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Sequence 8she devoted herself unreservedly to her pupils. Some of them arrived before breakfast, not many hours after she had finished… |
Sequence 9author. Mary Antin, saw the promise of America as an opportunity, not an assurance. In America, everybody had a chance, but it… |
Sequence 1The Interpersonal Relationship in the Facilitation of Learning by Carl Rogers "Teaching is vastly overrated.&… |
Sequence 2that the Directress is the active link between the child and the environment but that as the child increases, the role of the… |
Sequence 3Now I am closer to the nub of the question which excites me. Teaching and the im- parting of knowledge make sense in aa… |
Sequence 4II I I I time or another be utilized as an important resource. No, the facilitation of significant learning rests upon… |
Sequence 5Teaching, scorching both the page and me" (Ashton-Warner, I 963, p.26). Here is not sterile facade. Here is a vital… |
Sequence 6I trust I am making it clear that to be real is not always easy, nor is it achieved all at once, but it is basic to the person… |
Sequence 7to a pulp with his fists. Another boy, with the perception of the young, explained. "Jay is mad at Mr. X because he… |
Sequence 8lam going to some lengths to clarify this paint because I have found from experience that to stress the value of being real,… |
Sequence 9ness, prizing, and empathy; when he trusts the constructive tendency of the individual and the group; then he discovers that… |
Sequence 1Carl Rogers Speaks to Montessorians Interview by Sylvia Dubovoy and Charlene Trochta Carl Rogers this past November… |
Sequence 2for the child, that also helps. If the teacher has a real respect for the child as a separate individual, and if the teacher,… |
Sequence 3Rogers: l think there are many different ways of helping the child learn content and I do regard that as important, but I don… |
Sequence 4r persons. NAMTA: Then perhaps a valuable part of our teacher preparation would be the de- velopment of this type of… |
Sequence 5Rogers: My own experience in the academic world would make me feel that this kind of loosening up process, of being a person… |
Sequence 1Book Review The Religious Potential of the Child by Irene Fafalios Originally published as ll POTENZIAL RELIGJOSO DEL… |
Sequence 2ever, one of the most important things that we must recognize in Dr. Montessori's method is that the method is by its… |
Sequence 1Education to Wonder and the Kingdom of God by Sofia Cavalletti The following two selections are excerpted from Sofia… |
Sequence 2Pope John Paul Visit: Cavaletti Center in Rome. with the consciousness of being plunged into an unfathomable and… |
Sequence 1Conclusion Religious Potential of the Child (Ages Three to Six) by Sofia Cavalletti Reaching the end of our brief… |
Sequence 2seem able to give a more complete response. From the psychological point of view, it appeared to us that the child finds in… |
Sequence 1Sofia Cavalletti in Washington, D.C. Summer, 1983 by Babara Kahn Cavalletti and Workshop - 1983. In Washington, D.C. last… |
Sequence 2into Montessori - but with an added dimension. We had all experienced a lack at the very heart of the most normalized… |
Sequence 3The catechesis of the Good Shepherd in North America had grown from a tiny mus- tard seed so small that you could blow it away… |
Sequence 1October, 1983 Dear Mr. Kahn Letter to the Editor In reviewing Rita Kramer's biography, MARIA MONTESSORI. some years ago… |
Sequence 2Dr. Montessori's meeting with Pope Pius XII and glides over Pope Benedict XV's great personal interest in Monressori… |
Sequence 1"Life is a Series of Rebirths" by David Kahn The 1983 Summer Institute One did not know what to expect at… |
Sequence 2the leadership of Barbara Gordon - quiet, persuasive, and able to bring a community of teachers and parents together in a… |
Sequence 3Ko,·ach. Hi/dick, Sullivan workshop parricipanls. pointed between the workshops were NAMTA media events reminding participants… |
Sequence 1Recollections of Mother Isabel by Gerald Dzura As clear as on that day, I can picture a tiny woman in purple and white… |
Sequence 2"Do you believe in God?" Part way through my stylized and defensive response. she in- terrupted. For I.he… |
Sequence 1From the Writings of Mother Isabel Eugenie Mo/her Isabel's 11·n/i11J{s an• prolific and t'l'ry particularized… |
Sequence 2could not f.!(•t ha('k this gn•at gift hy tlwmselvPs. That is why ,Jt,sus canw. -R,•!t~11111, Ed11n1/11111 in R,•l&… |
Sequence 3It is necessary to tell the children what conscience is. They are told so often that conscience is a voice. But it is not a… |
Sequence 4rehgwn. Then• 1s a dani:wr m a plannt•d syllabus too, don<• m wonderful succ·t•ssion taking in every aspect. But does… |
Sequence 1Book Review: Creativity & Immortality by John K. Long In Defense of the Family by Rita Kramer, Basic Books Inc. In… |
Sequence 2She feels that this format provides the greatest emotional stability for growing chil- dren. In fact, to Kramer, it is in the… |
Sequence 1Montessori Elementary Teacher Training Study Project by David Kahn Enclosed is a brief outline of a new national project for… |
Sequence 2model to meet the objective conditions required for the continuation and expansion of Montessori elementary training. Such… |
Sequence 3II I I I I I ( 1 ment brochures, pre-college recruitment, post graduate recruitment, etc.). D. Inter-Training Center… |
Sequence 4Conclusion Each of the commit tees must conclude its studies no later than February I, with the exception of the University… |
Sequence 5Approximate Mailing Date Jan. 15, 1984 Winter April I. 1984 Spring-Summer Publication Schedule 1983-84 Publication… |
Sequence 6Two Printing Errors in Our Last Workshop Announcement The Workshop brochure recently mailed entitled, "NAMTA… |
Sequence 1DRAMA, READING AND MONTESSORI volume nine number one Theme: Drama, Reading, Dialogue and Montessori Drama and Reading by… |
Sequence 1Drama and Reading by Maria Montessori Montessori writes in the Montessori Advanced Montessori Method, Volume 2, "… |
Sequence 2two or more people, who thus exchange the thoughts which they have already perfected in the secret places of their minds. But… |
Sequence 3In this reading, so to speak, by "transmission," the most serious difficulties are encountered. We all know… |
Sequence 4child in that hidden mental world of his which is cut off from our gaze. But to derive these benefits from reading, it is… |
Sequence 5-She threw herself on her knees before him. -The man paced slowly up and down the room. - The little girl stood with lowered… |
Sequence 1Curriculum Drama by Elizabeth Flory Kelly "Anyone who i~ concerned wirh making rhearerldrama cemral 10 sociery has… |
Sequence 2"Isn't that enough? Teaching those things well should certainly be sufficient." The key word is &… |
Sequence 3A danger lies in the use of extraneously planned or published curriculum drama exercises except for rather superficial… |
Sequence 4preceding him, had to move with his team as a coordinated unit at the command of his student horse trainer. The dramatic… |
Sequence 5was dramatized theatrically in Thornton Wilder's Our Town. Here Emily, having died in childbirth, asks to relive a day on… |
Sequence 6particular educational topic and develop it in a formal or informal manner. They are one of the bridges between formal theater… |
Sequence 7contraction controls to fit the size of the class. To clarify this further, let me outline one of my own productions. An… |
Sequence 8teacher's educational objectives for a jelled improvisation performance should include assisting student performers in… |
Sequence 9puppets. The program began with a slide lecturt by the art teacher on the symbolist-surrealist Miro, which ended with the… |
Sequence 10teacher's creative dramatics class with a group of deprived second graders. The teacher was desperately trying to hold… |
Sequence 11new relationships, the student's feeling of drudgery, often sensed with linear learning, is swept away, and a more… |
Sequence 1Creative Drama Manifesto by Dorothy Heathcote The following is excerpred from Ms. Heathcote's wrirings and reflects her… |
Sequence 223 no need to stumble upon strategies. The study of these should be a constant in- service part of running a school. c.… |
Sequence 3the time students never really understand the rules. e. The work must go slowly enough to give a class an experience. This is… |
Sequence 425 subject of fear. This came about because of "teacher interference." Before the teacher can interfere,… |
Sequence 5movements could have been a real experience of battle. Likewise, if they had been allowed to assume a bargaining position.… |
Sequence 1Recipe For A Student Play by Dan Stead Perseu.s Mr. Stead i/lusrrates the natural evofwion of spontaneous drama into a… |
Sequence 2What was especially attractive about Perseus was the horrific but p◊werful climax - Perseus, armed with his gifts, swoops down… |
Sequence 3worked on the scenes both morning and afternoon. On average, each scene was rehearsed with barebones props for fifteen to… |
Sequence 1Dramatic Experiences for Children by Sanford Jones With the adroitness of a folk arrist. Mr. Jones relates how he nurtures… |
Sequence 2Questions related to items in the environment can also stretch the child's imagin- ative powers: "Where did the… |
Sequence 3the costumes involves research. design and sewing. A~ one who enjoys immcn\c!I} the building up of drama m a ,chool. I… |
Sequence 1On the Teaching of Ideas in Schools by John Yan Doren The Great Books Seminar is kindred to rhe classroom dramaric evem. Mr.… |
Sequence 2than they otherwise would be. But children are at a disadvantage in such situations and they know it, and their knowledge… |
Sequence 3though it should be kept focussed on the issues (or the action, if the work under consideration is a sLOry or play) which the… |
Sequence 4I I I do not work very well the first time they are tried, and some take a long time to get going, with the glib members… |
Sequence 1What It Means To Be A Montessori Parent by David Kahn The following lecture has been presented at NAMTA Media Festival~ this… |
Sequence 2ent knows his child in this special way. Montessorians know best that when you take care of other people's children, as… |
Sequence 3much about. Montessori observed adults and their inattentiveness towards children. She noted a subtle alienation between… |
Sequence 4i I I portunily 10 be useful and disciplined in relation 10 the surrounding environment. A child can do a great number of… |
Sequence 5breakable objects or the danger of sharp tools. The whole concept of childproofing a home is misleading. The child needs… |
Sequence 6I I I The child is our hope. He can help change our life - he can help us focus on 1he larger themes of love and family… |
Sequence 1Montessori Elementary: In Search of Excellence by David Kahn Reality - Scene I - The Classroom The Directress arrived early… |
Sequence 2today run some successful nurseries, but their methods are generally rigid and out of sync with modern theories on creativity… |
Sequence 3ests of the children. Very few teachers indicated they were influenced by local require- ments, parent demands, or by… |
Sequence 4"master teachers" in the Montessori profession will be called into administration of their schools. This… |
Sequence 5to observe and evaluate the emotional, academic and physical needs of a child. " This teacher is stating clearly what… |
Sequence 6the United States which does require a degree. This disparity between ways of training teachers has not been a crucial issue… |
Sequence 7Montessori elementary teachers and for more accessible training. This proposal develops goals, schedules and curriculum for a… |
Sequence 87. Summer training allows for the Director of Training to engage in expanded activities for the school year as well as follow-… |
Sequence 9not waste time. This summer AMI and NAMTA hold their Third Annual Summer Institute. The guts of our study will be completed… |
Sequence 1Summary of Teachers' Survey (Interpretations and Recommendations) by David Kahn Preface Report Summary School… |
Sequence 2cases) one-half hour with another third of the cases as long as 45 minutes. Chil- dren are grouped by 80-95% of the teachers… |
Sequence 312 There seemed to be a strong awareness of "study skills" (Question 30) and heavy supplementation of math… |
Sequence 45 . Methodology for the application of math skills, memorization of math facts, mental math and standards which are related to… |
Sequence 5Recommendations: 1. Training should state its case for "normalization levels" but they should also make… |
Sequence 63. Literature and creative writing should be included in Montessori training, perhaps better integrated with grammar. 4 . A… |
Sequence 13. Literature and creative writing should be included in Montessori training, perhaps better integrated with grammar. 4 . A… |
Sequence 24. Educational Background 4. a. Montessori diploma: BA 59 52% 0-3 2 BS 21 18% 3-6 56 BSed 14 12% 6-9 39 MA 22… |
Sequence 36. Teachers' certification; list special certification validation, such as L.D., reading, guidance, etc.: No. o/o… |