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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 157to how parts of it worked or didn't work. This approach was very successful because we could tweak it as we went along.… |
Sequence 201B. [Potentially included] New story: "Diversity and Unity of Languages-[n Search of Universal Communication"… |
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 70MONTESSORI MARKETING: STORIES AND STRATEGIES by Mark Berger Mark Berger urges schools to "levernge the voices… |
Sequence 73If we are to solve the recruitment/ enrollment problem and take Montessori "over the top," we need to show… |
Sequence 81fact that someone is successful and their Montessori background or their educational preferences. On this front we would lose… |
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 142to multiply by the reciprocal. Cnnceli11g is another misnomer we often hear in connection with fractions. Be careful of your… |
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 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 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 255Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Resource Center. Madras:… |
Sequence 44CELEBRATING LIFE, NOT THEORIES by Sanford Jones Sa11ford Jones' article is a very perso11a/ essay (combined witlt a… |
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 148ORIGINS AND THEORY OF THE THREE-PERIOD LESSON by Annette Haines Beginning with Seg11i11, Annette Haines explores ti,e t!,ree… |
Sequence 154year 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 1591\lontt>..,..,ori, l\-1.lria. Unpublishl•d 19-!6 lecture.., Dr l\.1.uia Monll'..,..,ori'.., lntern,Hional lr… |
Sequence 177Second Period-Work of the Student with Adult Guidn11ce • Research, experimentation, reading, inquiry, discus- sion, and data… |
Sequence 180world and take part in revolutions of creative change, the obvious connections between Montessori and true productive learning… |
Sequence 199Concentration is a critical ingredient in the promotion of optimal human functioning. Because parents, teachers, and other… |
Sequence 200used to support this view of play are Lev Vygotksy's socio-cultural theory and Jean Piaget's constructivism.… |
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 142128 Part Two - For a Science of the Formation of Man Finally, the fact that the atmosphere of orderly and disciplined work… |
Sequence 167Hopes and Disappoi11l111e11ts 153 Dil'i11i illius magistri of Pius XI of I 929. Moreover. it reads: ·•every education… |
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 105movement are some of the activities the child has the opportunity to do every day. A long and uninterrupted work period… |
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 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 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 10191 Kahn-Wikramaratne Interview • The Kodaikanal Experience Miss Lena Wikramaratne (1909-1982) was a student and colleague of… |
Sequence 146136 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 life” (from the chapter “Life as a Telluric Force,” page 75, cited in… |
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 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 251241 Rathunde • Nature Experience and Education internally, we need those kinds of research and tools to help our parents… |
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 157151 Lillard • Playful Learning and Montessori Education up the Red and Blue Rods, the first of the Montessori mathematics… |
Sequence 159153 Lillard • Playful Learning and Montessori Education it. For example, a child might realize independently that two sides… |
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 7771 Begin • Montessori Early Childhood Education in the Public Sector children who needed special assistance, and eligibility… |
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 227221 Verschuur • Reflections lessons learned from forTY-Plus Years in The classroom Dr. Montessori saw education as an aid to… |
Sequence 230224 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 much to learn about what each child needs by listening and being open.… |
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 177171 Awes • Supporting the Dyslexic Child in the Montessori Environment suPPorTing The Dyslexic chilD in The MonTessori… |
Sequence 181175 Awes • Supporting the Dyslexic Child in the Montessori Environment Prior to 2002, definitions usually explained dyslexia… |
Sequence 193187 Awes • Supporting the Dyslexic Child in the Montessori Environment task and by breaking the whole task down into its… |
Sequence 195189 Awes • Supporting the Dyslexic Child in the Montessori Environment Letter sounds are introduced with the sandpaper… |
Sequence 196190 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 However, this will only happen because the child has been in- directly… |
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 137 Schaefer • Social Cohesion, Grace, and Courtesy: An Editorial of the conscience of the individual, which develops through… |
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 7368 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 sources of information about development for this period, so much so… |
Sequence 114109 Leonard • The Montessori Classroom humanity connects us; these are classroom essentials when we educate for peace. One… |
Sequence 164159 Stephenson • Cosmic Education ments for each year in the 6–12 class, that are always available to the children, there is… |
Sequence 173168 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 raise a $3,000 down payment. It came down to the deadline for closing on… |
Sequence 177172 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 In closing, I have two things that I want you to think about. First, we… |
Sequence 181176 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 for my answer, I also understood that for her, every day held the… |
Sequence 187182 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Classifieds Arizona Creo School is expanding the Children’s House and… |
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… |