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Sequence 173all seen the negative results in school communities where teachers operate separate classrooms like small fiefdoms. And so,… |
Sequence 174evolve agreements and shared consensus about program, curricu- lum, methods, and-yes-policies and procedures, which make… |
Sequence 175So it is, I believe, with schools. There are some common stages and transitions in the general pattern of growth and… |
Sequence 176part begins to compete for attention, resources, power. There is a climate of "us versus them": primary… |
Sequence 177• • • • She understood education as assisting each individual in developing his or her full potential. She understood… |
Sequence 178REFERENCES Montessori, M. {1966). The secret of childhood. New Delhi: Orient Longmans. (Original work published 1936)… |
Sequence 179PHILOSOPHY STATEMENT FOR THE NORTH AVONDALE MONTESSORI SCHOOL by the Cincinnati Public Schools Montessori Assessment… |
Sequence 180Psychologists note the importance of developing responsibility in children at the elementary age. (Lickona, 1991). It is felt… |
Sequence 181realization that it is important to provide a specially prepared environment to support a child's growth. Dr. Montessori… |
Sequence 182we introduce the children to the idea of respect of all of us for one another. (Stephenson, 1993, p. 26) A rich body of… |
Sequence 183In a Montessori class, there is a continual unfolding of how the world was prepared for humanity and the development of… |
Sequence 184• Self-Perfection and its close allies Repetition and Exactness (the tendency to become better human beings); and • Creation… |
Sequence 185Understanding and appreciating the interdependence of all things is the work of the children. It is to this theme that the… |
Sequence 186"The concept is that the total environment design conveys the essential principles of all disciplines through… |
Sequence 187The prepared environment must allow for social interaction and be multi-aged. Research sug- gests that "the human… |
Sequence 188Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Harper Collins. Healy, J.M. (1990). Endangered… |
Sequence 189PUBLIC MONTESSORI AND STATE-MANDATED ASSESSMENT by Keith Boehme and Elizabeth Wymer Keith Boehme and Elizabeth Wymer make… |
Sequence 190knowledge developed about how children learn. Paula Polk Lillard notes the importance of observation: The prepared adult acts… |
Sequence 191In March, 1996, our school ad- ministered the Ohio Proficiency Test in grades 4 and 6. The staff wanted to determine the… |
Sequence 192learning approaches. This strong concern of the teachers points to the test's lack of balance in supporting a wide… |
Sequence 193The NAMTA Journal 189 |
Sequence 194Rexford Brown 190 The NAMTA Journal • Vol. 22, No. 1 • Winter 1997 |
Sequence 195THE LEARNING ORGANIZATION: A MODEL FOR EDUCATIONAL CHANGE by Rexford Brown Dr. Brown first highlights the ways in which a… |
Sequence 196will bring us to a brief description of how a learning organization can provide a new prototype for educational reform. THE… |
Sequence 197designed to meet new needs, it becomes increasingly isolated from its clients or customers. Broken into tiny subunits where… |
Sequence 198Planning, of course, requires a grasp of the changes going on around the organization and accurate predictions about the… |
Sequence 199solutions. Quality of instruction declines accordingly, and with it goes the quality of learning opportunities for students.… |
Sequence 200thing coherent enough to be useful. Moreover, the proliferation of specialists leads to departmental turf battles and… |
Sequence 201alongside young people. But the organization described above does not do this. It could even be argued that it is calculated… |
Sequence 2021. They would have to be open to the communities around them, on the grounds that learning takes place 24 hours a day and… |
Sequence 203Distinctions between school and neighborhood and community would blur as well. Anyone can perform teaching tasks and… |
Sequence 204ideas about how to get there, and processes for questioning and changing those ideas when they do not seem to work or when… |
Sequence 205for the needs of reading teachers, mathematics teachers are trying to reform mathematics instruction independently of science… |
Sequence 206radically different form of management. As Morgan says, it must "root the process of organizing in a process of open-… |
Sequence 207other workers with access to the highest professional standards known, the best research, the most helpful networks, and… |
Sequence 208Donna Bryant Goertz 204 The NAMTA Journal • Vol. 22, No. I • Winter 1997 |
Sequence 209EMBRACING LEARNING DIVERSITY IN THE MONTESSORI SCHOOL by Donna Bryant Goertz Donna Bryant Goertz writes this passionate… |
Sequence 210spirit of collaboration with other Montessorians to seek solutions, in the interest of gathering and disseminating information… |
Sequence 211Understanding Diversity Most children are not all children, however. Some children go through aspects of their development in… |
Sequence 212Once we had elaborated on our vision for embracing variety and communicated it clearly to our parents, we began to see how… |
Sequence 213medication for attention deficit disor- der or hyperactivity. It is our thinking that the pressure we Montessori guides put… |
Sequence 214ously in a free environment will likely develop it early in an environ- ment of coercion, but it will be shadowed by the… |
Sequence 215"Marcus, that sounds like a possibility. But, you know, Toby and Bart, I think Marcus might not be at that stage yet… |
Sequence 216"It's okay," Toby says. "Could you bring over your phonogram list and let them dictate words… |
Sequence 217"Well, he did give us a good idea for the story, but ... " "Let's tell the group. Children,… |
Sequence 218"That angry! You are really furious, Meg." For weeks Lisa, new to our school, has been bringing the wrath of… |
Sequence 219think Lisa needs some really interesting and challenging work and just the right work partner. Who will explore with Lisa for… |
Sequence 220Meeting Individual Needs in the Elementary Prepared Environment Uses of the Materials Another way we avoid labeling children… |
Sequence 221Practical Life One of the guide's greatest resources in offering the more restless and less easily focused child deeply… |
Sequence 222trays on the kitchen table and stack the placemats, corner upon corner, upon them. Once the placemats are stored in the… |
Sequence 223problems on a piece of note- book paper by measuring, marking, and lining, using ruler • and pencil. Allotting time and… |
Sequence 224When a child seems not to have made his best effort, the stitches are cheerfully removed and he is enthusiastically encouraged… |
Sequence 225Children's House, except more loquaciously. Some children need more repetition, and all the children seem to enjoy the… |
Sequence 226Any rough moment in the day, be it for one child or the group at large, is an opportunity to bring in the joy of sharing a… |
Sequence 227Art and Nature, Gardening and Cooking, and Vigorous Exercise Potter's clay, tempera paints, and oil pastels open the soul… |
Sequence 228"What?" Lance whined, pretending reluctance. Baxter blurted, "The beautiful language you made ...… |
Sequence 229I insisted that Baxter not be medicated as a condition of his entering our class. How could he slay his dragon if we tampered… |
Sequence 230"Baxter, before any of us can sit down to lunch, the mid-day cleanup must be completed. Help me figure out how we can… |
Sequence 231back, he was so embarrassed that he would lurk about in misery in our kitchen just outside the classroom. Ruthlessly, he began… |
Sequence 232investment in the school culture. It is the relationship with the guide, however, that ultimately determines whether the… |
Sequence 233their children's behavior or learning will become possible in direct relation to our ability to convey the scientific… |
Sequence 234properly and the child has been responsible-- we evaluate, label, and medicate any who seem to be progressing too slowly… |
Sequence 235WHAT'S WRONG WITH TUTORING? Life is a search for meaning. Meaning is the key to a satisfying life. For us Montessorians… |
Sequence 236Sending the child to a tutor is quite the opposite of this approach. The tutor "treats" the child and… |
Sequence 237inclusive community, not one that divides them in order to conquer, but one that unifies them in order to set them free. I… |
Sequence 238Healy, J. (1990). Endangered minds: Why children don't think and what we can do about it. New York: Touchstone/Simon… |
Sequence 239The NAMTA Journal 235 |
Sequence 240Patricia Fay Hilson 236 The NAMTA Journal • Vol. 22, No. 1 • Winter 1997 |
Sequence 241A TRIBUTE TO PATRICIA f AY HILSON It is with deep sorrow that we announce the passing of Pat Hilson on July 25, 1996. Pat… |
Sequence 242NAMTA NEEDS YouR HELP Your school can help NAMT A compile its updated Administrator's Handbook. In order to provide… |
Sequence 243• balance sheet • old budget/new budget comparison • salary scale • scholarship application form • tuition contract •… |
Sequence 244• reference form • employment contract • teacher training sponsorship contract • personnel handbook • code of professional… |
Sequence 245• child's journal entry • form, statement, or transcript sent to other schools • classroom observation guidelines •… |
Sequence 246NAMTANEWS NAMT A COMMITS TO NEW ADMINISTRATOR'S HANDBOOK AND TRUSTEE EDUCATION NAMT A plans to release a new… |
Sequence 247opening this year. The conference emphasized implementation of quality Montessori in the public sector as magnet schools,… |
Sequence 248Meanwhile, Professor Marcel Capraru of the Casa Corpului Di- dactic (Turnu-Severin, Romania), with the assistance of the… |
Sequence 249Adolescent Colloquium participants, front row, seated: John Long, Larry Schaefer, Joen Bettmann, Pat Schaefer, Allyn Travis,… |
Sequence 250PREMIERE CONFERENCE FOR SPRING IS SCHEDULED AT SKAMANIA LODGE Mihaly Csikszentmihalyi's best-selling book Flow… |
Sequence 251CLASSIFIEDS Arizona AMI primary (3-6) and elementary (6-9) openings Sept. '97. Scenic Papago Park & Camelback… |
Sequence 252ence, excellent benefits. Please send re- sume and a hand written letter to: Jules Layman, Administrator, Marin Mon- tessori… |
Sequence 253forfulldayprograminaMontessorischool located in inner city Denver whose mis- sion is transformation through educa- tion.… |
Sequence 254Supportive administration as well as primary and lower elementary staff. Small class size, beautiful cam- pus setting,… |
Sequence 255McGrath, 5237 Ashton Road, Sarasota, Florida 34233. Telephone 941 /922-4949, fax 941/922-7660. PALM HARBOR MONTESSORI… |
Sequence 256e The Montessori Training Center of St. Louis (est. 1972) • authentic • rigorous • in-depth a nine-month academic year… |
Sequence 257Maryland Chesapeake Montessori School, An- napolis, MD, is seeking an AMI-trained Elementary teacher, beginning Fall 1997.… |
Sequence 258Salary scale based on degrees and ex- perience. Excellent benefits. For an application call Brian Giersch, Supvr. of… |
Sequence 259Michigan Primary & Elementary Teachers needed in September '97 for an Ex- tended Day and 6-9 classroom. Class… |
Sequence 260New Jersey, 28 Conrow Rd., Delran, NJ 08075, 609/461-2121. New York 33 year established growing schools seeking a trained 0… |
Sequence 261Ohio Join our staff of professionals as we enter our 26th year of excellence in Montessori education. Our school is located… |
Sequence 262We are purchasing 5 acres of property with creeks, trees and a lovely view and will soon start designing our own facility.… |
Sequence 263Infant/Toddler Community, 13 months to3 years; Primary, 3 to 6 years; Lower Elementary, 6 to 9 years. School year from… |
Sequence 264(6-12) teacher for the 97 /98 school year. Located in the Portland, OR metropolitan area, the school has easy access to the… |
Sequence 265Phoenix Montessori School is accept- ing applications for Primary, Elemen- tary and Erdkinder Guides. Our school has… |
Sequence 266free housing, health insurance, bo- nus, R/T tickets, vacation and sick leave. Year round opening. Any inter- ested party is… |
Sequence 267~ Authentic, complete, contemporary ~ Montessori Teacher Training Assistants to Infancy: Ages 0-3 Director: Judith Orion… |
Sequence 268The MONTESSORI INSTITUTE OF ATLANTA Primary Teacher Training Course certified by the ASSOCIATION MONTESSORI INTERNATIONALE… |
Sequence 269in affiliation with Association Montessori lnternationale Montessori Teacher Education Collaborative 2119 ''S&… |
Sequence 270At Home with Montessori This booklet encourages rethinking the home from the perspective of how adults and children,… |
Sequence 271ONTESSORI MATERIALS Montessori books and materials are not chosen at random, whether for the home, the nido (Italian for… |
Sequence 272Nienhuis Montessori ... on the cutting edge of Educational Reform. z ml = =-= --en Educational reform? No easy task!… |