazione dell'Uomo [The Formation of Man]. 1949. Trans. A.M.… |
Sequence 212growing, young central MN com- munity. Send resume to: Swan River Montessori Charter School P.O. Box 876 Monticello, MN… |
Sequence 225julianagroup.comorcall usat 1-800- 959-6159. You may also email us at juliana@julianagroup.com. Position Wanted Position… |
Sequence 62ourselves when we make mistakes. We want our politicians and industrial leaders to learn from their mistakes. We all should do… |
Sequence 93In June, 1996, a large group of neuroscientists and educators met in Chicago to correlate all the current brain research.… |
Sequence 94Children learn in the context of important relationships. The best way to help very young children grow into curious,… |
Sequence 99Dr. Montessori wrote in The Absorbent Mind, "Man possesses creative sensitivities instead of hereditary models of… |
Sequence 132uniqueness into a richer idea of society and what we can achieve as humanity. REFERENCES The Adolescent Colloquium: Summary… |
Sequence 159the parish would have twelve Masses every weekend and they'd all be full." Why does this journey with the child… |
Sequence 178in the Milwaukee Public Schools. Rochester, NY: AMI/ USA, 2003. Edison, Charles. Edison Experiments You Can DO. New York:… |
Sequence 266space, located in Chicago's historic Beverly Hills/Morgan Park neigh- borhood, only 25 minutes from downtown. The area… |
Sequence 267directress, to begin in Fall '05. Ideal applicants should be enthusiastic, dedicated, and most importantly have respect… |
Sequence 268absorbmind@aol.com www .lemontmontessori.org Countryside Montessori School has an opening for an AMI certified 6-12 teacher… |
Sequence 277New York 42 year established school 3-6, 6- 12, Junior High. Seeking 0-3 guide and a qualified school administra- tor.… |
Sequence 50Hawai'i Montessori School at Kona offers a competitive salary package. Recent graduates welcome. 74-978 Manawale'… |
Sequence 57directress to set up primary class- room. Music, Latin, language im- mersion, parent library. Very supportive O to 3 trained… |
Sequence 33AlsoNAMTAis pleased to acknowledge its Journal editorial team, in particular Renee Pendleton and Katherine Wilson, for their… |
Sequence 45You may perhaps condemn the plan [so let us think of the Appendices] as visionary and unpractical, but I hope that you will… |
Sequence 75Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Resource Center. New York: Schocken… |
Sequence 85environment special for everyone else. They have to feel connected through common goals, mutual activities, and mutual tasks.… |
Sequence 167REFERENCES Grazzini, Camillo. "The Four Planes of Development." The Child, the Family, the Future. AMI… |
Sequence 386Emily Dickinson captures the experience of a teacher desperately attempting to encounter the human potential in each child at… |
Sequence 409Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford: Clio, 1988. Montessori, Maria. From… |
Sequence 433Montessori saw peace as more than the absence of war; war, she said, destroys the constructive impulses in us. The aura,… |
Sequence 96or kept. Dr. Montessori put it in the context of limits and also in relation to serving the spiritual life:" A child… |
Sequence 105Farm life and education seem inseparable to me. I didn't seek a school in the country, but when the opportunity was there… |
Sequence 139to hold in our hearts and minds the big picture, and for the love of our children and the future, to keep our own fire of hope… |
Sequence 165into a being that is far superior to us. He will not only be capable of a better way of living but will be the only person who… |
Sequence 166Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Thiruvanmiyur, Madras, India: Kalakshetra, 1959… |
Sequence 199have the sensorial experience of those relationships in nature and in supranature. So it follows logically that they must be… |
Sequence 214Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude Claremont. Thiruvanmiyur, Madras, India: Kalekshetra, 1959.… |
Sequence 236The area has a suburban-like setting populated by diverse middle/up- per-income professionals and civil servants, and a long… |
Sequence 238Teacher, Head wanted by Child Care Service in Chicago, IL to work w /2 teachers to instruct pre-school children in… |
Sequence 43paper and pen to record his thoughts and sketch his passionate observations of the Sierra Mountains. The process of writing… |
Sequence 44Csikszentmihalyi, M., & B. Schneider. Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic… |
Sequence 46Psychology: Vol. 1. Theoretical Models of Human Develop- ment. Ed. R.M. Lerner. Series ed. W. Damon. 6th ed. New York: Wiley… |
Sequence 78tempt a mind/body to think, to discover order in phenomena, to gain an intense pleasure in the process, and to become… |
Sequence 90trust in the effectiveness of Montessori ideas. Communicating to families the school's mission of sustainability, beauty… |
Sequence 46could he have done if he felt frustrated with the situation? Because kids are going to come across bad stuff even if they… |
Sequence 116extent and use it in our dealings with children. For the children are the inheritors and passers-on of culture. They are… |
Sequence 163gain perspective on things, and sort out whatever troubled them. Natural areas appear to function this way for younger… |
Sequence 214Liskin-Gasparro, J.E. "If You Can't Use a Language, You Don't Know a Language." Middlebury… |
Sequence 247As an occupational therapist, it has been an honor to serve as consultant to the Montessori classroom. It is always a delight… |
Sequence 257Idaho Pioneer Montessori School i.n Ketchum, Idaho is seeking AMI trained guides at all levels, Primary through Elementary… |
Sequence 259Benefits: Health coverage on om group plan, Support for Professional Development, Paid Holidays, sick and vacation days.… |
Sequence 275The NAMTA Centenary Exhibit A Montessori Journey 1907-2007 an Unprecedented Montessori Event----- Upcoming stops include:… |
Sequence 20America Welcomes Dottoressa Montessori Elementary class, The Washington Montessori School, Washington D.C., around I 9 I 6 18… |
Sequence 187Far Journey to the Southlands (Australia and New Zealand) We are indebted to Debbie Senoff-Langford of Chicago for graciously… |
Sequence 129Kahn, David. "Montessori Erdkinder: The Social Evolution of the Little Community." Tile NAMTA journal 31.l… |
Sequence 131A BRIEF HISTORICAL PREFACE TO THE TASK OF CURRICULUM REFORM: A PERSONAL AND THEREFORE A LIMITED REPORT by J. A. Wyatt, PhD… |
Sequence 199REFERENCES Arendt, Hannah. Tire H11111a11 Condition. Chicago: U of Chicago P, 1998. Aelian. Historical Miscella11y. Loeb… |
Sequence 200Esenin, Segey. Tl,e Heritage of R11ssia11 Verse. Ed. D. Obolensky. Bloomington: Indiana UP, 1962. £very111a11. Medieval Drama… |
Sequence 201Menzel, Emil W., Jr. Preface. Deception: Perspectives 011 H11111n11 n11d Nonl111111n11 Deceit. Ed. Robert W. Mitchell &… |
Sequence 215Marlowe's Or. Fn11st11s, Mary Shelley's Frnnkenstei11, Melville's Moby Dick, and the book of Ecclesiastes. They… |
Sequence 255THE MONTESSORI MODEL UNITED NATIONS by Judith Cunningham Judith Cunning/Jam puts her practice of peace educatio11 into t/Je… |
Sequence 280Montes~ori, Man.1. The S1•cret of Cl1ildho<1d. 1936. Tr.1ns. \I. Joseph C.ostelloc. c" York: Ballantine, 1992… |
Sequence 301APPENDIX A "EVIDENCE-BASED" CURRICULUM AND PROGRAMMATIC EFFORTS THAT SUPPORT SEEAE • Center for the… |
Sequence 317"What Is a Social Entrepreneur?" Ashoka. July 29, 2005 <http://ashoka.org/social_entrepreneur>… |
Sequence 351NAMTA CONFERENCES UNDERSCORE SOCIAL AND EDUCATIONAL REFORM Conferences during the spring and fall of 2007 expressed a theme… |
Sequence 352THE MONTESSORI HIGH SCHOOL AT UNIVERSITY CIRCLE: NAMTA's KEY OruENTATIO FOR PROJECT 2012 The new Montessori High… |
Sequence 361miles west of Chicago. We have a very low staff turnover rate, and are looking for a Preschool Directress who will be… |
Sequence 362Email: andriel.dt•cs@ wmitchell.t-du (preferred method for receiving resumes) Sunn) Hollow Monh.•..,son Altn: Search… |
Sequence 23practice. It is this practice period that is very important in the years three to six. Presentation, repetition, practice.… |
Sequence 26We 11111st think deeply fora/I 011rchildre11 a11dfor tomorrow's world. We must clarify the essence of man, study !tow to… |
Sequence 58Gopnik, Alison, Andrew l\. Mdtzoff, & P,1trici,1 K Kuhl. The Sctl'lllisl i11 lhl' Crib: /\fords, Brains,… |
Sequence 103accepted their differences in their weak areas. Their concept of them- selves as a learner and a person remained intact.… |
Sequence 147The next time a big cousin walked by tire child, kicked him, and hurled insults at him, he pulled his twisted body 11p as… |
Sequence 217Csikszentrnjhalyi, M. Creativity: Flow a11d the Psychology of Discovery a11d l11vention. New York: HarperCollins, 1996.… |
Sequence 218Lakoff, G., & M. Johnson. P/11/()sol'hY i11 //,c I Jes!,. Nrw York: B,1sic8ooks, 1999. Leder, D. The A/1~1•111… |
Sequence 240Illinois Montessori Academy, Batavia, IL Full Time Preschool Directress Qualifications: 3-6 year Montessori Certified or… |
Sequence 241teacher with AMJ or AMScertificate starting August 2008. lhe Naperville community is lo- cated ina western suburb of Chicago… |
Sequence 242direction to the school as it enters its47th yearofoperation. Applica- tions will be reviewed on a rolling basis until the… |
Sequence 9What is it? A mystery. Just as the newborn's mind is a mystery, so is the social newborn a mystery. Each time we find… |
Sequence 12THE TODDLER AND THE TEENAGER: A COMPARISON OF THE FIRST AND THIRD PLANES OF DEVELOPMENT by Annette M. Haines A1111e/le… |
Sequence 21artificially designed), but more expansive than, the Casadei Ba111bi11i of the earlier period. It meets Montessori's two… |
Sequence 70FROM CHILDHOOD THROUGH ADOLESCENCE: JOURNEY OF THE SPIRIT by James Webster This heartfelt essay explores the so111eti111es… |
Sequence 86EXPERIENCES IN NATURE: RESOLUTE SECOND-PLANE DIRECTIONS TOWARD ERDKINDER by Gerard Leonard and Kathleen Allen Gerard… |
Sequence 102Fabre, J. Henri. Tlte Life of the Spider. New York: Dodd, Mead, 1915. Kahn, David. "The Kodaikanal Experience-Part… |
Sequence 104SCIENCE AND MATHEMATICS: WHAT Is FORMED IN THE ELEMENTARY THAT BLOSSOMS IN THE THIRD PLANE by Peter Gebhardt-Seele Peter… |
Sequence 114ELEMENTARY MORAL OUTCOMES LEADING TO A SuccEssFUL ADOLESCENT Col\1MUNITY by Greg MacDonald Greg MncDona/d applies the… |
Sequence 138UNRAVELING THE 1.1MYSTERY OF THE ADOLESCENT" AND FINDING WHAT'S FUNDAMENTAL by Laurie Ewert-Kroeker Lnurie… |
Sequence 148We haveourworkcutoutforus. We have to keep our minds sharp. We have to keep our observations as free from personal agenda as… |
Sequence 150PEDAGOGY OF PLACE: DEEPENING ERDKINDER PRINCIPLES WITHOUT THE f ARM by Pat Ludick Pedagogy of Place is now a standard of… |
Sequence 160DEEPENING ERDKINDER PRINCIPLES WITHOUT A FARM: PEDAGOGY OF PLACE IN A NEIGHBORHOOD by Jacqui Miller and Barbara Fox Arbor… |
Sequence 184GLIMPSING MATURITY: CHARACTERIZING THE FIFTEEN- TO EIGHTEEN-YEAR-OLD by Gena Engelfried ft is essential to Montessori high… |
Sequence 196MATHEMATICS, SCIENCE, AND TECHNOLOGY FOR THE WHOLE THIRD PLANE: A BIRD'S-EYE VIEW, PART 2 by Christopher Kjaer… |
Sequence 212HIGH SCHOOL HUMANITIES: SOCIAL SCIENCES, HISTORY, AND METACOGNITION by James Moudry Jn111esMoudry puts thegrowing111odem… |
Sequence 246REFERENCES Brnudel, Fernand. A History of Civilizntio11s. Trans. Richard Mayne. New York: Penguin, 1993. Bruner, Jerome S.… |
Sequence 270REFERENCES Adler, Mortimer)., Robert Hutchins, et al., eds. Great Books of the Western World. 54 vols. Chicago: Encyclopredia… |
Sequence 277REFERENCES Bourdieu, Pierre. O11t/ine of n T/,eory of Prnctice. New York: Cambridge UP, 1977. Montessori, Maria. Ed11cntio11… |
Sequence 280FINDING PEACE AT AGE EIGHTEEN by Saraya van Someren Boyd Following a series of theoretical Colloquium presentations 011 the… |
Sequence 63THE SCIENCE BEHIND THE ABSORBENT MIND: NEUROBIOLOGY FOR MONTESSORIANS by Lise Eliot Drawing on her extensive experience in… |