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Sequence 162picture) on the wall and a short list of words from the picture to be placed next to it. [t is wise to remember that creative… |
Sequence 209JUST THE FACTS: INFORMATION PROVIDED BY THE INTERNATIONAL DYSLEXIA ASSOCIATION Tlte International Dyslexia Association… |
Sequence 219Suggested Readings Moats, L.C., & K. E. Dakin. Basic Facts about Dyslexia and Other Rending Proble,ns. Baltimore: The… |
Sequence 224phrase meanings (semantics), sentences (syntax), longer passages (discourse), and the social uses of language (pragma ties).… |
Sequence 34certainty that every grain of information was true without a hint of falsehood. We must not be discouraged by this, instead… |
Sequence 46We may well find that future discoveries will argue for modification of transition methods at other interfaces. This is an… |
Sequence 144a time there was a child, and the child asked why, and we told the story of why. And once upon a time there was an adolescent… |
Sequence 145Montessori, Maria. Tlte Cltild, Society a11d tlte World: Unpub- lished Speeches n11d Writings. 1979. Trans. Caroline Juler… |
Sequence 228Pennsylvania and the Carolinas. More Dutch came, not to New York, but to Pennsylvania. The French came and settled in South… |
Sequence 248BOOKS FOR CHILDREN Earthworms Kalman, Bobbie. The Life Cycle of n11 Enrl/1wor111. New York: Crabtree, 2004. Simon, Seymour… |
Sequence 314ma th /handbook/Teacher/ In trod uctoryExplorations / Introductory Exp I orations.asp>. Anderso11, Sherwood.… |
Sequence 113Berry, Thomas. "It Takes a Universe." Save the Hermitage. June 3, 2009 <https:/ /beholdnature.org/tbh… |
Sequence 48Language Arts in Program Components, continued Oral Written Reading - Workshops • Reading aloud for fun . Writing… |
Sequence 151R111RE~(.l'i (,rautn1, C.1millo. "Ch,1i.1etcristic!-> nf thl• C.hild 111 tlw Flln lnlJr) <,lhool… |
Sequence 214Figure 29. A self-similar structure constructed of triangles. Jn the self-similar construction in Figure 29, Montessori proved… |
Sequence 32REFERENCES By-laws of the Association Montessori lnternalio,rnle. Am- sterdam: AMI. AMI Strategic P/a,1 2008-2012. Amsterdam… |
Sequence 62personal harmony and have the capacity to guide us toward more mutually beneficial ways of Jiving together in the world.… |
Sequence 104help children to meet your goals: to become citizens of the world and to unite in working for peace on Earth. REFERENCES… |
Sequence 115France as "this new, angry empire of light and reason" that sought to tear down "all the pleasing… |
Sequence 125CONCLUSION Fundamental to the Montessori approach to learning are the three respects-respect for self, respect for others (… |
Sequence 182REFERENCES Covey, Sean. The Seven Habits of Highly Effective Teens. New York: Fireside, 1998. Montessori, Maria. Fro111… |
Sequence 252REFERENCES Bagot, Kathleen L. "Perceived Restorative Components: A Scale for Children." Children, Yo11th… |
Sequence 253Faber Taylor, A., & F.E. Kuo. "Children with Attention Deficits Concentrate Better after Walk in the Park.… |
Sequence 73Start with a hook. This is how we seduce them. A conspiratorial tone as you lean in to tell them something really amazing… |
Sequence 103I once asked some students, "What is the function of a brick? What does it do? What is its job?" Some said… |
Sequence 105still survive, and in many modern buildings imitating them. It is a perfect semicircle, and is called the Roman, or Norman,… |
Sequence 145REFERENCES Einstein,Albert. "Autobiography." In P. Schilpp, Ed.,Albert Ei11stei11: Philosopher-Scie11tist.… |
Sequence 1591\lontt>..,..,ori, l\-1.lria. Unpublishl•d 19-!6 lecture.., Dr l\.1.uia Monll'..,..,ori'.., lntern,Hional lr… |
Sequence 180world and take part in revolutions of creative change, the obvious connections between Montessori and true productive learning… |
Sequence 268hand were two 50 Euro bills, the equivalent of about $145, which he quietly handed her. I turned away so he would not see that… |
Sequence 124110 Part Two - For a Science of the Formation of Man character-building. [ ... ] And this must be developed in our country,… |
Sequence 132118 Chapter II School, Family and Society 11.1 Let's save the children! San Diego, 1917: "Last summer I went… |
Sequence 137School, Family and Society 123 Moreover, in 1918 Montessori had been received in private audience with pope Benedict XV,… |
Sequence 139School, Fami(I' and Society 125 his dignity and sensibility. With The Child in the Fami~1·. Montcssori's… |
Sequence 88a 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 121bubble) and common space (don't break anybody else's bubble). In this exercise, we can move our bodies in many… |
Sequence 160REFERENCE Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Resource Center. New… |
Sequence 188the present. What Montessori offers here is a fundamental approach: allow the human personality to freely develop, cultivate… |
Sequence 198so emotional and confused at the time is an oversimplification of a deficiency we are all contributing to. Why did we stop… |
Sequence 219in isolation to solve one problem), it might not be so bad to sit and think of your seminar question for an entire hour!… |
Sequence 278Wyoming Follow the Child ... to Laramie Montessori School Charter Montessori sd1ool open- ing in Laramie, Wyoming an at-… |
Sequence 239Montessori National Curriculum for the Second Ptanc of Development from Sox 10 Twelve Years References Australian Language… |
Sequence 297Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Bibliography Dewey, J… |
Sequence 321Montessori, Maria. "Dr. Montessori's Third Lecture Given at the Montessori Congress in Oxford, England, 1936.… |
Sequence 83to our past will only work if we k11ow our past and if we recognize our ancestors as the foundation of our knowledge. Our… |
Sequence 131See Chapter Ill, "My Contribution to Experimental Science" in The Advanced Montessori Method: Volu111e One (… |
Sequence 132Docu111c11/s, ed. Austin Flannery, op (New York: Costello Publishing Company, 1975), p. 917. 12. Maria Montessori, I… |
Sequence 13319. Maria Montessori, Autoeducazione (Milan: Garzanti, 1970), 83. (Translator's note: See note 3 above.) 20. Franz Marc… |
Sequence 1381984: Published: "Ln Mistica Ebrnica," in Ln Misticn, Fe11e- 111e11ologin r Riflessione Teologica (Ed. Citta… |
Sequence 150AMI or like training. Practical Montessori teaching experience. MA Teacher Registration or quali- fications to meet… |
Sequence 155 Kahn • Preface: Revelations Then and Now—Guided by Nature all of Montessori. The critical function of the natural world is… |
Sequence 2515 Montessori • The House of Children Returning to the topic of the House of Children, everything was all right except the… |
Sequence 3020 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Children hoeing, Sèvres, France, 1936, courtesy of Margot Waltuch… |
Sequence 4636 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 does miss something. The more all “perishable” items, anything that can… |
Sequence 6959 Montessori • Exercises of Practical Life: 3 to 6 Compared to 6 to 12 Child washes cloths for classroom which over the next… |
Sequence 153143 Leonard • Deepening Cosmic Education brought to their newly settled areas of the world. Elementary children love this… |
Sequence 165155 Leonard and Allen • Experiences in Nature: Resolute Second-Plane Directions Toward Erdkinder cultural pathology that… |
Sequence 173163 Leonard and Allen • Experiences in Nature: Resolute Second-Plane Directions Toward Erdkinder Montessori, Maria. The… |
Sequence 174164 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Courtesy of Vanessa Toinet, Ecole Montessori du Morvan, Bard-le-Regulier… |
Sequence 191181 Ewert-Krocker • The Adolescent: Taking on the Task of Humanity Laurie Ewert-Krocker was the founding head teacher of… |
Sequence 198188 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 larger curriculum which would include the study of relationships between… |
Sequence 245235 Moore and Cosco • Greening Montessori School Grounds by Design Courtesy of Vanessa Toinet, Ecole Montessori du Morvan,… |
Sequence 257247 Mazzetti • The Ecology of the Mind Courtesy of Vanessa Toinet, Ecole Montessori du Morvan, Bard-le-Regulier, Burgundy,… |
Sequence 288278 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Sèvres, France, around 1935, courtesy of Margot Waltuch collection |
Sequence 295285 O’Shaughnessy • Epilogue: The Child and the Environment The greatest gift we can give this spontaneous explorer is time… |
Sequence 297287 O’Shaughnessy • Epilogue: The Child and the Environment the children feel a sense of pride and accomplish- ment. Dr.… |
Sequence 305Special thanks to the 2013 International Montessori Congress in Portland and the following individuals and schools for sharing… |
Sequence 4236 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Older child teaches a younger child the bow tying frame, Sèvres, France… |
Sequence 112106 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 meaningful and that, therefore, my life, in self-surrender, had a goal… |
Sequence 113107 Ludick • The Work of the Hand a Napier, John. Hands. 1980. New Jersey: Princeton Univer- sity Press, 1993. Wilson,… |
Sequence 82 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Interestingly, the revelations of adolescent reform in 2013 offer a new… |
Sequence 148 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Dr. Montessori understood and appreciated the importance of community in… |
Sequence 2923 Black • Community a May you make of yourself a light, inspiring awe and wonder in each of the lives you touch everyday… |
Sequence 5448 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 the roots. My eyes would contemplate the cockleweeds without searching… |
Sequence 5549 Chawla • The Natural World as Prepared Environment adolescents can live at all times of day and night, in all weathers,… |
Sequence 6458 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Chawla, L. In the First Country of Places: Nature, Poetry and Childhood… |
Sequence 146140 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 I guess that unless you experience the atmosphere you can’t understand… |
Sequence 209203 The NAMTA Journal • Classifieds www.radiant-montessori.com for more details. Elementary Guide, Montessori School of… |
Sequence 3226 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Greater Twin Cities United Way. “Faces of Poverty: A United Way Report… |
Sequence 5751 Black • Montessori All Day cal Library, 1978. Reprinted in The NAMTA Journal 21.3 (1996, Summer): 8-23. Verschuur, Mary… |
Sequence 199193 Andrews • Joyful Engagement foster any one of those (such as academic achievement) is to foster all of them. How do we… |
Sequence 200194 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 dressing Skills and Attitudes, Not Just Content. September 1, 2010.… |
Sequence 223217 Verschuur • Reflections reflecTions: a life’s work in monTessori by Mary B. Verschuur Mary Verschuur writes about… |
Sequence 225219 Verschuur • Reflections and practical life items. Working with our hands we made what we needed and the work served me… |
Sequence 250244 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 CW is a non-profit 501(c)3 corpora- tion equal opportunity employer… |
Sequence 4135 Shanks • Building the Inclusive Montessori School gov/st/english/pamphlet/2013/08/20130823281583. html#axzz2navMMDyo&… |
Sequence 9387 Urioste • Multicultural Inclusion in an Urban Setting In conclusion, I also share with you a Montessori article sum- mary… |
Sequence 174168 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Enhance Young Children’s Reading Comprehension.” Journal of Educational… |
Sequence 209203 Awes • Supporting the Dyslexic Child in the Montessori Environment Academic Interventions, ed. by Berninger and… |
Sequence 210204 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 22. International Dyslexia Association, “Dyslexia Basics.” 23. Shaywitz… |
Sequence 213207 Awes • Supporting the Dyslexic Child in the Montessori Environment 65. King, p. 18. 66. Shaywitz, Overcoming Dyslexia, p… |
Sequence 293287 The NAMTA Journal • Classifieds New York Lead Montessori Teacher in Tod- dler and 3-6 classroom, Les Enfants… |
Sequence 3630 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 of education, for this is the only way to build a new world and to bring… |
Sequence 6761 Soholt • Living Grace and Courtesy in the Primary the tools and means to seek out and form communities of this type when… |
Sequence 172166 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 In this kind of relationship with God the older child discovers a new… |
Sequence 173167 Excerpt • Like Leaven by Patricia Coulter 37. C.S. Lewis, “The Weight of Glory,” in The Weight of Glory and Other… |
Sequence 114109 Leonard • The Montessori Classroom humanity connects us; these are classroom essentials when we educate for peace. One… |
Sequence 217212 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 PARENT EDUCATION After reading these books I better understand, . —A… |
Sequence 3529 Sawyer • Group Flow and Group Genius grouP flow and grouP genIus by Keith Sawyer Keith Sawyer views the spontaneous… |
Sequence 5246 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 It’s hard to find this kind of experience in a large organization, which… |