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Sequence 8object, must be delicately corrected then and there. That would be a help. Misuse of an object, which can never lead to any… |
Sequence 9consciousness of a new fact. At no time should we let any external force come between the child and his interest. We must… |
Sequence 10choose the correct moment whenever we want to arouse interest, which is a flame burning within. The child is interested in… |
Sequence 11in order. This duty is often overlooked. If we see a child misusing an object, we intervene and stop it immediately. So far so… |
Sequence 1ON DISCIPLINE (1957) by A.M. Joosten Dr. Monwssori, when asked about tlte unusual discipline displayed by her students, said… |
Sequence 2phenomenon of excessive obedience and its harmful consequences. This is not difficult to understand, because to recognize it… |
Sequence 3The very idea that Dr. Montessori based her method of education on an a priori idea that freedom should be its basic feature… |
Sequence 4free." People were disappointed because they felt Dr. Montessori was hiding the truth from them. For how can freedom… |
Sequence 5not move along unchanging and unchangeable orbits? Do the inanimate or animate elements of creation ever completely disobey… |
Sequence 6. help must take very concrete forms. It requires not only ever increased efforts at self-discipline and respect for the… |
Sequence 7has to be fed according to a rigid timetable, once every three or four hours only. Mothers, therefore, should not feed the… |
Sequence 8"compulsory education." Who is being compelled? Both the child who does not want to go to school and his… |
Sequence 9most inspiring inner satisfaction. It strengthens and enriches both the child and ourselves and establishes a new, infinitely… |
Sequence 1MAHATMA GANDHI AND MARIA MONTESSORI (1969) by A.M. Joosten Mr. Joosten offers an interesting comparison of two important 2oth… |
Sequence 2imposed on Dr. Montessori who was considered an enemy alien. Being under restrictions himself, he could do nothing to have… |
Sequence 3In fighting for the causes to which they dedicated their lives, both recognized nonviolence as a positive all-embracing… |
Sequence 1CENTURY OF THE CHILD OR ATOMIC AGE? (1958) By A.M. Joosten In a trilnae t,o the chi/,d, on "Chi/,d,ren's Day,… |
Sequence 2anything in common? Can they in any way be reconciled? Can we trace any connection between them which, without denying either… |
Sequence 3Later they revealed in him an immense store of marvelous energies and hidden potential waiting for release and cultivation. It… |
Sequence 4Imminent Danger Without conscious, scrupulous concentration on the discoveries made regarding the child's unique powers… |
Sequence 5pervade it in this function, then we shall begin to live in the "century of the child" and then alone we can… |
Sequence 1THE HAND IN EDUCATION a971) by A. M. Joosten One aspect of Montessori educatwn that sets it apart from some other… |
Sequence 2Waltuch Collection "In all of them the pedagogical dogma of centuries that imrrw- bility, especially of the hands,… |
Sequence 3Its function and the objects it needs change, however, with the characteristics of the successive phases in the development of… |
Sequence 4shows clearly that their function goes beyond that of learning a tech- nique or acquiring a skill to satisfying a profound,… |
Sequence 5a great and essential part. The exact movements of the hand as it uses the sensorial apparatus repeatedly in as exact and… |
Sequence 6Last, the hand should not be forgotten or banished when the intel- ligence starts building its very own construction - culture… |
Sequence 7needs of human development. The hand serves the child during his whole long struggle for ever widening conquests of ever… |
Sequence 1OBSERVATION (1958) by A.M. Joosten Observai:ion is the source of the p<YWer of Dr. Mont.essoris work. Here Mr. Joost,… |
Sequence 2something of it, although love can go far beyond that knowledge. Knowl- edge, however, must be there as a starting point. Love… |
Sequence 3does not judge, much less "pre-judge." Judgment follows repeated, pure observations and prudent, ever… |
Sequence 4the impression that after a while nothing "new" is seen. Deeper pene- tration and more discoveries require… |
Sequence 59. Errors (attitude towards an error committed, in different fields: movement, sensorial, intellectual, moral, social; how… |
Sequence 6IV Observations regarding these points and their particular details should, of course, also be prepared. They should be… |
Sequence 7A completely different exercise which is done outside the real time of observation consists of the interpretation of… |
Sequence 8Conduct 1 Note the state of order or disorder in the acts of the child. 2. Note his orderly actions. 3. Note if changes of… |
Sequence 9opens a much vaster field of view, giving entry to a new region which is practically unlimited. Where the child as an… |
Sequence 107) discipline (orderly and disorderly conduct, obedience, quiet); 8) gen- eral remarks; 9) d,ai,e. These reports are signed by… |
Sequence 11political ideals, which have promoted social improvements which con- cern only the material life of some groups of men… |
Sequence 1KEEPING IN TOUCH WITH MONTESSORI ROOTS An Interview with Mildred Gunawardena In an interview with Damd Kahn, Mildred Guna:… |
Sequence 2Dr. Montessori lectured from 9 A.M. until 12 noon and 3 P.M. to 6 P.M. every day. Saturdays_ were ow· practical days, our… |
Sequence 3Kahn: So you prepared your albums during that second period. Gunawardena: No, we did that with Dr. Montessori. I had to make… |
Sequence 4where he sees only the sky. This is the difference between Montessori and normal education. I don't think Montessori will… |
Sequence 5Kahn: When you took the course in England, with Mario Montessori, how did cosmic education become evident to you? Gunawardena… |
Sequence 6are able to visualize any given lrnowledge. By 18 you have envisioned the whole universe. Then at 18 you decide what your… |
Sequence 7with Montessori. As you made what Montessori calls the levels of ascent as you go and work through the years, what discovery… |
Sequence 8observations. There was a book that was prepared for her coming. At first I didn't know what she had written. At a… |
Sequence 9cannot produce children because first you have to reach maturity. If you attempt to do something that a mature person does,… |
Sequence 10Kahn: That's very interesting. Who are some of the people you tell stories about besides George Washington? Gunawardena… |
Sequence 11everything to make the whole of knowledge. So you cannot say, "I am an English teacher, I'm teaching only… |
Sequence 1CONSTRUCTING THE EQUILATERAL TRIANGLE: PARENTS, TEACHERS, AND CHILDREN by Antonia Lopez Th:is presenwt:ion on the school-… |
Sequence 2participating in job training programs. A large number of our children come from homes where one or more adults abuse drugs or… |
Sequence 3These families all have something in common - they are outside of the mainstream of their communities and have little, if any… |
Sequence 4Villegas and Biwer report that there are two major benefits associ- ated with parents' active involvement in the… |
Sequence 5Family is the main engine of education. If we use schooling to break children away from their parents - and make no mistake,… |
Sequence 6victimize tkeir'f)arents for our failure t,o understand them. We must also come to see that this situation is not driven… |
Sequence 7torture approach" exemplified by bulletins that "educate" working- poor and linguistically… |
Sequence 8private Montessori schools, there begins to be a growing distance based on cultural and political differences. The distance… |
Sequence 9The Foundation Center 87 |
Sequence 10st,aff training. If we can raise funds for a new air conditioning unit, we can raise funds for sclw/,arships. We can be… |
Sequence 115. Accept the fundamental necessity that the majority of the staff who work with the child and her family (teachers, center… |
Sequence 12The Foundation Center has adopted or installed as part of its full-day program for children and families: 1. Adoption of… |
Sequence 1314. Tobacco Cessation meetings (funded by the California Department of Health). 15. Annual Social Services Carnival where… |
Sequence 14We are not always successful in achieving our objectives of parent involvement and in using the strategies 9f participation… |
Sequence 153 Ana Maria Villegas and Paula Biwer, 1990. "Parent Involvement in a Montessori Program: The Denver Public School… |
Sequence 1SCHOOLS, COMMUNITY PARrNERSHIPS, AND CHILDREN PLACED AT RISK OF LATER SCHOOL FAILURE by Christopher Harris In a speech… |
Sequence 2organizations, to federal agencies, to Congress, and to the public. Each year, the Council studies a priority education issue… |
Sequence 3• Thirteen million children in this country - one in five - live in poverty. (Almost one in four African American children are… |
Sequence 45) inequitable in terms of quantity of services among local jurisdic- tions (e.g. counties) that greatly exceeds school… |
Sequence 5• Help to define a cross-cutting agenda for children and families, and to expand the understanding of collaboration as a… |
Sequence 6• Department of Education • Department of Employment Services of the Cabinet for Human Resources (CHR) • Dep~ment for Health… |
Sequence 7• Children Now • California Tomorrow (Immigration law group) • Oakland Urban Strategies Council • Children's Lobby •… |
Sequence 8increased funding to make PCCs available in every community as part of a continuum of preventive services. Local Efforts at… |
Sequence 94. Involvement of staff from all levels 5. Institutional involvement, leverage 6. Community participation If our children… |
Sequence 1EARLY CHILDHOOD EDUCATION: THE NATIONAL AGENDA by Denise A. Alston, Ph.D. Denise Alston, in a speech w part'icipants aJ… |
Sequence 2the Urban Education Goals, and the national Education Goals, all as hooks for our own efforts to put children first on the… |
Sequence 3we must now ready all children for school success. Some of these conditions include the fact that: • 1 in 5 American children… |
Sequence 4we can't seem to do what we all know makes sense, giving all children the essential and cost-effective early investments… |
Sequence 5their children. The health staff and their colleagues saw significant improvements enacted in key maternal and child health… |
Sequence 6years to get a comprehensive child care bill passed that addresses the need for safe, affordable, high-quality child care,… |
Sequence 7Millions of children are in programs that do not need to meet even basic licensing standards because they are exempt from… |
Sequence 8salary and facility improvements; transition projects providing suppor- tive services to elementary school children and their… |
Sequence 9families and communities. We must continue to work with the belief that we can be successful in improving children's… |
Sequence 1THE MONTFS.SORI CoNfRIBUTION TO EDUCATIONAL REFORM APROWGUE by David Kahn Washington, D.C., March 1, 1991. Operation Desert… |
Sequence 2effective, should penetrate the inner workings of the status quo. It must deal with philosophical roots of pedagogy, behaviors… |
Sequence 3media acclaim, but was subsequently suppressed by American educators until Montessori schools all but disappeared by 1923.… |
Sequence 4The typical "adopter" community in the sixties was located in a metropolitan area with a higher-than-average… |
Sequence 5from tomes of scope and sequence which compel schools into a blind confor- mity. The reform of education in the Montessori… |
Sequence 6As the child explores his culture, he discovers letters and numbers. As he reaches his sixth birthday, the age of imagination… |
Sequence 7educational system needs to remove the forty-minute time block. A time block, with a bell, means that the child cannot be in… |
Sequence 8demonstrated effectiveness in the "transformation" of the classroom environ- ment. But the real proof of… |
Sequence 9measured by standardized tests. Ramsay Selden suggests that future tests should aaually embody activities and techniques &… |
Sequence 10Brown's search for the Holy Grail of thoughcfulness in school settings involved hours of interviews and detailed case… |
Sequence 11phy of human development which demonstrates permanence. This is not the usual way educational reform works. Modern educational… |
Sequence 12References Brown, Rexford G. ( 1991). Schools of thought: How the politics of litera,cy shape thinking in the classroom. San… |
Sequence 1EDUCATIONAL REFORM: THE S001FS AND THE NINETIFS by Maxine Greene Future educational innovation must connect to past… |
Sequence 2the young in the way they should go, on rearing them to meet the demands of industry, there were always adversary voices -… |
Sequence 3My point, of course, is that the pathways to reform have always been multiple and winding. Sometimes a pathway is like Robert… |
Sequence 4tions of the social deficits education ought somehow co repair. Before then, cognitive issues had been in the foreground for a… |
Sequence 5the pressures of systemic bureaucracies, the role of caste, the homogenizing intentions of the schools--and the link between… |