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Sequence 2inquiry, and sharing ideas help us make predictions about ages and stages. We learn about the multitude of possible roles to… |
Sequence 3really mean? The dictionary says to explore is to search through with a view to making a discovery, to look into all parts of… |
Sequence 5One could see how little children, because of their inno- cence, can feel the need of God's presence in a purer and more… |
Sequence 7The end result of an ill-prepared environment, lacking in compas- sion and understanding, is a deviated human being-a human… |
Sequence 13Obedience is not merely compliance. Forced obedience is not the same as true obedience. If we make the child behave by fear,… |
Sequence 7The educator must not imagine that he can prepare himself for his office merely by study, by becoming a man of culture. He… |
Sequence 7It is not surprising that Ms. Dwyer renamed her reading classic, originally entitled A Reading Scheme for English (assembled… |
Sequence 1To WoRK Is NoBLE, TO BEHOLD Is DIVINE by David Kahn When Montessori schools struggle with finances, admissions, and finding… |
Sequence 1PLACES FOR BELONGING: FROM WOMB TO HOME TO MONTESSORI SCHOOL by Judi Orion Judi Orion chronicles,from a psychological and… |
Sequence 1MONTESSORI UNDER THREE: THE FOUNDATIONS OF HUMAN PERSONALITY by Judi Orion Looking at the roots of human personality, Ms.… |
Sequence 8How much independence should an adolescent have? How do we help them "enter into society" while offering the… |
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 4family and her close contact with Annie Besant, she became familiar with theosophical thought at an early age. Her intention… |
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 2MORE PARENT INVOLVEMENT: REFINING p ARENT EDUCATION WITH AN EMPHASIS ON ASSISTANTS TO INFANCY by Judi Orion Starting from… |
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 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 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 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 179Photo Crediu, continued Elise Broun Barnett Collection Soro Brody Helen Brophy Kannekar Butt Coring for Young Refugees… |
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 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 2THE MONTESSORI INFANT AND THE WHOLE DEVELOPMENTAL CONTINUUM by Judi Orion Ms. Orion explicates the concept of the spiritual… |
Sequence 11children are offered more and more challenge to their hand-under close supervision-we find they are capable of doing many… |
Sequence 1NORMALIZATION UNDER THREE by Judi Orion Montessori speaks of normalization as ti,e single 111ost important aspect of the… |
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 21Learningdisabilitiescan affect some or all of the following domains: reading, attention, or language (articulation,… |
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 1FOLLOW THE p ARENT: p ARENT EDUCATION AT THE MONTESSORI SCHOOL OF LAKE FOREST by Ann Jordahl A11nforda'1/ emphasizes… |
Sequence 1HIGH ANXIETY, THE SEQUEL by Patrick F. Bassett Patrick Bassett offers wan11th, h11111or, and opti111is111 for independent… |
Sequence 4• Best case-continued growth or modest dip of+/- 3-5% (the normal fluctuation inde- pendent schools experience during… |
Sequence 3REVISITING SKILLS This historical approach helps tremendously with one of the big- gest challenges I face, and that is the… |
Sequence 22Emphasizing what I saw that was good, I was able to give talks to these teachers, but after all these years of internal… |
Sequence 1FROM PEACEMAKER TO PEACEBUILDER by Judith Cunningham Judith C1111ningha111 introduces the Montessori Model United Nations (… |
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 7The transformation of that class, from a collection of mostly ragamuffin, untutored, good-hearted children was simple,… |
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 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 25about storytelling, we're on solid ground to say that when engaged in storytelling, children are processing at many… |
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 1p AYS TRIBUTE TO AUSTRALIA NAMTA by David Kahn On December of 2011, Megan Tyne, Executive Director of the Montessori… |
Sequence 15Montessori focuses not on the evils or the threats created by science and technology (though we know she felt them deeply-as… |
Sequence 9Jn Ed11cntio11 and Peace, Montessori writes, Young people can become passionately involved in doing calm, serene, beautiful… |
Sequence 3A word about the title: before Sofia died in August 2011, she was able to give her "yes" to the final draft… |
Sequence 634 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 intertwine. This may explain the fascination which these gadgets hold… |
Sequence 6112 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 We can make the human race better by assisting the child in building his… |
Sequence 10210 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 have developed better technologies. The impli- cations for all this—… |
Sequence 16216 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 and we took them through all kinds of experiences and exercises, and… |
Sequence 2260 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 such a distinction, we might be inclined to say that even the way of… |
Sequence 4262 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 are called upon to take an active part in the life of humanity, they… |
Sequence 21157 Lillard • Playful Learning and Montessori Education Regarding children’s love of and need for fantasy, recent research… |
Sequence 28188 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 is the sequence of phases in perspective-taking, and the insight that… |
Sequence 464 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 was working towards meeting the remaining specifications listed in the… |
Sequence 1171 Begin • Montessori Early Childhood Education in the Public Sector children who needed special assistance, and eligibility… |
Sequence 2888 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 aPPendix B general Program informaTion for ParTiciPanTs’ organizaTions… |
Sequence 2124 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 center, The Montessori Institute, and they recruited parents from the… |
Sequence 7129 Trierweiler • An Overview of Family Star Montessori School fit their hands and myriad opportunities to take care of… |
Sequence 9191 Andrews • Joyful Engagement is to look smart, they avoid risks that might lead to failure. Her re- search shows that… |