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Sequence 182168 Par/ Tll'o - For a Science of 1he Formation of Man observations also concerned the relations between plants and… |
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 96sonal formation and practical training to be able to make it happen. The primary goals of Montessori education are the… |
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 99A word about the title: before Sofia died in August 2011, she was able to give her "yes" to the final draft… |
Sequence 3121 Montessori • Nature in Education nature in education by Maria Montessori This piece of writing addresses the “boundless… |
Sequence 4434 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 intertwine. This may explain the fascination which these gadgets hold… |
Sequence 9484 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 have to put them in these sand boxes? The American professor was telling… |
Sequence 9585 Kahn-Wikramaratne Interview • The Kodaikanal Experience students used to go away after the lecture; I would run up there… |
Sequence 9787 Kahn-Wikramaratne Interview • The Kodaikanal Experience WIKRAMARATNE: Yes. Kodaikanal was a place where English, American… |
Sequence 9989 Kahn-Wikramaratne Interview • The Kodaikanal Experience Watering, Bombay, India, 1940 let’s go for a ramble first and… |
Sequence 10090 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Lena Wikramaratne reminisces with Mario Montessori, Amsterdam, 1979 KAHN… |
Sequence 10191 Kahn-Wikramaratne Interview • The Kodaikanal Experience Miss Lena Wikramaratne (1909-1982) was a student and colleague of… |
Sequence 118108 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Incidentally, at this point we can understand that, unlike what many… |
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 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 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 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 115 Joosten • Exercises of Practical Life: Introduction and List exercises of Practical life: introduction and list by A.M.… |
Sequence 163157 Lillard • Playful Learning and Montessori Education Regarding children’s love of and need for fantasy, recent research… |
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 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 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 8781 Joosten • Helping the Child in the Conquest of the Written Language helping the Child in the Conquest of the Written… |
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 4438 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 piece of embroidery—the whole constitutes a magnificent cloth. (From… |
Sequence 166160 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 created from the dawn of civilization up until 2003! According to… |
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 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 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 445439 The NAMTA Journal • Classifieds Elementary Guides, Montessori One Preschool and Elementary Academy Established in 2007… |
Sequence 454448 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 For Sale Thriving Montessori Preschool in the beautiful Rogue Valley of… |
Sequence 126 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 third passenger (the mathematician) has. And what makes it ring so true… |
Sequence 2216 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 Recently students were working with the concept of complet- ing the… |
Sequence 2519 Cunningham • From Cosmic Education to Civic Responsibility from cosmic eDucation to civic resPonsibility by Judith… |
Sequence 10094 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 Post-Secondary Enrollment Option Students can earn college and high… |
Sequence 17children’s actions reflect our ability as a teacher, or lack of ability. The children are their own beings. They are not us.… |
Sequence 31have to clean up, bake, and then wait to share the fruits of their efforts with the rest of the community as part of lunch.… |
Sequence 61lofty mission.” Yes, that’s what’s needed. That’s what we have to help the children to do. It’s a mission “…that each of them… |
Sequence 11O’Shaughnessy • Back To The Future 11 many of us who had entered this work with a commit- ment to social justice, equality,… |
Sequence 25O’Shaughnessy • Back To The Future 25 Dallas: Having Montessori implemented within our Lakota Language Nest on the Pine… |
Sequence 29O’Shaughnessy • Back To The Future 29 We welcome and embrace the spirited flame of the next generation among us. Kindled by… |
Sequence 51worldviews, which are often allowed to flourish unexamined, inform and organize the ways in which humans experience and… |
Sequence 87Sillick • Sowing The Seeds Of Science 87 Man can husband nature’s resources to her own best interests, only if he first loves… |
Sequence 28Feature: Science Education and Scientific Education by A. M. Joosten We can, nowadays, hardly open a newspaper and read an… |
Sequence 5Editorial Report: Parents and Adults in the House of Children Unite Around the Child by AM. Joosten Mr. Joosten's… |
Sequence 51Prepare small cards with pictures as described for phonetic labeling. Have pictures for one or two phonograms in each drawer.… |
Sequence 43from the start, to show empathy with the mother's feelings, stresses that she, her child and the teacher share some of… |
Sequence 23Erdkinder: The Experiment for the Experiment The following is transcribed by Ann Freeman from tape recordings of a conversa-… |
Sequence 56' . 11i I I I tunity for it inside the nursery as well as outdoors. The raised balcony also gives a chance to get… |
Sequence 59intentions or plans are not well defined or fully conscious. He cannot put them into words with ease or precision. The layout… |
Sequence 52The analysis of movement is bound up with economy of movement; i.e., to perform only movement necessary for the purpose. This… |
Sequence 63You can live near the school in historic area or 15 min away on a beautiful beach. Easy access to fas· cinating low-country… |
Sequence 12negatives. Unrealistic stereotypes motivate the adult's behavior. However, these stereotypes, which often become… |
Sequence 14Notes on the Prepared Environment by A.M. Joosten Mr. Joosten gives some very specific directives for Children s House… |
Sequence 25not be foreign to him when he encounters them in his more formal study of history at the junior level. By placing before the… |
Sequence 33economies as well as that of Japan are now structural problems, with inflation as a permanent factor which simply cannot be… |
Sequence 50Kahn: This was the Dewey environment. Wikramaratne: Yes. One day, I made my fellow teachers furious. I challenged the idea of… |
Sequence 51that. They gave us pieces of paper, the diplomas, after the course and I said I didn't want it; I have to come back to… |
Sequence 52children to see this actually happening. I want to see the spontaneous activity. I wanted to see it happening. Kahn: How old… |
Sequence 54What was the real contribution of Kodaikanal? Wasn't there already a Junior curricu- lum derived from Mrs. Joosten's… |
Sequence 56Wikramaratne: l did it with my own children in Sri Lanka up to the 15-year-olds. Kahn: Did you have to make materials all over… |
Sequence 57off together to find a new work - to collaborate with the child once again - the child in nature, in Sri Lanka, and we found… |
Sequence 25Thoughts on the Erdkinder Project by Dr. Lena Wikramaratne Dr. Wikramaratne makes both philosophical and practical commentary… |
Sequence 9Expansion: Proposed Junior High Outline By David Kahn Ruffing Montessori may never have a Junior High. But at the request of… |