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Sequence 237Julius Ceasar assassination site What difference, we ask, might it have made in the fortune and fate of Rome had Caesar lived… |
Sequence 124110 Part Two - For a Science of the Formation of Man character-building. [ ... ] And this must be developed in our country,… |
Sequence 32about storytelling, we're on solid ground to say that when engaged in storytelling, children are processing at many… |
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 91THE SEARCH FOR A NEW DEFINITION OF CREATIVITY by Guadalupe Borbolla Begin11ing with traditional definitions of creativity,… |
Sequence 96sonal formation and practical training to be able to make it happen. The primary goals of Montessori education are the… |
Sequence 109CHILDREN THE MAKERS OF CULTURE: THE ARTIST WITHIN by Olga Dantus Olgn Da11t11s writes 11 refreshing, impressionistic view of… |
Sequence 121bubble) and common space (don't break anybody else's bubble). In this exercise, we can move our bodies in many… |
Sequence 134Summarizing the key findings of Stuart Brown's research forces us to take a close look at the following realities: 1.… |
Sequence 190PERSONAL EXPRESSION by Laurie Ewert-Kroeker fll view of the creative expressions of 1n11sic, the arts, and /a11g11age, La11… |
Sequence 193importance of this particular sensitivity in the adolescents we work with or, on the other hand, how often, out of genuine… |
Sequence 5NAMTA p AYS TRIBUTE TO AUSTRALIA by David Kahn On December of 2011, Megan Tyne, Executive Director of the Montessori… |
Sequence 320Montessori focuses not on the evils or the threats created by science and technology (though we know she felt them deeply-as… |
Sequence 330Jn Ed11cntio11 and Peace, Montessori writes, Young people can become passionately involved in doing calm, serene, beautiful… |
Sequence 72world of our ancestors. In an increasing global world, we must be continually aware that we share our planet and its natural… |
Sequence 94the sheep. Johnny was perfectly still and the sixty students looked on with anticipation. "The shepherd calls and the… |
Sequence 99A word about the title: before Sofia died in August 2011, she was able to give her "yes" to the final draft… |
Sequence 108Sofia with child in the atrium in the 1970s. Photographer unknown. These expressions all indicate serene enjoyment, which… |
Sequence 109PART II Growth For the first decade or so, our work took place in a generally uniform social environment; therefore, it… |
Sequence 123(five- to six-year-olds, in Mexico, Ttaly), who, because they have greater graphic abilities, have represented the shepherd as… |
Sequence 1381984: Published: "Ln Mistica Ebrnica," in Ln Misticn, Fe11e- 111e11ologin r Riflessione Teologica (Ed. Citta… |
Sequence 4434 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 intertwine. This may explain the fascination which these gadgets hold… |
Sequence 4838 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Courtesy of Tessie Schjetnan, Montessori del Pedregal, Mexico City, Mexico |
Sequence 122112 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 We can make the human race better by assisting the child in building his… |
Sequence 128118 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Dramatic presentation of botany lesson through live specimens in the… |
Sequence 152142 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 we can help the child see how each contributes an essential part in the… |
Sequence 178168 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 suddenly every detail of every encounter becomes an invitation into… |
Sequence 190180 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 But even more important, from a Montessori perspective, the adolescent,… |
Sequence 207197 Hutchison • Teaching Nature: From Philosophy to Practice There’s a strong focus on self-esteem and per- sonal identity… |
Sequence 218208 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 the last chapter of my last book I have an extensive discussion and… |
Sequence 220210 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 have developed better technologies. The impli- cations for all this—… |
Sequence 226216 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 and we took them through all kinds of experiences and exercises, and… |
Sequence 263253 Berry • The Great Work of the New Millennium everything is both object and subject. As objects they are used; as… |
Sequence 270260 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 such a distinction, we might be inclined to say that even the way of… |
Sequence 272262 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 are called upon to take an active part in the life of humanity, they… |
Sequence 302292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 305Special thanks to the 2013 International Montessori Congress in Portland and the following individuals and schools for sharing… |
Sequence 163157 Lillard • Playful Learning and Montessori Education Regarding children’s love of and need for fantasy, recent research… |
Sequence 199193 The NAMTA Journal Lower Elementary teaching team, so team experience is a plus. Interested parties should email their… |
Sequence 9084 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 If two species survive their initial introduction, natural selection… |
Sequence 189183 Henke • Toward the Ultimate Goal of Peace must be exposed so the students can meet them. This extends be- yond material… |
Sequence 194188 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 is the sequence of phases in perspective-taking, and the insight that… |
Sequence 201195 The NAMTA Journal • Classifieds Head of School, LePort Montes- sori, Southern California & San Francisco,… |
Sequence 2418 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 (traditional healers) worked with more than 100 participants, ad-… |
Sequence 129123 Trierweiler • An Overview of Family Star Montessori School an overview of familY sTar monTessori school by Ginny… |
Sequence 131125 Trierweiler • An Overview of Family Star Montessori School Family Star also has very diverse staffing in order to most ef… |
Sequence 197191 Andrews • Joyful Engagement is to look smart, they avoid risks that might lead to failure. Her re- search shows that… |
Sequence 203197 Sackett • “The Lines That Make the Clouds” “The lines ThaT make The clouds” The essence of The maThemaTical mind in The… |
Sequence 233227 The NAMTA Journal • Classifieds erations. Qualifications include an Undergraduate Degree, Montessori Training, and 4+… |
Sequence 236230 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 trustees. Part of Los Angeles County, Pasadena is one of the primary… |
Sequence 115 Shanks • Building the Inclusive Montessori School BuilDing The inclusive MonTessori school by Pam Shanks Pam Shanks… |
Sequence 2014 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Functional Inclusion The second level of inclusion, functional inclusion… |
Sequence 3327 Shanks • Building the Inclusive Montessori School and conversationally. During this one activity, Isabel is practicing… |
Sequence 6054 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 intuitive feeling that it looks like a place where their child could be… |
Sequence 8579 Urioste • Multicultural Inclusion in an Urban Setting In November 1995, the DPS board of education, after a work ses-… |
Sequence 114108 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 move towards a truly inclusive society. In particular for children and… |
Sequence 116110 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The necessary coMPonenTs for creaTing inclusive schools First, we need… |
Sequence 179173 Awes • Supporting the Dyslexic Child in the Montessori Environment Among other things, the NRP found overall that… |
Sequence 181175 Awes • Supporting the Dyslexic Child in the Montessori Environment Prior to 2002, definitions usually explained dyslexia… |
Sequence 186180 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 of children who were poor readers in the third grade remained poor… |
Sequence 197191 Awes • Supporting the Dyslexic Child in the Montessori Environment Dyslexic readers in Montessori follow this same… |
Sequence 280274 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 2012, and the program has flour- ished. We will be opening new Spanish… |
Sequence 296290 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Washington Middle School Science and Math Teacher, Pacific Crest School… |
Sequence 9994 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 out of acquaintance with the true story of a place and seeing that story… |
Sequence 10095 Leonard • The Montessori Classroom good fortune to be welcomed and taught about Mexico by wonderful people who are so… |
Sequence 10196 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Baghdad, and The Spice Road from the Moluccas through South India to… |
Sequence 108103 Leonard • The Montessori Classroom years the students were asked to list the course that most pushed their knowledge… |
Sequence 150145 Hacker • Promoting World Citizenship less melanin made it easier to get vitamin D from the sun. This was a satisfying… |
Sequence 7468 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 (role exploration). Choice provides individual motivation, a sense of… |
Sequence 10498 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 admiration for unfettered markets, disdain for the public sector, the… |
Sequence 134128 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Montessori Guide (Nido, Toddler & Primary), LePort Schools… |
Sequence 2115 Wolf • Chapter Three: A Child’s Tale perspective, we do not need another study to keep proving that the vocabulary… |
Sequence 2923 Wolf • Chapter Three: A Child’s Tale the more facile an individual is at this reorganization, the more likely they are to… |
Sequence 10397 Krumins Grazzini • The Hungry Mind need to understand both the world and humanity? How does the world function in all its… |
Sequence 115 Sackett • The Scientist in the Classroom The scienTisT in The clAssrooM: The MonTessori TeAcher As scienTisT by Ginni… |
Sequence 4034 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 for us when we explore the activities of the Casa from this per-… |
Sequence 4438 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 piece of embroidery—the whole constitutes a magnificent cloth. (From… |
Sequence 7165 Norris • Biodiversity and Peace Box 1. The Children’s Eternal Rainforest: The Heart of Conservation in Costa Rica Per… |
Sequence 10599 MacDonald • Technology in the Montessori Classroom Technology in The MonTessori clAssrooM: beneFiTs, hAzArds And… |
Sequence 166160 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 created from the dawn of civilization up until 2003! According to… |
Sequence 91 O’Shaughnessy • The Observation Artist Preface The ObservaTiOn arTisT by Molly O’Shaughnessy Molly O’Shaughnessy’s… |
Sequence 6052 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 moment. He was a thrower of chairs in his environment. A visitor came to… |
Sequence 6557 O’Shaughnessy • The Observation Scientist The ObservaTiOn scienTisT by Molly O’Shaughnessy Once the reasons for habitual… |
Sequence 141133 MacDonald • Becoming a Scientific Observer becOMing a scienTific Observer by Greg MacDonald inTrOducTiOn Greg… |
Sequence 164156 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 care to recall!) As teachers, educators, and those perfectionists that… |
Sequence 193185 O’Shaughnessy • The Road Home The rOad hOMe by Molly O’Shaughnessy “Children have the potential to create a world we… |
Sequence 207199 Joosten • Observations ObservaTiOns by A. M. Joosten Joosten begins his article by telling us that love and knowledge… |
Sequence 223215 Joosten • Errors and their Corrections errOrs and Their cOrrecTiOns by A. M. Joosten “Our primary concern is not that… |
Sequence 224216 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 make. We seem possessed by a very compelling obsession which is beyond… |
Sequence 226218 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 greater attention to the mistakes and less to the person who makes them… |
Sequence 299291 Parker • The Essential Is Invisible to the Eye ties the school had offered had profoundly affected the way they saw… |
Sequence 356348 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Colegio Montessori de Chihuahua, Mexico |
Sequence 428420 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Special thank to the following individuals and schools for sharing… |
Sequence 1812 The NAMTA Journal • Vol. 42, No. 1 • Winter 2017 This observation convinced Sofia that this relationship satisfies a… |
Sequence 124118 The NAMTA Journal • Vol. 42, No. 1 • Winter 2017 Sofia is dialoguing with the children about the sacrament of confes-… |
Sequence 4337 Jackson • A Workmanship of Risk of experiments, people memorized word pairs that are “weakly” associated, such as “mouse… |
Sequence 7468 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 the environment, we will see glimmers of each of these components that… |
Sequence 175169 Andrews • Guiding Children “Back from the Edge” guiding children “back froM The edge” PreParing an environMenT To… |
Sequence 389383 Murphy-Ryan • The Role of the Physician Stein MT: Attention-Deficit/Hyperactivity Disorder: • The Diagnostic Process… |
Sequence 443437 The NAMTA Journal • Classifieds University of Nevada Reno is our local institution for undergraduate and post graduate… |