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Sequence 6a great whining place. You can just sit here and whine as long as you like." But when a toddler has learned to… |
Sequence 3cusp, children who were tougher, noisier, and more rational, dangling between the two planes of development-I looked at them… |
Sequence 2and their expanding intellect (97-109). The prepared environment of the Erdkinder includes a working farm, a "museum… |
Sequence 36Q. But she did. She said it. She said exactly what you said, that starting with the bacteria, each organism actually created… |
Sequence 2TRUE WORK: DISCOVERING THE PATH TO SELF-PERFECTION THROUGH THE PREPARED ENVIRONMENT by J oen Bettmann Ms. Bettmann… |
Sequence 2THE EVOLVING NATIJRE OF WORK by Mihaly Csikszentmihalyi Beginning with a definition of work built around a systems view of… |
Sequence 20the third world, which replicates on a global scale what used to be the struggle within society in the nineteenth century. We… |
Sequence 1THE Goon WORK by Mihaly Csikszentmihalyi Researching the working lives of geneticists and journalists, Dr. Csikszentmihalyi… |
Sequence 2Don't get discouraged with a child. Re- member that the child that comes each morning is not the same as the one that… |
Sequence 7of childhood." We realized that everything we were learning con- trasted strongly with our traditional state training… |
Sequence 13Starting in the 1950s and continuing throughout the 1960s and the first half of the 1970s, AMI organized elementary study… |
Sequence 6reference but perhaps for an underlying need of absolute certainty and structure. Like early human beings, I am a hunter and… |
Sequence 34reference but perhaps for an underlying need of absolute certainty and structure. Like early human beings, I am a hunter and… |
Sequence 235Starting in the 1950s and continuing throughout the 1960s and the first half of the 1970s, AMI organized elementary study… |
Sequence 241of childhood." We realized that everything we were learning con- trasted strongly with our traditional state training… |
Sequence 5(Creating cohesion by stnlimenl with th~ads of developed WlLL) • individual • personal • parallel (by age 6 or 7) (… |
Sequence 3that he or she has the necessary capabilities to function, thrive, and contribute to the community? Can education "… |
Sequence 2Montessori speaks about to occur, we must take the next step. We must "give" this environment over to the… |
Sequence 2EDUCATEURS SANS FRONTIERES: LIVING OUT THE VISION by Charlene S. Trochta Charlene Trochta's review of her experience of… |
Sequence 4to forty years in the field; several were not long out of training. I looked forward to revisiting Montessori's legacy… |
Sequence 1THE RIGHT USE OF INTELLIGENCE IN THE MONTESSORI ELEMENTARY CLASSROOM by Kay Baker Kay Baker carefully summarizes Montessori… |
Sequence 1MONTESSORI IMPLICATIONS OF BRAIN RESEARCH by M. Shannon Helfrich Shannon Helfrich lends clarity to the connection of brain… |
Sequence 2The model of the school in Montessori education is also different. Rather than being modeled on the factory, a Montessori… |
Sequence 20THE ADULT MONTESSORI SCHOOL COMMUNITY: FINDING THE BALANCE by Mary Raudonis-Loew Mary Raudonis-Loew conve1;s her excitement… |
Sequence 12CULTIVATING THE MONTESSORI SPIRIT THROUGH f AMILY LIFE by Gerard Leonard Looking back at his own childhood, Gerard Leonard… |
Sequence 12in every skill imaginable, sports team schedules for eight- and nine- year-olds that would put the best of us in the emergency… |
Sequence 2A diverse set of challenges faces the architect when trying to facilitate graciousness of movement for dozens, sometimes… |
Sequence 3and minute care as is given to the baby. ("Dr. Montessori's Third Lecture" 177) At adolescence we have… |
Sequence 2SCIENCE STUDY FOR THE ERDKINDER: PHILOSOPHICAL CONSIDERATIONS by David Ayer David Ayer's reexamination of the… |
Sequence 10In the second unit, we expanded our scope to consider the ecology of the school grounds, as well as developing some ecological… |
Sequence 1"THE SCHOOL WHERE THE CHILDREN LIVE" by David Ayer and Elise Huneke Stone Da.vid Ayer and Elise Huneke… |
Sequence 7gram at which the students spent one day a week working on a small farm. Just when we finally admitted that we couldn't… |
Sequence 1THE MONTESSORI POTENTIAL AT THE GROVE SCHOOL by Gena Engelfried This short article presents a composite of the… |
Sequence 2MORE PARENT INVOLVEMENT: REFINING p ARENT EDUCATION WITH AN EMPHASIS ON ASSISTANTS TO INFANCY by Judi Orion Starting from… |
Sequence 4which ensures the purity of the sea-water and the purity of the air during the many millions of years is called life"… |
Sequence 4Rathunde, Kevin, & Mihaly Csikszentmihalyi. "Middle School Students' Motivation and Quality of… |
Sequence 2THE SCHOOLS OUR CHILDREN DESERVE: HELPING PARENTS UNDERSTAND THE RATIONALE FOR ALTERNATIVE EDUCATION by Alfie Kohn A/fie… |
Sequence 36to isolate one element out of a complex, the isolated parts and their separate behaviors never explain the associated… |
Sequence 9puppet presentations, and Total Physical Response (TPR) to intro- duce vocabulary are all recommended. Art projects, food… |
Sequence 93Cosmic Education for the Elemen- tary-aged child. Dr. Montessori researched the needs of the child under three, culminating… |
Sequence 13trees, and all life that emanates from the natural world (Montessori, From C!tildhood to Adolescence 19). This inner… |
Sequence 20INDEPENDENCE There are other qualities developed in Montessori children that will serve them as well when it comes time for… |
Sequence 1UNIVERSAL MORAL DEVELOPMENT: THE BASIS FOR HUMAN UNITY AND PEACE by Allyn Travis Because the elementary years represent t!,e… |
Sequence 7we have had people immigrate to Wisconsin from countries where parental corporal punishment is permissible. Beating your… |
Sequence 73Tolstoy, Leo. A111rn Knre11111n. l'W York: Viking Penguin, 2000. Viii on, rran~ois. Th!' Poems of Mn,ta Frn11rois… |
Sequence 4fn this paper, I will summarize the fundamentals of current re- search-basedK-12 social, emotional, ethical, and aca-… |
Sequence 2WHOLE-SCHOOL APPROACHES TO MONTESSORI SPECIAL EDUCATION by Paula Leigh-Doyle, Jacquie Maughan, and Maura Joyce… |
Sequence 4program called Bal-A-Vis-X, overseen by an occupational therapist (seeGranke and Leigh-Doyle). This is part of our whole-… |
Sequence 7Administrators must foster a nonjudgmental environment, a community of humility, openness, receptivity to new information,… |
Sequence 20school. The fact that you serve a population under the age of five puts you into this very popular area of early childhood… |
Sequence 21Then we started the writing process. We needed to tell them in a language that they could understand, and I say this with all… |
Sequence 26This approach has also presented some challenges. One is that when we screen children across the board, we've had to be… |
Sequence 2THE UNITY OF COSMIC EDUCATION: INTEGRATING THE SUBJECT AREAS THROUGH A SYNTHETIC VIEW OF THE NATURAL WORLD by Greg… |
Sequence 14number lose any sense of innocence, of connection to that which is larger. But our students are not lost; they are finding… |
Sequence 5The Montessori perspective is to get students to operationalize the ideas themselves. If we ignore their way of thinking and… |
Sequence 11children are offered more and more challenge to their hand-under close supervision-we find they are capable of doing many… |
Sequence 6what her gestures mean. When a child leans on another's table, the teacher's hands patting the table mean, "… |
Sequence 10allows us to operate in freedom. Children reveal their true selves to us through their work. Choice in work allows the child… |
Sequence 1CHILD DEVELOPMENT STUDIES by Mary Reinhardt Ms. Reinhardt presents a practical article on upper ele111entary "appren… |
Sequence 2THE PSYCHO-MOTOR AND SENSORIAL ROOTS OF THE DISCIPLINES FROM BIRTH TO Six by M. Shannon Helfrich Emphasizing that the start… |
Sequence 2promotes various Multisensory Structured Language Programs with a long history of success, all compatible with Montessori… |
Sequence 8stem, triggered by higher hormonal reactions. Such a child may seek out a much higher level of input as his homeostasis.… |
Sequence 10barrows with resistant loads, walking the labyrinth. At Hershey, we moved our library book bin far away from the library and… |
Sequence 2A MONTESSORI APPROACH TO AUTISM by K. Michelle Lane Miclte//e Lane founded n school tltat serves c!tildren so severely… |
Sequence 3usual) talking about child development, and the beautiful way in which Montessori education meets all the needs of a child.… |
Sequence 15ln addition to the clinic, Rivendell Preschool is an inclusion model, accepting children with a variety of learning styles and… |
Sequence 3services had there been such a thing at the time. Dr. Montessori was "the first professional who saw that retardation… |
Sequence 1PROFILE: THE COBB SCHOOL, MONTESSORI by Carolyn Conto Ross Tile Cobb School, Montessori, in Simsbury, Connectic11t,Jo11nded… |
Sequence 17of its potential for shaping the teacher-student relationship. But that would be a necessary step to take if we were to… |
Sequence 2ELEMENTARY STORYTELLING: THE ULTIMATE INTERDISCIPLINARY APPROACH by Elise Huneke Stone Elise H1111eke Sto11e's lively… |
Sequence 11to how parts of it worked or didn't work. This approach was very successful because we could tweak it as we went along.… |
Sequence 31Figure 14. David Kahn, John Wyatt, Kathleen Allen. Alexandria was a center for embalming. Bodies were brought in from all… |
Sequence 23B. [Potentially included] New story: "Diversity and Unity of Languages-[n Search of Universal Communication"… |
Sequence 1MONTESSORI MARKETING: STORIES AND STRATEGIES by Mark Berger Mark Berger urges schools to "levernge the voices… |
Sequence 4If we are to solve the recruitment/ enrollment problem and take Montessori "over the top," we need to show… |
Sequence 12fact that someone is successful and their Montessori background or their educational preferences. On this front we would lose… |
Sequence 9to multiply by the reciprocal. Cnnceli11g is another misnomer we often hear in connection with fractions. Be careful of your… |
Sequence 1MONTESSORI AND THE BUILDING OF PEACE by Andre Roberfroid Andre Robe1froid explores the roots of peace-building through Montes… |
Sequence 1GRASSROOTS DEVELOPMENT: MONTESSORI EDUCATION AND PEACE by Lynne Lawrence and Megan Tyne Lynne Lawrence and Mega,1 Tyne… |
Sequence 1ELEMENTARY KEY LESSONS CULTIVATING INTERNATIONALISM AND PEACE by Annabeth Jensen A1111abet/1 Jensen points out that the very… |
Sequence 14A Story of Morlem-Dny No111nds: The Mb11ti In the northeastern corner of a Central African country called the Democratic… |
Sequence 11substituting the view that the world is the collective home to all of us, pointing to similarities, and recognizing the global… |
Sequence 1MONTESSORI INTERNATIONALISM AND PEACE by Susan Mayclin Stephenson Over the past decade, S11sa11 Stephenson !,as been an… |
Sequence 23to a Bhutanese-Tibetan teacher named Lhamo Pemba, who had re- ceived her AMI Primary Diploma in London years earlier. Lhamo… |
Sequence 25Again, thank you for coming to see us. At our Donor Party Friday night, one of our parents brought up the project in Bhutan.… |
Sequence 1FROM PEACEMAKER TO PEACEBUILDER by Judith Cunningham Judith C1111ningha111 introduces the Montessori Model United Nations (… |
Sequence 1MONTESSORI ELEMENTARY EDUCATION: PATHWAYS TO GLOBAL UNDERSTANDING by Phyllis Pettish-Lewis Phyllis Pottish-Lewis has… |
Sequence 38Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Resource Center. Madras:… |
Sequence 2CELEBRATING LIFE, NOT THEORIES by Sanford Jones Sa11ford Jones' article is a very perso11a/ essay (combined witlt a… |
Sequence 2ORIGINS AND THEORY OF THE THREE-PERIOD LESSON by Annette Haines Beginning with Seg11i11, Annette Haines explores ti,e t!,ree… |
Sequence 8year after year, not of one, but of a multitude of persons who have nothing in common with us, not even years, is indeed a… |
Sequence 17Second Period-Work of the Student with Adult Guidn11ce • Research, experimentation, reading, inquiry, discus- sion, and data… |
Sequence 11Concentration is a critical ingredient in the promotion of optimal human functioning. Because parents, teachers, and other… |
Sequence 12used to support this view of play are Lev Vygotksy's socio-cultural theory and Jean Piaget's constructivism.… |
Sequence 11128 Part Two - For a Science of the Formation of Man Finally, the fact that the atmosphere of orderly and disciplined work… |
Sequence 18Hopes and Disappoi11l111e11ts 153 Dil'i11i illius magistri of Pius XI of I 929. Moreover. it reads: ·•every education… |
Sequence 1STORY AND SELF-CONSTRUCTION by Elise Huneke-Stone Elise Hu11eke-Stone's definition of story and its f111Zctions arises… |
Sequence 2Here'smyhouse,analmost-hundred-year-oldbungalowinPortland, Oregon. I don't live in my house in Portland right now.… |
Sequence 3in. I started a quest to better understand storytelling, particularly the storytelling that we do about ourselves. My heart-… |
Sequence 4husband Dave would stuff with cheese and herbs and then saute as a late summer appetizer. And for a third thing, one year we… |