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Sequence 294The International Centre for Montessori Studies Foundation // / presents /// The 45th Annual AMI Montessori Elementary… |
Sequence 35ESTABLISHING THE ERDKINDER APPENDICES AS AN AUTHORITY by Baiba Krumins Grazzini Baiba Krumins Grazzini was chosen to open… |
Sequence 41criticism which does not stem from experimentation or even reflection. People just reacted against and criticized. I found a… |
Sequence 77COMMUNITY, FREEDOM, AND DISCIPLINE IN A CARING CLASSROOM by John McNamara John McNamara characterizes adolescents through… |
Sequence 149How MY STUDENTS SEE THEIR ADOLESCENT EXPERIENCE AND TURN OUT IN LIFE by John McN amara The chorus of letters written to… |
Sequence 159MONTESSORI THEORY: V ALORIZATION by Jenny Hoglund Personality, mental and moral independence, the law of maximum effort,… |
Sequence 176the abstraction of it on a large scale to be convincing and comprehen- sible. A culture of responsibility toward one another… |
Sequence 181WHAT TO EXPECT FROM THE THIRD PLANE USING THE PLANES OF DEVELOPMENT CHART AS A BASIS OF THEORY by Baiba Krumins Grazzini… |
Sequence 213other. For this power is the quintessential one for the probing of not only science, but history, geography, mathematics, and… |
Sequence 229THE ROLE OF THE DISCIPLINES FOR COSMIC EDUCATION by Baiba Krumins Grazzini Baiba Krumins Grazzini continues to discuss… |
Sequence 244convinced when they saw some sugar transform itself into a fuming mass of the blackest coal under their eyes, after sulfuric… |
Sequence 245geography, etc., allowing practical experience in addition to studying books. For this type of school, secondary school… |
Sequence 281THE ROLE OF THE SPECIALIST by Baiba Krumins Grazzini This article touches on the roles of specialist and generalist as… |
Sequence 282music and art, on the one hand, and totally ignoring the fact that there are children who are interested in exploring physics… |
Sequence 347HISTORY: HUMAN SOLIDARITY: MAN WHITHER BOUND by Baiba Krumins Grazzini The human solidarity concept is a second-plane… |
Sequence 409Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford: Clio, 1988. Montessori, Maria. From… |
Sequence 411THE MONTESSORI HIGH SCHOOL FOR THE STUDY OF NATURE AND SOCIETY A PROPOSAL by David Kahn David Kahn presents a high school… |
Sequence 421Overview Staging Areas for Montessori High School Urban Centers L~tle Italy Neighborhood useum of Nalural HislorY, ershey… |
Sequence 425• Joint funds development (administrative) · Carpentry assistance 4. The Little Italy Neighborhood The Little Italy… |
Sequence 431THE MONTESSORI INTERNATIONAL BACCALAUREATE DESIGN Careful explication of Montessori primary texts, including Maria… |
Sequence 442THE THIRD ADOLESCENT COLLOQUIUM: SPEAKERS David Ayer, United States Guadalupe Borbolla, Mexico Clare Boyle, United States… |
Sequence 54TEN MONTESSORI IDEAS THAT CONVERT PARENTS TO THE CHILD'S POINT OF VIEW by David Kahn This outline serves as a guide for… |
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 210ITHE .4 PLANs~ OF DJVELOPMENT! I TH «BULB> ,~~~' ~ ~ Figure 1. The Bulb. Maria Montessori, Rome, 1951 (cited… |
Sequence 259Virgin Islands Virgin Islands Montessori School-located on the beautiful is- land of St. Thomas-is seeking an experienced… |
Sequence 260The International Centre for Montessori Studies presents The 46th Annual AMI Montessori Elementary Training in Bergamo,… |
Sequence 7MONTESSORI: CHILDREN, NATURE, AND GROWING UP GREEN PREFACE TO "NATURE AND EMBODIED EDUCATION" BY KEVIN… |
Sequence 49QUALITIES OF A MONTESSORI SECONDARY MATHEMATICS PROGRAM by Christopher Kjaer, John McNamara, and Michael W aski The… |
Sequence 1Volume32 Number 1 Winter2007 N·A·M·T·A J 0 u The Montessori Century Concept: A Continuing Process in Reality R N A The… |
Sequence 10OF HEROES AND THE HEROIC: REFLECTIONS ON THE EARLY LIFE AND ACHIEVEMENTS OF MARIA MONTESSORI by Lawrence Schaefer Lnrry… |
Sequence 14In secondary school Maria had at first studied mathematics, then science, and in the university she studied biology. All were… |
Sequence 17Montessori looked around the ward and saw only beds. Nothing but beds. The room was completely empty of anything that would… |
Sequence 18Early in September, 1898, Italy and its educational establishment were rocked when an Italian anarchist assassinated Elizabeth… |
Sequence 20Butitisin the human con- text that we must come to un- derstand the depth of this tragedy-the terrible wrench to a mother… |
Sequence 22condition-the tenants were in charge of the care and maintenance of the tenements. It acted as a sort of covenant. And he… |
Sequence 118THE CHILD AND SOCIETY by Baiba Krumins Grazzini Baiba Kru 111ins Grnzzini puts the relationsl1ip between child a11d society… |
Sequence 176MONTESSORI EDUCATION IN EXILED TIBETAN CHILDREN'S VILLAGES by Ela Eckert translated by Sue Irwin Resenrc/rer £In… |
Sequence 177these schools are run privately; Montessori is seldom found in the regular school system. Setting up a Montessori class is… |
Sequence 198• Around sixteen thousand children are taken care of in Tibetan Children's Villages. Between two thousand and three thou… |
Sequence 273classes arc taught in English to a multi-cultural groupofchildrcn. The school is conveniently located in an established area… |
Sequence 11contacted Dr. Montessori to help with an urban renewal project in the San Lorenzo District of Rome. The press referred to… |
Sequence 12What They Showed Us One day, in great emotion, I took my heart in my two hands as though to encourage it to rise to the… |
Sequence 14Italy, continued Writing on che chalkboard, an early Italian Montessori school, dote unknown. "They revealed a… |
Sequence 15Sometimes very tiny children show a precocious skill and accuracy of movement that must arouse our wonder. If an environment… |
Sequence 30Far Journey to the Southlands REPORT Montessori Methods of Education. M. M. SIMPSON. '-"""… |
Sequence 78A Scottish Montessori School The child has a great passion to learn. If he did not, how could he find his bearings in the… |
Sequence 87There was not a separation between indoors and outdoors.. . . Laughingly, we used to say, "There is never any bad… |
Sequence 127In this passage written in 1967, Claude Claremont described how to start the Silence Game: "Setting her chair in a… |
Sequence 142Sowing the Seeds of the Sciences "The eye that sees and the hand that obeys:• South Africa, 2006 Dramar:ic… |
Sequence 154Margot Waltuch and Amos, 1933 Peace and Education, continued A Time for Peace on Earth Sandwiched between two world wars,… |
Sequence 166Rome, 1886 Los Angeles. I 915 United States, 19 I 7 United Kingdom, 1929 1870 Maria Montessori born on August 3 I in… |
Sequence 168India, 1939 1928 The book Das Kind in der Familie, based on lectures she gave in 1923 in Vienna, is published in Germon. (… |
Sequence 1691948 Training courses in Mmedabad, Adyar, and Poona; lectures in Bombay. Trip to Gwalior. India; supervises the opening of a… |
Sequence 178Maria Montessori's Vision '- Maria Montessori greeting children at the St Angelo School in Rome, around 1911 Man… |
Sequence 186Notes and Sources, continued What They Showed Us (Italy) The photos of the first Casa dei Bambini and the Casa in Milan are… |
Sequence 192Notes and Sources, continued Three major bibliographies of Montessori-related books and articles have appeared in recent… |
Sequence 7MONTESSORI: p ATHWAYS TO EDUCATION REFORM, 1907-2007 by David Kahn Tllis nrticle puts i11to sepnrntenccou11ts n brief… |
Sequence 9ACT I. THE DRAMA OF SAN LORENZO: LINKING SOCIAL ANO EDUCATIONAL REFORM-1907 Montessori con temporaries travel to Rome in… |
Sequence 29oxidation. Extensive oxidation of organic matter takes oxygen out of the atmosphere and replaces it with carbon dioxide. At… |
Sequence 52Figure 1. The Four Planes of Development: The "Constructive Rhythm of Life." Maria Montessori, Perugia,… |
Sequence 91THE CHILD AND SOCIETY by Baiba Krumins Grazzini Baiba Km 111i11s Grnzzini puts the relatio11s/1ip between child and society… |
Sequence 255THE MONTESSORI MODEL UNITED NATIONS by Judith Cunningham Judith Cunning/Jam puts her practice of peace educatio11 into t/Je… |
Sequence 374The successful candidate must be experienced in both Montessori teaching and administration. She or he must have the ability… |
Sequence 106many teachers and schools simply do not want to work with the chi.ldren that we label "special needs" chil… |
Sequence 258Applications are being accepted for the 2008-09 school year for all levels, primary, lower elementary, upper elementary and… |
Sequence 37to the Montessori-Pierson Estates, that gave me the possibility to do this very interesting (at least for me!) work. Let me… |
Sequence 39Details and correspondences thc1t passed unobserved for a long time, suddenly become clear, like a revelation, sending a… |
Sequence 42Figure 3 Figure 4 decomposing and recomposing actual geometrica I objects. This starts in the Children's House, where… |
Sequence 172MATHEMATICS, SCIENCE, AND TECHNOLOGY FOR THE WHOLE THIRD PLANE: A BIRD'S-EYE VIEW, PART 1 by John McNamara Keeping to… |
Sequence 213My training is primary, and my work before adolescent was in the Children's House. As Chris Kjaer was saying, "… |
Sequence 271EDUCATION AND PEACE: CURRICULUM INTEGRATION AT MONTESSORI HIGH SCHOOL by Regina Feldman Tl,e following text explores… |
Sequence 9WHY IT Is IMPORTANT TO KNOW THE CHILD by Silvana Quattrocchi Montanaro Citi11g the words of Marin Montessori, Dr. Montanaro… |
Sequence 15CHILDREN'S EDUCATION AND THE FUTURE OF HUMANITY by Silvana Quattrocchi Montanaro This final chapter of Dr. Mo11tanaro… |
Sequence 19should recognize that we have not yet taken all the possible steps to favor the harmonious and integrated development of… |
Sequence 176morning Professor Benedetto Scoppola introduced us to the excit- ing content of the Psico-Aritmetica and Psico-Geo111etrfa,… |
Sequence 189When J think about Dr. Montessori and what manifests itself as her greatest genius, l believe it is her insight into the power… |
Sequence 153things and then perhaps discuss and question his observation. This was one way of developing intelligence, his ability to find… |
Sequence 259PROFILE: SANTA CRUZ MONTESSORI SCHOOL by Karen Donovan Santa Cruz Montessori School, with a history of forty-five years, has… |
Sequence 9THE DISCIPLINES: THEIR EVOLVING ROLES FROM CHILDHOOD TO ADOLESCENCE by David Kahn Looking at elementary progmms from the… |
Sequence 97LANGUAGE: THE SONG OF LIFE by Baiba Krumins Grazzini Ms.Krumins Grazzi11 i's lecture begi11s with a vision of articulate… |
Sequence 113Gives somewhere back the thoughts by England given; Her sights and sounds; dreams happy as her day; And laughter, learnt of… |
Sequence 215USING PEACE STORIES AND TIMELINES AS FOUNDATIONS FOR INTERDISCIPLINARY WORK WITH UPPER ELEMENTARY AND ADOLESCENT MONTESSORI… |
Sequence 228Pennsylvania and the Carolinas. More Dutch came, not to New York, but to Pennsylvania. The French came and settled in South… |
Sequence 277ing with this journey. It is one in harmony with the preparation for adult life Dr. Montessori speaks about in the educational… |
Sequence 305time, it's the people in it, it's how they relate to the place, it's how they relate to each other. And in the… |
Sequence 317INTEGRATION OF DISCIPLINES IN THE HIGH SCHOOL by Christopher Kjaer Mr. Kjaer expresses t'1e i111porta11ce of encl,… |
Sequence 325ENVIRONMENTAL SYSTEMS AND SOCIETIES MoNTEssoRr-lB FRAMEWORK by Christopher Kjaer COURSE DESCRIPTION We live in an… |
Sequence 341MATHEMATICS MoNTESSORI-1B FRAMEWORK by Michael Waski BACKGROUND AND METHODOLOGY Each plane of development has its own… |
Sequence 385NAMTANEWS ADOLESCENT 01H£NTATION SHOWS RECORD ENROLLMENT IN 2009 Summer 2009 is NAMTA's biggest Orientation to… |
Sequence 128• • • • • • ► ___ ....... .,. ... • • • • • • Figure 7. Even and odd numbers, from Aristotle's Metaphysics. In all… |
Sequence 132four or five, almost all of them say the left arrives first. The other square appears larger. What we did two years ago with… |
Sequence 133using for pedagogical purposes the history of mathematics. Surely she was a genius. Really she suggested very good acth ities… |
Sequence 134THE ESSENTIAL MONTESSORI MATH THROUGH THE YEARS by John McNamara John McNamara has developed a classical practitioners… |
Sequence 154A HISTORY APPROACH TO MATHEMATICS FOR THE ADOLESCENT by Michael Waski Miclznel Wnski shows //tat tlte 11tilizatio11 of… |
Sequence 192course the child should not be afraid to do work for the geometry book; the search for perfection should be not stressful.… |
Sequence 207Figure 17. A square that is hall the area of the large square. This square, which has a diagonal equal to the edge of the… |
Sequence 222backed steel rulers be used for making geometric drawings, thanks to Dr. Claremont's urgings. Dr. Claremont knew that the… |
Sequence 240Claude Claremont utilized his classroom as more than just an environment for the instruction of pupils. He utilized his… |
Sequence 51The children are allowed to observe one another, helping them prepare indirectly for new work or review work already… |
Sequence 54the process, all the children understand that no one is allowed to hurt the other children, and they can talk to each other… |