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Sequence 6Montessori and conventional child care. Parents do not find the jarring and discomforting situations in a good Montessori… |
Sequence 7particular needs in each individual is magnified by the length of time child and adult spend together each day and over the… |
Sequence 8rate respect for the individual needs of the children, parents, directress, and staff people, not to mention the rest of the… |
Sequence 9uncompromisingly incorporates basic Montessori principles at all times. This is the bottom line. It is easy to compromise, to… |
Sequence 10time off for the staff, we have been effective in overcoming a potential obstacle. Likewise, we chose at the outset not to… |
Sequence 11peer modeling and peer support to the new people. Another way to elicit parental cooperation is to get a first child started… |
Sequence 12Trust comes trom a consistent envi• s ronment. ft, is, ·therefore, ne'ither necessary nor de• sirabie to su~ject the… |
Sequence 13Many schools opt for a part MontessorVpart day care division within the day. Two different approaches to life and work in one… |
Sequence 14can set a place, serve the food and eat, alone or with another, wipe off the table, replace the mat, and do the dishes. This… |
Sequence 15be present in a room if they are present within the children and even more importantly within the person who staffs that room… |
Sequence 16become places "of beauty, discovery and learning" designed to attract "parents, educators and… |
Sequence 17servation and discovery, freedom and discipline. These are not things which are switched off and on for certain periods… |
Sequence 1THE AooLESCENT AND THE FUit.JRE by Margaret E. Stephenson Miss Stephenson presents adolescence in a definitive theorectl… |
Sequence 2not require examinations and tests? And looking again worldwide, are we not faced with a picture of drugs, drink, suicides,… |
Sequence 3Dr. Montessori expressed her hope "for a normal development, that fortunately does not depend on what we attempt to… |
Sequence 4discovered a key with which to unlock the immense constructive powers of the human being, powers that were capable of changing… |
Sequence 5were the first small children of the San Lorenzo Quarter experiment called "the new children"? It took Dr.… |
Sequence 6These two territories became the properties of the societies and nations of man, as time went on, and the story of man was… |
Sequence 7The sensorial material is a key to the environment, Dr. Montessori said, but only if we present it for the child to use in the… |
Sequence 8Around six, the child un- dergoes a greattransfor- mation. He is now no longer satisfied with the society of his family and… |
Sequence 9The child still needs a prepared environment for his work and activities. Dr. Montessori warns us: "Education between… |
Sequence 10At the second plane of development we have the same formula to use as at the first-the psychological characteristics of the… |
Sequence 11logical characteristics and each needs a prepared adult to help the individual help himself. The four planes of development… |
Sequence 12product of a Casa dei Bambini and a Montessori elementary class which have followed vigorously Dr. Montessori's formula… |
Sequence 13not want to make mistakes about the adolescent program, great care must be taken in implementing it. If Dr. Montessori was… |
Sequence 14do they give all the special physical care that is necessary during the period of adolescence. Thus not only do they not corre… |
Sequence 15Dr. Montessori reminds us that the child at the third plane experiences difficulty in maintaining concentration during study.… |
Sequence 16social life which may endure for years. Such defects in social adjustment may have dangerous consequences for the indi-… |
Sequence 17with society; it would offer the control of error and the possibility of repeated activity. The working of the human… |
Sequence 18of the race. And we have the adolescent to prove otherwise to us. "If we gave the world to the small child,"… |
Sequence 19And moreover, she suggested a program, as she had done for the first and second planes of development. To some extent we have… |
Sequence 20to studying. In order for the adolescent to acquire social experience, society must build the right sort of environment for… |
Sequence 21constructive instincts that as yet have neither been recognized nor put to use .... Might not this goal be reached by changing… |
Sequence 22But Or. Montessorl's pri- mary concern for the ado-, lescent was that he should be allowed a life of activ- ity and… |
Sequence 23contacts. Running the shop would necessitate a study of commerce and exchange, of supply and demand, of the rules of book-… |
Sequence 243. Theoretical knowledge and practical experience to make the individual a part of civilization of the day. First, she… |
Sequence 25presented the child of the first plane with the world, and the child of the second plane with the universe. What Dr.… |
Sequence 26gives individuals infinite possibilities for growth and improvement and constitutes the starting point of man's complete… |
Sequence 27achieving the development of the human personality, rather than the narrower one of providing culture only, then a close… |
Sequence 28Sir Richard Livingstone had argued that education must be not just vocational but also social and spiritual. Much earlier, Dr… |
Sequence 1DESIGNING FOR THE NEEDS OF ADoLESCENTS: AN INTERVIEW WITH JOHN MCNAMARA by David Kahn Ibis interoiew focuses on Mr. McNamara… |
Sequence 2What are the new frameworks and Montessori telling us? Mathematical reasoning, problem solving, communication, and connections… |
Sequence 3role changes from that of dispense nowl- e'clge to of a source of interesting ideas, challenger of . . . of… |
Sequence 4The how it is to be done remains· constant, Ver- balization, materials for development, point of arrival, the three-period… |
Sequence 5the tools of the future. The technology and the knowledge explosion are changing education. The how it is to be done remains… |
Sequence 6We must avoid placing limits on what a child will want to learn and digest by utilizing formalized curriculum scope and… |
Sequence 7purpose of what they are to do. Reading enhances the imagination, conveys the heritage of the past, increases appreciation for… |
Sequence 8APPENDIX: McNAMARA's CREDo FOR A MONTESSORI AnoLESCENT EDUCATION 1. Each adolescent is a unique individual with his or… |
Sequence 910. We must provide large blocks of uninterrupted time for adolescents to work on the satisfactory completion of their tasks… |
Sequence 1019. Young adolescents are also young adults. They have to be treated accordingly; most importantly, they have to be given a… |
Sequence 1MONTESSORI AooLESCENT EDUCATION: TOWARD AN EMERGING FRAMEWORK by David Kahn Mr. Kahn summarizes his understanding of major… |
Sequence 2Existing Schools BuffaJo Dallas-Ft. Worth Minneapolis (Bennett Parkj /Daggettj !Sewardf Years In Operation or Projected… |
Sequence 3Proposed Schools Cincinnati Denver Prince George's St. Paul County, MO Years In Operation or Projected Fall, 1994… |
Sequence 4or no documentation available. There is no governing standard or consensus of design. Teaching personnel who are sensitive to… |
Sequence 5economic maintenance, social life that emerges from real collective enterprise (From Childhood to Adolescence, pp. 100-109).… |
Sequence 6The danger of textbooks is that their similitude, their averaging of information, their limited scholarship, and their lack of… |
Sequence 7Areas ap;,;tions and Activities COLUMN ONE COLUMN TWO COLUMN THREE ACQUISITION OF DEVELOPMENT OF ENIAAGEP UNDERSTANDING… |
Sequence 8The Paideia model is clearly compatible with Montessori, both stressing presentation and coaching. The Paideia chart goes on,… |
Sequence 9• c:: I,) 0 ;·; I,) • ... ,, c:: ·- QI 0• QI .. a. CII .: . .c= c.,•- • .ii: OCI) (J .. .... • .ii: c:: • o… |
Sequence 10Grade 7 (Continued) • C Judaism, Ch.ristianity, Islam U.S.A. Government USSR U 0 Electoral Process Derived From… |
Sequence 11The Twelve Philosophical Organizing Centers (Webs) 1. Existence and Essence: What makes something itself? 2. Conflict and… |
Sequence 12being? What makes a culture a culture? What makes a story a story? The philosophical question can provide a basis for an… |
Sequence 13Auxnary Readings Fifty-seven reasons not to have a nuclear war• Asher Images for Survival A chance to live International… |
Sequence 14focused around a broad series of extensions from field experiences, allowing for collaboration and problem solving. The mini-… |
Sequence 15Schaefer referred to the "learning laboratory" as the workshop for master and apprentice. A humanities… |
Sequence 16assignments. Unless departmentalized team teaching is thoroughly orches- trated, work surges and student overloads in homework… |
Sequence 17HISTORY, CMcs, GEOGRAPHY, AND ECONOMICS 1. What is the democratic ideal? How, when, why, and where has it arisen in the… |
Sequence 183. Economic Development-How have societies organized themselves economically? What conditions have caused changes in the ways… |
Sequence 19Early Years of Exploration and Settlement in America I. Ideas to Investigate for Reports a. Europeans who reached North… |
Sequence 20Science Skits There are many discoveries in science that were, at the time, subject to intense debate among scientists, and… |
Sequence 21productions, music performances, etc., originate with and are managed primarily by the students. But even with the flow of… |
Sequence 22between the specialists in order to get an overview of each individual student. The generalist approach is entirely necessary… |
Sequence 23Assessment Interestingly enough, with all the alternative assessment now in process outside of Montessori education, a good… |
Sequence 24generalizations and integrative structures. Most programs are worked empirically with different segments evolving into an… |
Sequence 25test our Montessori principles, and continue to build our educational wisdom, preparing Montessori for its pivotal role for… |
Sequence 1Lake Country School is a city school (in south Minneapolis), and for obvious reasons our program is not Erdkinder-it is a… |
Sequence 2Th&i;young' child de- mands, "Help me to doit myself.n:rheado- lescent demands, "Help me to… |
Sequence 3What we need today is "the discovery of the adolescent." We need to know what their potential is, what they… |
Sequence 4There are, I think, five major characteristics of early adolescence, and six commanding needs. First, it is a social age. In… |
Sequence 5Third, ii is an age of boundless energy. Teenagers are constantly going, talking, moving, acting, working, playing, planning,… |
Sequence 6possibilities, and potentials of life clash with the present and the past, with the real, with the might-have-beens, with… |
Sequence 7this vision to sustain us, to nourish us throughout our life. It is this vision that defines our great tasks in life. The… |
Sequence 8and look for birds' nests." How foolish be is, his father thought. He'll just tire himself out. But the son… |
Sequence 9back the cork. "Ah, do let me out! Ah, do let me out!" the Spirit cried out very piteously. "No,… |
Sequence 10The son took the axe to the goldsmith, who tested it, laid it on the scales, and said, "It is worth 400 taters.&… |
Sequence 11live well. Each adolescent must face his Spirit in the Bottle. And the spirit (human nature) is powerful and dangerous. But if… |
Sequence 12THE AMfiluCAN AnoLESCENT: FACING A "VORTEX OF NEW RISKS" 1bis definitive statement, released fouryears ago… |
Sequence 1Existing knowledge seriously challenges these assumptions. Yet many middle grade schools fail to recognize or act on this… |
Sequence 2CHARACTERISTICS AND NEEDS OF Anol.ESCENTS: A COMPARATIVE STIJDY compiled by John Long Almost eve,y Montessori seconda,y… |
Sequence 1Characteristics of Adolescents Physical Characteristics Emotional Characteristics Social Characteristics Cognitive… |
Sequence 2Carnegie Report ~Period of significant growth and change initiated by the onset of puberty. ~Capacity to reproduce. ~… |
Sequence 3Needs of Adolescents Physical Needs Montessori/Stephenson Emotional -A need to strengthen self-confidence. Needs -A time… |
Sequence 4Carnegie Report ~Young people need to be healthy and physically fit. ~ They need access to health services. ~ They need… |
Sequence 1What is this World Core Curriculum? Simply stated, its objectives are to give the children (1) a good picture of the home… |
Sequence 2infinitely large to the infinitely small, everything fits into a simple and clear pattern: The infinitely large-the universe… |
Sequence 3human ascent and evolution, and good world managers and caretakers. The Human Family The second segment on which humanity has… |
Sequence 4is the duty of educators to teach the value of our planet and of the human race. The Human Family Quantitative… |
Sequence 5options, resource management, environmental care and protection, con- flict resolution, the attainment of peace, justice, and… |
Sequence 6The time for this vast synthesis, for a new encyclopedia of all knowledge, and for the formulation of agenda for our future… |
Sequence 7Human Senses and Their Extension Humans perceive their planetary environment and universe through the senses: sight, hearing… |