Search Inside Documents
Displaying results 101 - 200 of 1074
Sequence 12The Center for Socratic Practice The Judson Montessori School 705 Trafalgar San Antonio, Texas 78216 (210) 344-3117… |
Sequence 17REFERENCES Dewey, J. (1956). The school and society (Combined edition with The child and the curriculum). Chicago: U of… |
Sequence 17REFERENCES Abram, D. (1996). The spell of the sensuous. New York: Pan- theon Books. Coles, R. (1990). The spiritual life of… |
Sequence 3them? And once that decision has been made, how do fifth graders become storytellers? An incident from the first year of the… |
Sequence 35Egan, K. (1987). Literacy and the oral foundations of educa- tion. Harvard Educational Review, 57, 445-472. Egan, K. (1989).… |
Sequence 10Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Harper Collins. Healy, J.M. (1990). Endangered… |
Sequence 30Healy, J. (1990). Endangered minds: Why children don't think and what we can do about it. New York: Touchstone/Simon… |
Sequence 37• Use the "gentling the violence" technique, developed by a Hungarian woman named Magda Gerber, who founded… |
Sequence 38Branden, N. (1997). The art of living consciously. New York: Simon & Schuster. Briggs, D.C. (1970). Your child's… |
Sequence 16fixed in your mind. What is your place in the cosmos? What is the child's place in the cosmos? What is our purpose on the… |
Sequence 30is because children will enjoy and live more fully and fulfill their potentials. But also because they are more likely to… |
Sequence 5Figure 1 suggests that the vision and understanding of Erdkinder must come through a variety of pathways, beginning with… |
Sequence 38Grazzini, C. (1996). The four planes of development. The NAMTA Journal, 21(2), 208-241. Kahn, D. (1997a). Normalization and… |
Sequence 17us listen to the words of Maria Montessori, for she is reminding us that if we can do what we have just been saying, We find… |
Sequence 13REFERENCES Aries, P. Centuries of Childhood. New York: Vintage, 1962. Csikszentmihalyi, M. Flow: The Psychology of Optimal… |
Sequence 1A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 2FOREWORD When I was asked to prepare a blurb for this presentation, I decided it was important to give some background… |
Sequence 3story, is clearly touched by the Montessori ideas-whether they have ever heard ofMaria"Montessori or not, whether or… |
Sequence 16Pendleton, Renee, comp. & ed. The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher… |
Sequence 23REFERENCES Alston, P., ed. The Best Interests of the Child: Reconciling Culture and Human Rights. Florence, Italy:… |
Sequence 16encode (write) multiple forms of representation creates opportunities for activating, developing, and refining our minds. We… |
Sequence 22Tire Earthworm. Haughley, Suffolk: The Soil Association, n.d. Fil kin, David. Stephen Hawking's Universe. New York: Basic… |
Sequence 2The motivational underpinning to learning the facts is that they are woven into a relationship between facts and concrete… |
Sequence 12-------------------------------- --~ we are attempting to do with the Erdkinder project in Cleveland is to bring farm and… |
Sequence 14If you can't look him straight in the eye. He's the fellow to please, never mind all the rest, For he's with… |
Sequence 2THE CULTURAL SIGNIFICANCE OF THE STORY OF THE UNIVERSE by Brian Swimme Edited by Connie Barlow This article portrays the… |
Sequence 11She "jumped off" into new territory without having a plan in place-and let her commitment to fighting for… |
Sequence 20Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 2they knew that there was more than Practical Life, Art Expression, Spoken Language, and Music. But the materials got there… |
Sequence 4Six-year-old girls dressed in white aprons and scarves are making no-bake cookies in the public kindergarten class of… |
Sequence 7Marcel, the Romanian professor who got Children of the World interested in doing Montessori in Romania, was and still is… |
Sequence 20Finally, and most important, Montessori demanded humility and careful clinical observation on the part of the teacher. She had… |
Sequence 1NURTURING THE RESPECTFUL COMMUNITY THROUGH PRACTICAL LIFE by Joen Bettmann Joen Bettmann 's depiction of Practical Life… |
Sequence 24REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 26Montessori, Maria. The Secret of Childhood. 1936. New York: Stokes, 1939. Orem, R.C., ed. Montessori: Her Method and the… |
Sequence 21Creativity is vital. It's easy to overlook. But it's easy and fun to use when you have the right spirit and the… |
Sequence 14DeVries, R. "Constructing Excellence." 1S'h Missouri Con- ference of the Young Years: Constructing… |
Sequence 13DeVries, R. "Constructing Excellence." 1S'h Missouri Con- ference of the Young Years: Constructing… |
Sequence 28Creativity is vital. It's easy to overlook. But it's easy and fun to use when you have the right spirit and the… |
Sequence 49Montessori, Maria. The Secret of Childhood. 1936. New York: Stokes, 1939. Orem, R.C., ed. Montessori: Her Method and the… |
Sequence 75REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 141NURTURING THE RESPECTFUL COMMUNITY THROUGH PRACTICAL LIFE by Joen Bettmann Joen Bettmann 's depiction of Practical Life… |
Sequence 145Finally, and most important, Montessori demanded humility and careful clinical observation on the part of the teacher. She had… |
Sequence 172Marcel, the Romanian professor who got Children of the World interested in doing Montessori in Romania, was and still is… |
Sequence 175Six-year-old girls dressed in white aprons and scarves are making no-bake cookies in the public kindergarten class of… |
Sequence 177they knew that there was more than Practical Life, Art Expression, Spoken Language, and Music. But the materials got there… |
Sequence 193Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 228She "jumped off" into new territory without having a plan in place-and let her commitment to fighting for… |
Sequence 22Q: Do you think that a child absorbed in a video game is in Flow? A: Yes, they can be in Flow, and usually they stay in Flow… |
Sequence 18moment in time for all time. It is time that has significance for all times and all people. It is a moment in time to be… |
Sequence 19[Interview with Donald Brownlee]. [Minneapolis] Star Tribune February 5, 2000. Jaynes, Julian. The Origin of Consciousness in… |
Sequence 12Every staff person at Lake Country School will tell you that they have met the noble adolescent. Every adolescent guide who… |
Sequence 27brain and spinal cord of mammals a very, very long time ago, and had endowed the monkey's limbs with assured, acrobatic… |
Sequence 28Language and the Bra.in. New York: Norton, 1997. Donald, Merlin. Origins of the Modern Mind: Three Stages in the Evolution of… |
Sequence 23reality directly without assuming that all truth lies with their founders. They need to take responsibility for the… |
Sequence 1Cleveland Elementary Course, directed by Miss Stephenson, 1988 Miss Stephenson and trainers Kay Baker and Peter Gebhardt-… |
Sequence 7this celebration in Cleveland recognizing the thirtieth anniversary of the founding of NAMT A, I would ask that we again… |
Sequence 8Thanks to Charlene Trochta, Charlotte Kovach Shea, Carol Alver, Sanford Jones; thanks to David Kahn and everyone else who… |
Sequence 30way to envision the related processes of education and human devel- opment. The synthesis of these perspectives also provides… |
Sequence 31Csikszentmihalyi, M., & B.Schneider. Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic… |
Sequence 32Koch, S., & D. Leary, eds. A Century of Psychology as Scie11ce. New York: McGraw-Hill, 1985. Lerner, R. 011 the… |
Sequence 23REFERENCES Csikszentmihalyi, Mihaly, & Kevin Rathunde. "The Devel- opment of the Person: An Experiential… |
Sequence 5PROTOTYPE YEAR J (HUMANITIES IN DIRECT CONTACT WITH FARM OCCUPATIONS) Architectural Principles in Buildings and Bridges… |
Sequence 13burden for a child to be "bad" or "good." We must relieve every child of that burden and… |
Sequence 21• 4 merges= 16 units (from 400 to SOO neurons, a 25% increase) Therefore, it takes a 150% increase to pass beyond the two-word… |
Sequence 17REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 29CELEBRATING WRITING: PUBLISHING STUDENT WORK Celebrating student work by publishing it is one of the most exciting… |
Sequence 2emerge from this collective sharing. There is no fantasy or real person somewhere out there to tell us whether we are on or… |
Sequence 20The teachers must have the greatest respect for the young personality, realizing that in the soul of the adolescent, great… |
Sequence 4ness, dependence on others, a cynical outlook, and even criminality. How is right social adjustment to be achieved?… |
Sequence 9enable young adolescents to integrate academics with life in a relevant manner. INTRODUCTION Cosmic Education within a… |
Sequence 10The ideal is that as young people are learning about the cultural diversity of their city, they will begin to define their own… |
Sequence 11written material, discussion, and a variety of field experi- ences. Each student will: • Read Travels with Charley, by John… |
Sequence 134. To encourage the students to explore their widening world and to consider themselves as responsible citizens of our… |
Sequence 1PART II The observation of nature has not only a side that is philosophical and scientific, it has also a side of social… |
Sequence 5• Gather groups (interest level, diverse working abilities) • Compose guidelines for responsibilities with students •… |
Sequence 13in their own work replicate the spirit that motivates us here at Lamberene." A.S. Neill, in a conversation with Pat… |
Sequence 12in the sequence of activities, stronger mentoring relationships and community ties, and multifaceted tasks and problems that… |
Sequence 1brings wholeness rather than fragmentation to one's life and requires the courage to use life-affirming principles to… |
Sequence 2Erikson, E. H. Young Man Luther. New York: W.W. Norton & Company, 1958. Gardner, H. Creating Minds. New York: Basic… |
Sequence 15THE DEVELOPMENT OF A MONTESSORI HIGH SCHOOL AS AN EXTENSION OF THE FARM SCHOOL by David Kahn and Ron Stewart This very… |
Sequence 16THE MONTESSORI PAST AS PRELUDE TO A MONTESSORI HIGH SCHOOL Montessori adolescent education takes place squarely in the con… |
Sequence 18Hershey Montessori School, Coo:ord Twp., OH (Laurie Ewert-l<rockex) Adolescent Program at Salila, SWedE!II 0enn y Marie… |
Sequence 9and three. But what we need to do is assess the ones that are develop- mentally appropriate in our assessment of this child… |
Sequence 19Hoffman, E. Visions of Innocence. Boston: Shambhala Pub- lications, 1992. Huchingson, J. E. (Ed.) Religion and the Natural… |
Sequence 5or "land lab," it is a community effort and will be used by the entire community. The enrichment of the… |
Sequence 16• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 2TEACHING NATURE: FROM PHILOSOPHY TO PRACTICE by David Hutchison David Hutchison looks at educational resistance to nature… |
Sequence 11"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
Sequence 13teaching. As a violinist myself, I am reminded of the relationship between the instrument and the musician-without one or the… |
Sequence 36REFERENCES Ames, C. "Classrooms: Goals, Structures, and Student Motivation." Journal of Educational… |
Sequence 37of Human Development. Ed. R.M. Lerner. New York: Wiley, 1998. Vol. 1 of Handbook of Child PsychologiJ, Wil- liam Damon, ed.-… |
Sequence 39Juvonen, J., & K. Wentzel, eds. Social Motivation: Under- standing Children's School Adjustment. New York: Cam-… |
Sequence 4that if you invented your project without Montessori parameters, your result would not be a Montessori original but a banal… |
Sequence 35Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 11This clear separation would help communication both within the adult Montessori community and also with the world at large.… |
Sequence 2A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 3Thus I indicated that the paper was originally written for the Adolescent Colloquium, which was held in Cleveland and… |
Sequence 81Thus I indicated that the paper was originally written for the Adolescent Colloquium, which was held in Cleveland and… |
Sequence 82A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |