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Sequence 2125 Joosten • Exercises of Practical Life: Introduction and List Crushing with special tools for the preparation of 44.… |
Sequence 2226 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Use of dustpan and brush. 4. Sweeping (a limited space should be… |
Sequence 2327 Joosten • Exercises of Practical Life: Introduction and List Laying and clearing a table and preparing the needful 20.… |
Sequence 2428 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Watering plants, flower-beds, lawns (watering-can, 7. water-pots, hose… |
Sequence 2529 Joosten • Exercises of Practical Life: Introduction and List Bathing of the eyes. Applying eye-black, (Kajal). 4. Care… |
Sequence 2630 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 How to pleat (sari, dhoti) 3. How to plait (first with 3 differently… |
Sequence 2731 Joosten • Exercises of Practical Life: Introduction and List How to touch the feet. 4. How to perform religious gestures… |
Sequence 2832 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Courtesy while ascending and descending steps or 21. stair-cases. How… |
Sequence 2933 Joosten • Exercises of Practical Life: Introduction and List To avoid touching others without real necessity. 35. How to… |
Sequence 3034 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 How to avoid waste of public utilities (close taps 12. left open, etc… |
Sequence 1movement and character lecture, london, 1946 by Maria Montessori Dr. Montessori’s words from the 1946 London Lectures… |
Sequence 238 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Just a skeleton. Think of this: The purpose of the skeleton is to… |
Sequence 339 Montessori • Movement and Character The body is like a very complicated mechanical machine that can be studied. The mind… |
Sequence 440 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 behavior. Whichever way, each man must prepare for some purpose,… |
Sequence 541 Montessori • Movement and Character done in his environment, which are natural exercises. When we of- fer him the… |
Sequence 642 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 You cannot have effort without interest and purpose. There is no… |
Sequence 743 Montessori • Movement and Character nastics. It also develops ability, for this child had to be very careful not to spoil… |
Sequence 844 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 viations are cured. The difficult child becomes a happy, nice child.… |
Sequence 1Practical life: the Keystone of life, culture, and community by Uma Ramani Uma Ramani’s characterization of practical life… |
Sequence 248 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 a constant interaction between the individual and his environment. The… |
Sequence 349 Ramani • Practical Life: The Keystone of Life, Culture, and Community and art. These ways of doing things become part of… |
Sequence 450 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 time and human beings themselves have realized their potential in… |
Sequence 551 Ramani • Practical Life: The Keystone of Life, Culture, and Community he do this? Any action is an expression of a thought… |
Sequence 652 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Our culture changed as new ways of doing things became part of our… |
Sequence 753 Ramani • Practical Life: The Keystone of Life, Culture, and Community her use of the term exercises of practical life… |
Sequence 854 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 The new education consists not only in supplying the means of… |
Sequence 1Practical life for the older children in the casa by Polli Soholt Polli Soholt writes about advanced practical life and… |
Sequence 258 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 that it should be able to function by itself. In order to grow and to… |
Sequence 359 Soholt • Practical Life for the Older Children in the Casa are running low, they will notice when the flowers that… |
Sequence 460 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 metamorphosis of the insects. In the child the changes are not obvious… |
Sequence 561 Soholt • Practical Life for the Older Children in the Casa that need maintenance. One child may show an interest in… |
Sequence 662 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Polishing The new children entering a class will be shown how to polish… |
Sequence 763 Soholt • Practical Life for the Older Children in the Casa Another way the sewing kit for the older children can be used… |
Sequence 864 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 new children will not have had experience using tongs or scoops or… |
Sequence 965 Soholt • Practical Life for the Older Children in the Casa their interest and continue to develop the practical life… |
Sequence 1the significance of the hand for the elementary years by Kay Baker The use of the hand is a physiological sequence. The… |
Sequence 268 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 up a tiny pebble—precision grip). The use of the hand for these purposes… |
Sequence 369 Baker • The Significance of the Hand for the Elementary Years from the time of his first appearance upon the earth traces… |
Sequence 470 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 The fruits of the imagination are available to all human beings, over… |
Sequence 571 Baker • The Significance of the Hand for the Elementary Years of obedience, has no initiative, and seems lazy and sad” (… |
Sequence 672 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 abstractions such as geometric shapes, letter sounds, and numbers. All… |
Sequence 773 Baker • The Significance of the Hand for the Elementary Years If the idea of the universe is to be presented to the child… |
Sequence 874 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 details is inexhaustible. There is always something more to learn. And… |
Sequence 975 Baker • The Significance of the Hand for the Elementary Years passed down knowledge to us for our greater comfort and… |
Sequence 1076 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Knowledge is given of the work of air: that it moves as wind, that it… |
Sequence 1177 Baker • The Significance of the Hand for the Elementary Years The fundamental needs of human beings are a focal point for… |
Sequence 1278 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 some common to all and some unique to the shape. Here are solid figures… |
Sequence 1379 Baker • The Significance of the Hand for the Elementary Years At Home. The child at home is functioning as a member of… |
Sequence 1480 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 It is typical for people to be more alert and focused in the morn- ing… |
Sequence 1581 Baker • The Significance of the Hand for the Elementary Years Be Aware of and Knowledgeable of the Content of the Work… |
Sequence 1682 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 There are several practical ideas to be drawn from this passage. The… |
Sequence 1783 Baker • The Significance of the Hand for the Elementary Years tion of the teacher. The teacher needs to be well-versed in… |
Sequence 1884 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Provide Enough Time for the Child to Work The greatest obstacle that… |
Sequence 1985 Baker • The Significance of the Hand for the Elementary Years Possibility of various activities that can be done •… |
Sequence 2086 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Creativity emerges when the intelligence guides the • hand to express… |
Sequence 1the worK of the hand by Pat Ludick Recognizing Maria and Mario Montessori’s reverence for the hand, Pat Ludick takes the… |
Sequence 290 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 may have become a silent member of some secret league of hand- watchers… |
Sequence 391 Ludick • The Work of the Hand Here is the overview that will lead us forward. There will be four subtopics related to our… |
Sequence 492 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Next we will consider the big picture, which is the continuum of… |
Sequence 593 Ludick • The Work of the Hand all that is happening naturally within the child and growing adoles- cent, not something we… |
Sequence 694 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 From Education for a New World (49) we read, We cannot separate what… |
Sequence 795 Ludick • The Work of the Hand The child’s intelligence can develop to a certain level without the help of the hand, but… |
Sequence 896 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 shoulder are a trinity in themselves. The hand is related to the nervous… |
Sequence 997 Ludick • The Work of the Hand hiking, cooking, juggling, riding, artistic selves.... This not only signifies but proves… |
Sequence 1098 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 the work of the hand and the brain and the imagination here, there, and… |
Sequence 1199 Ludick • The Work of the Hand Through the practice of handwork, children of all ages perfect movements of their hands,… |
Sequence 12100 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 hopes and dreams. Dr. Montessori says that the adolescent should learn… |
Sequence 13101 Ludick • The Work of the Hand the constructive stages of human develoPment and the worK of the hand: the Big Picture We… |
Sequence 14102 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 mindful of the path toward wholeness and see our hands and their hands… |
Sequence 15103 Ludick • The Work of the Hand of these inner drives, those strong drives within the human that urge her toward survival… |
Sequence 16104 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 How do you, at your level, respect the child’s and • adolescent’s need… |
Sequence 17105 Ludick • The Work of the Hand its immense physical and intellectual development, is a miracle standing in front of us. (… |
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 1worK of the hand through the curriculum and across the Planes of develoPment: a comPilation of creative ideas by the… |
Sequence 2110 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Easy Flour Paste Materials: 1/2 cup cold water (add more if the paste is… |
Sequence 3111 Mountain Laurel Montessori School • Work of the Hand a few drops of food coloring or natural dye to each section. (If you… |
Sequence 4112 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Coffee Filter Flowers Materials: Coffee filters, paint brush, container… |
Sequence 5113 Mountain Laurel Montessori School • Work of the Hand Felt Projects Using a whip stitch, sew around edges of pre-cut felt… |
Sequence 6114 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Note: As your class becomes more sophisticated in their sewing skills,… |
Sequence 7115 Mountain Laurel Montessori School • Work of the Hand Glue each label to one of the triangles. Fold pyramid together. Tape… |
Sequence 8116 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Symmetry is about balance. Have a child stand and hold arms out. Ask if… |
Sequence 9117 Mountain Laurel Montessori School • Work of the Hand worK of the hand in the montessori adolescent community Big,… |
Sequence 10118 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Each culture is represented by a horizontal line at • the appropriate… |
Sequence 11119 Mountain Laurel Montessori School • Work of the Hand The process: The assignment was for each student to take photos for… |
Sequence 1Quilt-maKing in the elementary class by Monica Nixon As our world becomes more and more technological, it is es- sential… |
Sequence 2122 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 fabric for the quilts. It is fun to have about fifteen different fabrics… |
Sequence 3123 Nixon • Quilt-Making in the Elementary Class the sewing process seems to be especially helpful to my students who have… |
Sequence 4124 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 a student who has lined up their quilts in chronological order at home… |
Sequence 1sacred second by Jennifer Rogers Jennifer Rogers is emerging as a polished and prolific Montessori writer, and Sacred Second… |
Sequence 2128 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 things like, “He never sat still in class, and he was never tired” or “… |
Sequence 3129 Rogers • Sacred Second “No doubt there are and always will be those who by nature and nurture prefer to implant morals… |
Sequence 4130 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Philosophers of education describe three periods of learning. Maria… |
Sequence 5131 Rogers • Sacred Second “The second period,” Mon- tessori writes in The Discovery of the Child, “is the most impor-… |
Sequence 6132 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 A child’s work, Montessori insisted, should not be interrupted. The… |
Sequence 7133 Rogers • Sacred Second Many private schools sell their curriculum with a strong first- period pitch. First-period banter… |
Sequence 8134 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Most of human life is a second-period test of endurance. There is an… |
Sequence 9135 Rogers • Sacred Second story is inspiring in retrospect, but Mr. and Mrs. Bradley must have wondered about the future… |
Sequence 1Playful learning and montessori education by Angeline S. Lillard Although Montessori education is often considered a form of… |
Sequence 2138 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 As described by Fisher et al., free play includes object play, pre- tend… |