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Sequence 365 Bettmann • Nurturing the Respectful Community through Practical Life A quote from E. M. Standing may be worth reflecting… |
Sequence 466 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 more perfect and orderly manner, what he strives to do in any case by… |
Sequence 567 Bettmann • Nurturing the Respectful Community through Practical Life Develop concentration; • be so focused and engaged… |
Sequence 668 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 limited and without duplicates so that the maxim • “less is more” is… |
Sequence 769 Bettmann • Nurturing the Respectful Community through Practical Life Grace and Courtesy This area is a direct response to… |
Sequence 870 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Opening a door for another • Knocking before entering • Offering help… |
Sequence 971 Bettmann • Nurturing the Respectful Community through Practical Life be bored because they already know this protocol.… |
Sequence 1072 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Another reminder for us is that other practical life exercises are… |
Sequence 1173 Bettmann • Nurturing the Respectful Community through Practical Life A model child included is helpful. Sometimes this is… |
Sequence 1274 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 other words, the exercise can bring about deep concentration. Each of… |
Sequence 1375 Bettmann • Nurturing the Respectful Community through Practical Life to be sure the line is not obstructed. In other words… |
Sequence 1476 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Objects held in front of oneself also slow one’s move- ments. When one… |
Sequence 1577 Bettmann • Nurturing the Respectful Community through Practical Life Passing a bell silently 10. Striking one bell and… |
Sequence 1678 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Very many become interested in a fact which they have never before… |
Sequence 1779 Bettmann • Nurturing the Respectful Community through Practical Life in the courtyard, which has seemed silent til now,… |
Sequence 1880 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 When little children of three or four ask for silence, or when having… |
Sequence 1Grace and courteSy in the elementary community by Elise Huneke-Stone Don’t be fooled by Elise Huneke-Stone’s disarming… |
Sequence 284 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 of his teachers. There is nothing more difficult than to teach moral… |
Sequence 385 Huneke-Stone • Grace and Courtesy in the Elementary Community Society is a word that comes from the Latin root for… |
Sequence 486 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 biologist and social scientist who further endeared himself to me when,… |
Sequence 587 Huneke-Stone • Grace and Courtesy in the Elementary Community In his book, Matthew Lieberman talks about what he calls the… |
Sequence 688 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 for connection is that our brains are designed to feel social pain very… |
Sequence 789 Huneke-Stone • Grace and Courtesy in the Elementary Community observe them effectively and guide them so that we can… |
Sequence 890 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 courtesy lesson in the Children’s House, the adult makes use of the… |
Sequence 991 Huneke-Stone • Grace and Courtesy in the Elementary Community our turn? What if people didn’t do their jobs at the end of… |
Sequence 1092 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 prepared environment, the materials, the hours of the day, and they can’… |
Sequence 1193 Huneke-Stone • Grace and Courtesy in the Elementary Community In my experience, adults can have a blind spot about the… |
Sequence 1294 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Hero Worship Because of this characteristic, it’s useful for elementary… |
Sequence 1395 Huneke-Stone • Grace and Courtesy in the Elementary Community doubt that elementary children form bonds with animals, and… |
Sequence 1496 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Moral Development: Strong Interest in Fairness, Justice, and Rules… |
Sequence 1597 Huneke-Stone • Grace and Courtesy in the Elementary Community Puritans by Kai T. Erikson: “The main argument of Wayward… |
Sequence 1698 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Human Needs Charts, through the Hand Timeline, through the Hu- man… |
Sequence 1799 Huneke-Stone • Grace and Courtesy in the Elementary Community well-being of this classroom, and this universe, is… |
Sequence 18100 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Grazzini, Camillo. “Characteristics of the Child in the Elementary… |
Sequence 1hiStory and civility by Larry Schaefer Larry Schaefer’s history of civility is a succinct summary of the implicit and… |
Sequence 2104 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 It is a Latin word that origi- nated in 509 BCE when Romans founded… |
Sequence 3105 Schaefer • History and Civility Then during the Renaissance, the Age of Science, and the Enlight- enment–a period of… |
Sequence 4106 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 the UN’s adoption of the Universal Declaration of Human Rights. Add to… |
Sequence 5107 Schaefer • History and Civility In Montessori schools, there is a developmental progression around social life: In… |
Sequence 6108 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 maria monteSSori’S GreateSt act of civility On August 31, 1898 Maria… |
Sequence 7109 Schaefer • History and Civility approach the work with reason and science, properly understood. She suggested that… |
Sequence 8110 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 a medical doctor–the first ever trained in Rome. She was bold and… |
Sequence 9111 Schaefer • History and Civility referenceS Barker, Sir Ernest. Traditions of Civility. 1948. Cambridge University Press… |
Sequence 1Grace and courteSy: emPowerinG children, liBeratinG adultS by Ginni Sackett Ginni Sackett delves into the many implications… |
Sequence 2114 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 According to the conference publicity, we are exploring: Social… |
Sequence 3115 Sackett • Grace and Courtesy: Empowering Children, Liberating Adults Living sociably • means living in a society based… |
Sequence 4116 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 in society in a manner based upon respect, dignity, and grace. But to… |
Sequence 5117 Sackett • Grace and Courtesy: Empowering Children, Liberating Adults wards any particular age or type of child. Rather… |
Sequence 6118 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Let’s elaborate on this a little bit more: We know about the fulfillment… |
Sequence 7119 Sackett • Grace and Courtesy: Empowering Children, Liberating Adults ment and long before our articulation of grace and… |
Sequence 8120 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 This child would have experienced, observed, and absorbed on a daily… |
Sequence 9121 Sackett • Grace and Courtesy: Empowering Children, Liberating Adults to conduct oneself in a bank. We would also see how… |
Sequence 10122 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 variety with its ebb and flow of verbalized ideas, the etiquette of… |
Sequence 11123 Sackett • Grace and Courtesy: Empowering Children, Liberating Adults I said that I’m offering these images as statements… |
Sequence 12124 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 of modern culture? More importantly, how are respect, dignity, and grace… |
Sequence 13125 Sackett • Grace and Courtesy: Empowering Children, Liberating Adults experience of grace and courtesy, we can liberate… |
Sequence 14126 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 The children had no shyness. No obstacles had been set between their… |
Sequence 1ParentS aS PartnerS: creatinG a culture of reSPect and collaBoration with ParentS by Sarah Werner Andrews Parents as… |
Sequence 2130 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 A fellow Montessori teacher once said that if there were ever a job… |
Sequence 3131 Andrews • Parents as Partners model that I used successfully for most of my Montessori career. By the way, the reason I… |
Sequence 4132 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 often devalued, sometimes to the point of conflict or parents being… |
Sequence 5133 Andrews • Parents as Partners event are accepted as true. The phrase polyocular view has been used by Steve deShazer (… |
Sequence 6134 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Parents give us a view of the • individual child”–their unique, very… |
Sequence 7135 Andrews • Parents as Partners From “Either/Or” to “Both/And” Related to the shift from one truth to many truths is the… |
Sequence 8136 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 “Is there anyone else that has noticed similar • behaviors?” “And how… |
Sequence 9137 Andrews • Parents as Partners For example, let’s apply this idea to the family always late. First, we observe that the… |
Sequence 1Grace and courteSy for the whole School by Mary Lou Cobb Mary Lou Cobb gives a framework from a very practical point of view… |
Sequence 2140 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 When children can learn to move with grace, they develop confidence and… |
Sequence 3141 Cobb • Grace and Courtesy for the Whole School thing more personal–are you married? Do you have children? Grandchildren… |
Sequence 4142 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 The Cobb School has a sister school in Bhutan, which is a small kingdom… |
Sequence 5143 Cobb • Grace and Courtesy for the Whole School family of four at a restaurant at dinner and all four–mother, father, son… |
Sequence 6144 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 our job to prepare the environment to meet the needs of our students as… |
Sequence 7145 Cobb • Grace and Courtesy for the Whole School have made every effort to make sure that the children can meet their… |
Sequence 8146 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Over the following nineteen years, we were able to expand the school to… |
Sequence 9147 Cobb • Grace and Courtesy for the Whole School Our parents and children need to experience something special when they… |
Sequence 10148 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 We were the first school in Connecticut to show the film, “Race to… |
Sequence 11149 Cobb • Grace and Courtesy for the Whole School Case Study 5 The board of trustees or board of education comes to the… |
Sequence 12150 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Begging Bowls The work you do is hard. It is full of personal sacrifice… |
Sequence 13151 Cobb • Grace and Courtesy for the Whole School and conducive to harmonious relationships. We can and should pro- vide… |
Sequence 1Grace and Spirituality children: a different way of BeinG chriStianS by Patricia Coulter This article is placed at the end… |
Sequence 2160 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 stock us with a powerful set of presuppositions, to make us all feel we… |
Sequence 3161 Excerpt • Like Leaven by Patricia Coulter The constant and repeated manifestations of joy children show in their… |
Sequence 4162 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Now if we extend the analogy, on a physical plane it is evident that the… |
Sequence 5163 Excerpt • Like Leaven by Patricia Coulter This is particularly the case in relation to the child’s religious for- mation… |
Sequence 6164 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 resenting the elements of the Good Shepherd parable. In this way the… |
Sequence 7165 Excerpt • Like Leaven by Patricia Coulter 2) God’s life is within us (Christ, the light). It is so powerful that it… |
Sequence 8166 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 In this kind of relationship with God the older child discovers a new… |
Sequence 9167 Excerpt • Like Leaven by Patricia Coulter 37. C.S. Lewis, “The Weight of Glory,” in The Weight of Glory and Other… |
Sequence 10168 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 48. Thomas Groome, Sharing Faith: A Comprehensive Ap- proach to… |
Sequence 1The RevelaTion of The UniveRsal Child by Lynne Lawrence Lynne Lawrence puts forward the solemn belief that each child is… |
Sequence 22 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 The task that we have set our- selves as Montessorians, the task that we… |
Sequence 33 Lawrence • The Revelation of the Universal Child of their place in the universe, of the sheer scale and diver- sity and… |
Sequence 44 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 nature as of the environment and there is a reason inside it. So when you… |
Sequence 55 Lawrence • The Revelation of the Universal Child themselves in circumstances not of their own choosing, they have an… |
Sequence 66 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 upon which everything else relies. They are the touchstones that we… |
Sequence 77 Lawrence • The Revelation of the Universal Child communicate and express • ourselves, give our • full attention (… |
Sequence 88 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 maturity (18–24). Beyond the basic needs of all human beings— food,… |
Sequence 99 Lawrence • The Revelation of the Universal Child intrinsically motivated and can develop self-judgment that allows their… |
Sequence 1010 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 allow children to help one another through the shar- • ing of knowledge… |
Sequence 1111 Lawrence • The Revelation of the Universal Child spoken and written language (which is vitally important to build- ing… |