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Sequence 523. The student demonstrates automatic execution of the skill. E.g: Can you tell me how "0 Come Little Children&… |
Sequence 14director (and occupied this charge until his deathi Branches are func- tioning in many European, Asian, and American countries… |
Sequence 156INNER CITY MONTESSORI ASSOC.,2 Eum- lla St., Burwood NSW 2134, Australia. Queensland Australia: Beautiful One Day, Perfect… |
Sequence 135new insights or beliefs rather than the other way around, although learning styles differ for people. The brute sanity… |
Sequence 138and the other good, but chat's not what this research says. Several years ago there was a book written by an Ontario… |
Sequence 146issues of change is chat neither decentralization nor centralization works, but for different reasons. There is a fair amount… |
Sequence 147School Improvement" that I authored with Carol Rolheiser-Bennett and Barry Bennett. In the consortium we got together… |
Sequence 49conuibuted to her being somewhat ostracized by the scientific and educational establishment and her being labeled as "… |
Sequence 61promptings of the moral self, that erects obstacles and barriers in the way of the development of intelligence, that condemns… |
Sequence 1181992-1993 NAMTA CONFERENCES October 1-3 October 15-17 November 6-7 December 4-5 February 5-7 March 19-20 April 30-May I… |
Sequence 7EDITORIAL REINVENTING MONTESSORI: PERILS AND POSSIBILITIES by David Kahn To what degree is the fundamental test of… |
Sequence 210NORWAY LOOKlNG FOR A CHANGE-would you con- sider Norway? The Dr0bak Montessori Bamehage needs a replacement for its current… |
Sequence 99kitchen. Adding section by section, piece by piece, they discovered the style pattern and saw that the repeats in Malory are… |
Sequence 128by the husband. This cycle is found among the Native Americans of the eastern United States and Canada as well as among the… |
Sequence 188October 21-23, 1993 San Jose, California Montessori: Theory into Practice October 28-30, 1993 Baltimore, Maryland Language… |
Sequence 18logical characteristics and each needs a prepared adult to help the individual help himself. The four planes of development… |
Sequence 19product of a Casa dei Bambini and a Montessori elementary class which have followed vigorously Dr. Montessori's formula… |
Sequence 25of the race. And we have the adolescent to prove otherwise to us. "If we gave the world to the small child,"… |
Sequence 159diversity. Montessori education has evolved as an integral pedagogy emerging across five continents. It only follows that… |
Sequence 90References Egan, K. (1986). Teaching as story telling: An alternative ap- proach to teaching and curriculum in the elementary… |
Sequence 11of life when young people lhrive on real life experience and active involvement. And lhe adults seemed to the adolescent… |
Sequence 68• At the same time, we need Lo decide as a group of Montessori schools \, hat our target is in the clevcloprnenl of adolescent… |
Sequence 80West Virginia ELEMENTARY TEACHING POSITrON Our Slaff, small buL di,·erse wilh widely varied interests and teaching experi-… |
Sequence 42This Is a wonderful profession, but It Is not easy. We must pro- vide the structure for the soclal group and have clear… |
Sequence 90Clay, M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann. Clay, M. (1993). Reading… |
Sequence 217Minimum teacher salary is $24,413.00 (1994-95 Salary Schedule). An AMI or AMS elementary certification is necessary as well… |
Sequence 222NAMTA Conferences Language and Writing for the Primary Child Dallas, Texas February 2-4, Presenting History to the… |
Sequence 223Cambodia 'The Consortium" (of World Education, Save the Children, and World Learning) is seeking candidates… |
Sequence 17and Montessori teaching in the U.S. fell on hard times. Some of the new "Montessori" schools in the U.S.… |
Sequence 107the abilities of children throughout the world. As early as 1910, she resigned her lectureship at the University of Rome,… |
Sequence 117chology, and materials of the primary classroom, including problem- solving, classroom management, and new ways of seeing the… |
Sequence 45present an introspective experience in the philosophy. psychology, and ma- terials of the primary classroom, including… |
Sequence 48THE CASA OF SEVRES, FRANCE by Margot Waltuch Margot Waltuch's pictorial documentation and personal description of her… |
Sequence 248Meanwhile, Professor Marcel Capraru of the Casa Corpului Di- dactic (Turnu-Severin, Romania), with the assistance of the… |
Sequence 225willingness to work towards a WI state certification. Qualified individuals may obtain additional information by contacting… |
Sequence 7"Respect This House" is Mario's anecdote about the early days of the Spanish Civil War, and it is… |
Sequence 15Child working with Botanical Cards, Laren, Holland, 1939 lO The NAMTA Journal • Vol. 23, No. 2 • Spring 1998 |
Sequence 16Laren, Holland THE BOTANICAL CARDS by Mario M. Montessori The Botanical Cards are one of the items of the Montessori… |
Sequence 23and "Where is the fruit?" Eventually we made several groups of envelopes which dealt with flowers and fruit… |
Sequence 41of creation should fashion that the e it but absorb it i h~y will feel that o lace to live in, a p ace w ere generosity… |
Sequence 47Montessori: Yes. In the olden times, Dr. Montessori had the children up to six, and then from time to time would keep children… |
Sequence 17THE INTERNATIONAL STUDY CENTRE Since Maria Montessori inaugurated the first Casa dei Bambini in 1907, Montessori schools have… |
Sequence 55Margot Waltuch, Ada Montessori, and Mario Montessori Baarn, Holland, 1963 50 The NAMTA Journal • Vol. 24, No. I • Winter 1999 |
Sequence 59She was a teacher, a leader, and a charismatic personality, but she was full of humanity and fun. She felt you could not live… |
Sequence 61ing fourteen leaf-shaped insets with wooden frames. The study of leaves launched the children into a detailed and particular… |
Sequence 64several languages. His genuine kindness attracted them all. He under- stood the immense importance of their inner power, their… |
Sequence 147better still, to the value of work in general, "with its wide social connotations of productiveness and earning power… |
Sequence 2097150. Applications can be re- ceived by contacting: Department of Human Resources School Administration Building Room 124… |
Sequence 165Tortola, B.V.I. Apply by e-mail to Mrs. Patricia Morgan, Principal at morgans@caribsurf.com or by fax to 1-284-495-9802… |
Sequence 21Silver polishing, Laren, Holland, 1948 16 The NAMTA Journal • Vol. 25, No. I • Winter 2000 |
Sequence 63Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 250READERS RESPOND TO THE WHOLE-SCHOOL MONTESSORI HANDBOOK; INSPIRES ADMINISTRATOR-TEACHER RETREAT The scope, organization… |
Sequence 271ative and dedicated AMI primary and elementary teachers for the 2000- 2001 school year. Ville-Marie Montessori School,… |
Sequence 25But as well as this material territory to be exposed to the child, with the ways in which man has come into contact with other… |
Sequence 106The four planes of development, as recognized by Dr. Montessori, are four stages, relatively equal in length, in the formation… |
Sequence 107Houses and Montessori elementary schools increase around the world, there will probably come about an increasing demand for… |
Sequence 114the stone gatherers and their geological discoveries, through the food gatherers and their botanical discoveries, through the… |
Sequence 121for humanity only if he is recognized as being the product of two earlier planes of development. Dr. Montessori recognized… |
Sequence 10emerged with prominent Montessori educators of the suburbs and cities deciding to move into the "third plane"… |
Sequence 19ing examples of spontaneous discipline through visiting ex- isting Montessori adolescent programs, consolidating past… |
Sequence 211A NEW EDUCATION FOR THE SECONDARY SCHOOL A PUBLIC LECfURE GIVEN AT UTRECHT, JANUARY 18, 1937 (ORIGINAL IN FRENCH) by Maria… |
Sequence 231ERDKINDER: THE EXPERIMENT FOR THE EXPERIMENT Interview with Margaret E. Stephenson and A.M. Joosten The followi11g… |
Sequence 235tessori children, to one day be able to have a Montessori Erdkinder. But be very active. It is better to do something than… |
Sequence 247Joosten: You say that the first-year children may not be able to manage more than four and a half days. You also are a mother… |
Sequence 249good as its criteria and the controls and the people executing the experiment must have clarity of vision. But anyone's… |
Sequence 250Joosten: I don't think there is a yes or a no. Is it either or? There is a blend. We can't go outside to an… |
Sequence 278The education of young people in a commu- nity that is not isolated but only separated from the larger society entails… |
Sequence 279The first objective is reached through experience with music, language, and "travaux artistiq11es" (drawing… |
Sequence 281MONTESSORI HIGH SCHOOL by H.J. Jordan Dr. Jordan, a collaborator with Maria Montessori, speaks of his conceptual framework… |
Sequence 308and Holland, where the interest was greatest, Montessori told her followers that she wasn't yet ready to discuss this… |
Sequence 577Timeline: Montessori Secondary Development 1907-Rome: Opening of tht Ctlsa dri Biim&mi, the flm MonleSiori e,iperiment… |
Sequence 578Hershey Montessori School, Coo:ord Twp., OH (Laurie Ewert-l<rockex) Adolescent Program at Salila, SWedE!II 0enn y Marie… |
Sequence 129SCHOOLS DISCOVERING THEIR COSMIC TASK by Terry N. Ford This is a very honest account of n school's trinls nnd errors as… |
Sequence 20Paolini had a real interest in the sensorial materials. She even corresponded with Piaget about sensorial experiments such as… |
Sequence 1894. ERDKINDER AND THE "URBAN COMl'ROMJSE" 5 I have always found it disconcerting when the adjective… |
Sequence 221We all begin to converse. I recognize, among many others, J. Koning, N. VanderHeide-Verschuur, F. Malik, and G. Portielje from… |
Sequence 223Mario Montessori, Baarn, Holland, early 1970s 216 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 236We consider mathematics from three points of view: arith- metic, algebra, geometry. Under the guidance of our experience with… |
Sequence 234our 3-6 year class. We are also look- ing for a 3-6 year class intern or assistant. Please contact: Geoffrey Bishop P.O.… |
Sequence 48SOCIAL AND MORAL DEVELOPMENT: IMPORTANCE OF THE f AMILY by John McNamara This comprehensive view of social and moral… |
Sequence 139And Mario Montessori, Jr., her grandson, and once president of the International Psychoanalytical Association, told us at an… |
Sequence 199The purpose of my discourse is to examine why and in what way Maria Montessori's vision of cosmic education, formed… |
Sequence 65ENVISIONING THE WHOLE THIRD PLANE: MONTESSORI ERDKINDER AND URBAN ADOLESCENT PROGRAMS HELP EACH OTHER by David Kahn David… |
Sequence 67At the same time that McNamara was nurturing his classroom model, Phil Gang sought out the AMI point of view. In 1976,… |
Sequence 68Participants experience clarity and social cohesion around the Erdkinder farm school experience, which is, in some cases,… |
Sequence 257Interested candidates are encour- aged to contact the schools. Paula Holman 414-294-1307 Femwood Montessori School 3239 S… |
Sequence 91ogy, and futurists who predict the success of human problem solving. In addition, representatives of the Dutch Montessori… |
Sequence 93UPDATE ON THE NAMTA MONTESSORI CENTENARY EXHIBIT Working in collaboration with the Montessori Traming Center of Min- nesota… |
Sequence 57The Model School at Laren, Netherlands, continued Documents from the Model School at Laren, Netherlands, 1938-1939 At Laren… |
Sequence 154Margot Waltuch and Amos, 1933 Peace and Education, continued A Time for Peace on Earth Sandwiched between two world wars,… |
Sequence 180A Montessori Journey 1907 to 2007 Patrons Anonymous Donation through Si Helena Monressori School Association Montessori… |
Sequence 181Photo Crediu, continued Elise Broun Barnett Collection Soro Brody Helen Brophy Kannekar Butt Coring for Young Refugees… |
Sequence 257nities did not become more understanding of the child's developmental needs, then the goals of helping humanity develop… |
Sequence 372O ~ Montessori ~'1Rft\ Institute MINW Northwest Come to the beautiful Pacific Northwest for Mo-ntessori Teacher… |
Sequence 172MATHEMATICS, SCIENCE, AND TECHNOLOGY FOR THE WHOLE THIRD PLANE: A BIRD'S-EYE VIEW, PART 1 by John McNamara Keeping to… |
Sequence 248hard-worker, willi.ng to work with a special needs popula- tion. The family is willing to support other underpriviledged… |
Sequence 102Now that is a very interesting metaphor Mario Montessori is using because in Greek mythology the Hydra was a monster, and… |
Sequence 162Come to the beautiful Pacific Northwest for Montessori Teacher Training • Primary Courses, every Academic Year •Assistants… |
Sequence 114100 Maria Montessori Through the Seasons of !he "Method" Illustration 47: "The boy penetrates the… |
Sequence 175Far/i·om Ita~1•: First Europe and then India 161 she would later analyzc in more detail in her essay "The Erdkinder… |