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Sequence 62personal harmony and have the capacity to guide us toward more mutually beneficial ways of Jiving together in the world.… |
Sequence 65for peace during an era in which the rea I ities of world war were both recent past and near future. At the European Congress… |
Sequence 104help children to meet your goals: to become citizens of the world and to unite in working for peace on Earth. REFERENCES… |
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 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 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 237Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years PDHPE Curriculum for Children Aged… |
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 307MONTESSORI' s PLAN OF w ORK AND STUDY: AN EXPLICATION by Laurie Ewert-Kroeker The slim essays on Erdkinder in the… |
Sequence 308In the spirit of these tasks, and in an effort to serve communities who feel compelled or inspired to provide environments for… |
Sequence 321Montessori, Maria. "Dr. Montessori's Third Lecture Given at the Montessori Congress in Oxford, England, 1936.… |
Sequence 8ties looking to evolve a moral and spiritual mission in the young adult, the insight of this journal gives some direction to… |
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 102point of 50 years on the "path," to which the children led them and guided their every step. That is at the… |
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 150AMI or like training. Practical Montessori teaching experience. MA Teacher Registration or quali- fications to meet… |
Sequence 162Private Montessori School in Ottawa is currently accepting ap- plications for a full-time teacher to begin in September 2012… |
Sequence 155 Kahn • Preface: Revelations Then and Now—Guided by Nature all of Montessori. The critical function of the natural world is… |
Sequence 9181 Part II • History of the Universe: The Earth and the Integration of the Human Personality Part II e History of the… |
Sequence 153143 Leonard • Deepening Cosmic Education brought to their newly settled areas of the world. Elementary children love this… |
Sequence 173163 Leonard and Allen • Experiences in Nature: Resolute Second-Plane Directions Toward Erdkinder Montessori, Maria. The… |
Sequence 187177 Ewert-Krocker • The Adolescent: Taking on the Task of Humanity the healing and restorative aspects of nature tomor- row… |
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 4943 Montessori • Movement and Character nastics. It also develops ability, for this child had to be very careful not to spoil… |
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 172166 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Diamond, Adele, W. Steven Barnett, Jessica Thomas, and Sarah Munro. 2007… |
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 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 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 241235 The NAMTA Journal • Classifieds We offer excellent salaries, benefits, and opportunities for professional development.… |
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 5145 Nehring • Implementing Inclusion Theory into Practice environments that are physically located in situations very differ… |
Sequence 8175 Urioste • Multicultural Inclusion in an Urban Setting financial assistance for a Mitchell Montessori state of • the art… |
Sequence 9387 Urioste • Multicultural Inclusion in an Urban Setting In conclusion, I also share with you a Montessori article sum- mary… |
Sequence 172166 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 recoMMenDaTions anD acTion Planning Based on this small-scale study, I… |
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 218212 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 manner. Due to complex historical and personal circumstances, she… |
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 4438 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 who they really can be as individuals, as group members, and as creators… |
Sequence 5347 Schaefer • Grace and Courtesy and Beyond contributing the civility of a citizen who cares, is empathetic, and effective.… |
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 116110 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 a medical doctor–the first ever trained in Rome. She was bold and… |
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 108103 Leonard • The Montessori Classroom years the students were asked to list the course that most pushed their knowledge… |
Sequence 114109 Leonard • The Montessori Classroom humanity connects us; these are classroom essentials when we educate for peace. One… |
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… |
Sequence 5448 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Group flow participants are the highest performers. Cross, R., &… |
Sequence 7973 McNees • Exploring the Adolescent’s Creative Pathways and the guide has been extracted from most of our schools. As well… |
Sequence 116110 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 breakfast, lunch, a nap, and goes late into the afternoon beyond the… |
Sequence 134128 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Montessori Guide (Nido, Toddler & Primary), LePort Schools… |
Sequence 3731 Wolf • Chapter Three: A Child’s Tale own reading brain. The surprises to be found in the development of literacy are not… |
Sequence 3832 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 145 (1991): pp. 881-884. http://www.reachoutandread. org/FileRepository/… |
Sequence 117111 The NAMTA Journal • Classifieds New York Full-time Nanny position Wonderful Manhattan family looking for a Montessori-… |
Sequence 2923 Sackett • The Scientist in the Casa The scienTisT in The cAsA: The child As scienTisT in The MAking by Ginni Sackett If… |
Sequence 4638 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Claxton, Guy. Hare Brain, Tortoise Mind: How Intelligence Increases When… |
Sequence 4739 O’Shaughnessy • The Observation Artist Lehrer, Jonah. How We Decide. Boston: Houghton Mifflin Harcourt, 2009. McLaren,… |
Sequence 10799 O’Shaughnessy • The Observation Scientist bibliOgraPhy Joosten, A. M. “Errors and Their Correction.” Bombay: Indian… |
Sequence 237229 Kripalani • Observation ObservaTiOn by Lakshmi A. Kripalani The adult who is inexperienced in the art of observation… |
Sequence 333325 Parker • The Essential Is Invisible to the Eye adventure by undertaking your own qualitative research. The op-… |
Sequence 2317 Coulter • All Is Gift: Enjoying the Presence of God notES 1. Margaret O’Gara, “The Study of Theology,” in No Turn- ing… |
Sequence 209203 Coulter • All Is Gift: Enjoying the Presence of God aPril 30, 1976. ConvErSation W i t h Gianna During our conversation… |
Sequence 210204 The NAMTA Journal • Vol. 42, No. 1 • Winter 2017 Concerning Dr. Maria Montessori: About her grandmother ’s family related… |
Sequence 4539 Jackson • A Workmanship of Risk pean rebellion against tyranny. Yet the artist deliberately chose to depict not the… |
Sequence 125119 Baker • Identifying True Normality in the Elementary Child Giving up control is what is needed. What the adult • cannot… |
Sequence 266260 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 references Cossentino, J. “Following All the Children: Early Interven-… |
Sequence 358352 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 www.sciencedaily.com/releases/2013/05/130523093319. htm>. Perez… |
Sequence 441435 The NAMTA Journal • Classifieds atmosphere. Knowledge of the Catholic Faith a must; Catechesis of the Good Shepherd… |
Sequence 449443 The NAMTA Journal • Classifieds communicative, excellent at leading their own class, to enjoy being active in the… |
Sequence 4943 Myers • Designing Montessori Discipline Frameworks for All Settings Designing montessori DisciPline frameworks for all… |
Sequence 8478 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 bibliograPHy Berry, T. The Great Work: Our Way Into the Future. New… |
Sequence 18AMI Journal 2017 - 2018 page 17 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982. Grazzini… |
Sequence 20AMI Journal 2017 - 2018 page 19 in regard to the adolescent) were clearly hypothetical. Regardless, she believed these ideas… |