Search Inside Documents
Displaying results 201 - 300 of 842
Sequence 29Lakoff, G., & M. Johnson. P/11/()sol'hY i11 //,c I Jes!,. Nrw York: B,1sic8ooks, 1999. Leder, D. The A/1~1•111… |
Sequence 4What is it? A mystery. Just as the newborn's mind is a mystery, so is the social newborn a mystery. Each time we find… |
Sequence 11artificially designed), but more expansive than, the Casadei Ba111bi11i of the earlier period. It meets Montessori's two… |
Sequence 17Fabre, J. Henri. Tlte Life of the Spider. New York: Dodd, Mead, 1915. Kahn, David. "The Kodaikanal Experience-Part… |
Sequence 12We haveourworkcutoutforus. We have to keep our minds sharp. We have to keep our observations as free from personal agenda as… |
Sequence 19REFERENCES Brnudel, Fernand. A History of Civilizntio11s. Trans. Richard Mayne. New York: Penguin, 1993. Bruner, Jerome S.… |
Sequence 18Csikszentmihalyi, Mihaly. Flow: Tl,e Psychology of Optimal £xperie11ce.New York: Harper & Row, 1990. Davis, Ronald D… |
Sequence 19Kohn,Alfie. Scl,ools 011r C/1ildre11 Deserve.Boston: Houghton Mifflin, 1999. Kranowitz, Carol Stock, & Lucy Jane… |
Sequence 8Books RESOURCES Chance, Paul. First Course /11 Applied Beh11vior A1wlysis. Pacific Grove, CA: Brooks/Cole Publishing, 1998… |
Sequence 9Howlin, Patricia. CJ,i/dre11 wit!, A11tis111 and Asperger Syn- dro11,e: A C11ide for Practitioners and Carers. New York:… |
Sequence 17picture) on the wall and a short list of words from the picture to be placed next to it. [t is wise to remember that creative… |
Sequence 1JUST THE FACTS: INFORMATION PROVIDED BY THE INTERNATIONAL DYSLEXIA ASSOCIATION Tlte International Dyslexia Association… |
Sequence 11Suggested Readings Moats, L.C., & K. E. Dakin. Basic Facts about Dyslexia and Other Rending Proble,ns. Baltimore: The… |
Sequence 16phrase meanings (semantics), sentences (syntax), longer passages (discourse), and the social uses of language (pragma ties).… |
Sequence 26certainty that every grain of information was true without a hint of falsehood. We must not be discouraged by this, instead… |
Sequence 12We may well find that future discoveries will argue for modification of transition methods at other interfaces. This is an… |
Sequence 23a 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 24Montessori, Maria. Tlte Cltild, Society a11d tlte World: Unpub- lished Speeches n11d Writings. 1979. Trans. Caroline Juler… |
Sequence 17BOOKS FOR CHILDREN Earthworms Kalman, Bobbie. The Life Cycle of n11 Enrl/1wor111. New York: Crabtree, 2004. Simon, Seymour… |
Sequence 42ma th /handbook/Teacher/ In trod uctoryExplorations / Introductory Exp I orations.asp>. Anderso11, Sherwood.… |
Sequence 2ply never heard about Maria Montessori and her little school in San Lorenzo? It's far more likely that we shouldn't… |
Sequence 14Berry, Thomas. "It Takes a Universe." Save the Hermitage. June 3, 2009 <https:/ /beholdnature.org/tbh… |
Sequence 7Language Arts in Program Components, continued Oral Written Reading - Workshops • Reading aloud for fun . Writing… |
Sequence 18R111RE~(.l'i (,rautn1, C.1millo. "Ch,1i.1etcristic!-> nf thl• C.hild 111 tlw Flln lnlJr) <,lhool… |
Sequence 25Figure 29. A self-similar structure constructed of triangles. Jn the self-similar construction in Figure 29, Montessori proved… |
Sequence 15personal harmony and have the capacity to guide us toward more mutually beneficial ways of Jiving together in the world.… |
Sequence 13help children to meet your goals: to become citizens of the world and to unite in working for peace on Earth. REFERENCES… |
Sequence 20CONCLUSION Fundamental to the Montessori approach to learning are the three respects-respect for self, respect for others (… |
Sequence 13REFERENCES Covey, Sean. The Seven Habits of Highly Effective Teens. New York: Fireside, 1998. Montessori, Maria. Fro111… |
Sequence 35REFERENCES Bagot, Kathleen L. "Perceived Restorative Components: A Scale for Children." Children, Yo11th… |
Sequence 36Faber Taylor, A., & F.E. Kuo. "Children with Attention Deficits Concentrate Better after Walk in the Park.… |
Sequence 11Start with a hook. This is how we seduce them. A conspiratorial tone as you lean in to tell them something really amazing… |
Sequence 33REFERENCES Einstein,Albert. "Autobiography." In P. Schilpp, Ed.,Albert Ei11stei11: Philosopher-Scie11tist.… |
Sequence 131\lontt>..,..,ori, l\-1.lria. Unpublishl•d 19-!6 lecture.., Dr l\.1.uia Monll'..,..,ori'.., lntern,Hional lr… |
Sequence 20world and take part in revolutions of creative change, the obvious connections between Montessori and true productive learning… |
Sequence 14Romans, and if we are, how? Or, how are we the same? This will be our topic for discussion one night. Our work will also at… |
Sequence 38hand 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 2XII Bambini (The Method of Scient(fic Pedagogy as applied lo child education in the Children's Houses) is explained by… |
Sequence 13 Chapter I From Childhood to Youth 1.1 Before// Metodo de/la Pedagogia Scientijica "The time in which woman was… |
Sequence 10Science and Socie~y: The Woman Question 35 new moral and educational principles. In her speech, she related sex education… |
Sequence 145 Chapter V Proposal for a Scientific Pedagogy V.1 Where children "do not see the light, but see the darkness&… |
Sequence 246 Part One - Toward the Children ·s House: The Formation Years What was meant to be a great investment and profitable… |
Sequence 448 Part One - To11•ard the Children ·.1· House: The For111alio11 Years With regard to social policy, 1902 saw the approval of… |
Sequence 650 Part One - Toward the Children's I louse: The Formation Years House, and others followed in Via dei Campani and in… |
Sequence 7Proposal for a Scientific Pedagogy 51 Parents did not pay anything to send their children to the "House",… |
Sequence 852 Part One - Toward the Children's House: The Formation Years Montessori accepted the job also because she had a… |
Sequence 1054 Part One - Toward the Children ·s House: The FonnaIio11 Years These observations made her change the furniture: low… |
Sequence 13Proposal.for a Scientific Pedagogy 57 Houses - and visiting and admiring them is all one and the same. I saw ladies who… |
Sequence 4106 Part Two - For a Science o.fthe Formation of Man teaching setting and care for physical life, while criticism focused on… |
Sequence 8110 Part Two - For a Science of the Formation of Man character-building. [ ... ] And this must be developed in our country,… |
Sequence 12114 Part Two - For a Science of !he Formal ion of Man child is the man that is not yet agile in movement and language - and… |
Sequence 15132 Part Two - For a Science o.f the Formation of Man Luigi Sturzo. in exile there. It was Sturzo himself who recalled this… |
Sequence 1136 Chapter III Hopes and Disappointments Ill. I II Metodo de/la Pedagogia Scientijic:a: a way to comprehend childhood The… |
Sequence 17Farjiwn Italy: First Europe and then India 171 would receive the same nomination in the following two years. However,… |
Sequence 2A Classic Work of Pedagogy 177 right from the title, what had been announced in the Introduction to the 1926 edition: the… |
Sequence 15190 Part Two - For a Science of the Formation of Man revised somewhat from time to time and not replaced by another book;… |
Sequence 15Maria Montessori Through the Seasons of the "Method" 207 Giunti-Bemporad Marzocco, 1970. Prezzolini G.,… |
Sequence 1211 Maria Montessori Through the Seasons of the '·Method'" Index of Illustrations Illustrations I, 2, 9,… |
Sequence 15a 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 14bubble) and common space (don't break anybody else's bubble). In this exercise, we can move our bodies in many… |
Sequence 3REFERENCE Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Resource Center. New… |
Sequence 8the present. What Montessori offers here is a fundamental approach: allow the human personality to freely develop, cultivate… |
Sequence 10so emotional and confused at the time is an oversimplification of a deficiency we are all contributing to. Why did we stop… |
Sequence 21in isolation to solve one problem), it might not be so bad to sit and think of your seminar question for an entire hour!… |
Sequence 2PRACTICAL LIFE AT SAN LORENZO: IMPLICATIONS FOR ERDKINDER by Paola Trabalzini Translated by Frank Amodeo and Mariabambina… |
Sequence 3In the restructured buildings of the San Lorenzo district of Rome, considerable attention was dedicated to environmental care… |
Sequence 4Once the personal cleanliness activity was over, the practical life activities would begin. The children undressed and donned… |
Sequence 6ln San Lorenzo, the young children had lunch at home; while in the Children's Houses they had some crockery at their… |
Sequence 9ways of being are also brought in. For the adolescent, practical life activities are a "concrete space-time"… |
Sequence 12In San Lorenzo, besides manual tasks linked to caring for oneself and for the environment inside and outside the Children… |
Sequence 233Montessori National Curriculum for the Second Ptanc of Development from Sox 10 Twelve Years References Australian Language… |
Sequence 291Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Bibliography Dewey, J… |
Sequence 16Montessori, Maria. "Dr. Montessori's Third Lecture Given at the Montessori Congress in Oxford, England, 1936.… |
Sequence 17to our past will only work if we k11ow our past and if we recognize our ancestors as the foundation of our knowledge. Our… |
Sequence 31See Chapter Ill, "My Contribution to Experimental Science" in The Advanced Montessori Method: Volu111e One (… |
Sequence 32Docu111c11/s, ed. Austin Flannery, op (New York: Costello Publishing Company, 1975), p. 917. 12. Maria Montessori, I… |
Sequence 9143 Leonard • Deepening Cosmic Education brought to their newly settled areas of the world. Elementary children love this… |
Sequence 11163 Leonard and Allen • Experiences in Nature: Resolute Second-Plane Directions Toward Erdkinder Montessori, Maria. The… |
Sequence 7181 Ewert-Krocker • The Adolescent: Taking on the Task of Humanity Laurie Ewert-Krocker was the founding head teacher of… |
Sequence 6188 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 larger curriculum which would include the study of relationships between… |
Sequence 18106 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 meaningful and that, therefore, my life, in self-surrender, had a goal… |
Sequence 19107 Ludick • The Work of the Hand a Napier, John. Hands. 1980. New Jersey: Princeton Univer- sity Press, 1993. Wilson,… |
Sequence 39 Black • Community I have an affinity for the definition offered by David McMillan and David Chavis: Sense of community is… |
Sequence 1723 Black • Community a May you make of yourself a light, inspiring awe and wonder in each of the lives you touch everyday… |
Sequence 1858 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Chawla, L. In the First Country of Places: Nature, Poetry and Childhood… |
Sequence 12140 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 I guess that unless you experience the atmosphere you can’t understand… |
Sequence 2226 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Greater Twin Cities United Way. “Faces of Poverty: A United Way Report… |
Sequence 432 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 I much prefer the term Montessori all day to make it perfectly clear… |
Sequence 11193 Andrews • Joyful Engagement foster any one of those (such as academic achievement) is to foster all of them. How do we… |
Sequence 12194 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 dressing Skills and Attitudes, Not Just Content. September 1, 2010.… |
Sequence 3135 Shanks • Building the Inclusive Montessori School gov/st/english/pamphlet/2013/08/20130823281583. html#axzz2navMMDyo&… |
Sequence 2387 Urioste • Multicultural Inclusion in an Urban Setting In conclusion, I also share with you a Montessori article sum- mary… |
Sequence 2154 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 lessons as well as observed the participants’ reactions to the mate-… |
Sequence 16168 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Enhance Young Children’s Reading Comprehension.” Journal of Educational… |
Sequence 33203 Awes • Supporting the Dyslexic Child in the Montessori Environment Academic Interventions, ed. by Berninger and… |
Sequence 34204 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 22. International Dyslexia Association, “Dyslexia Basics.” 23. Shaywitz… |
Sequence 37207 Awes • Supporting the Dyslexic Child in the Montessori Environment 65. King, p. 18. 66. Shaywitz, Overcoming Dyslexia, p… |
Sequence 2030 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 1161 Soholt • Living Grace and Courtesy in the Primary the tools and means to seek out and form communities of this type when… |
Sequence 14126 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 The children had no shyness. No obstacles had been set between their… |