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Sequence 178representatives elected by them and responsible to them. Therefore, if the gov- ernment is run by a dictator or monarch,… |
Sequence 179Because of our human tendency to perfection, we adults struggle to find the perfect solution, the perfect time, the perfect… |
Sequence 180destructive of these ends, it is the right of the people to alter or abolish it, and to institute new government. (Cited in… |
Sequence 181What are the details of the syllabus? Montessori's approach is to include everything. She adds that to give the whole of… |
Sequence 182child who is walking well next wants to step up and down. So there need to be steps in the prepared environment. Then the… |
Sequence 183Summary So here is the situation. A child has human rights, and the educa- tion of the child must take into account these… |
Sequence 184though free will is a human characteristic, its exercise is bounded by limits of living within a society. This boundary is… |
Sequence 185have kept the child at knee level, not rising above the present status. So I ask, as Maria Montessori already asked. Our… |
Sequence 186How is this reconstruction to occur? Montessori says that first the individual personality must develop and that this cannot… |
Sequence 187May I make a plea for each of us to become a citizen of the world. Use your freedom to contribute to life, liberty, and the… |
Sequence 188selves, who have gone on to careers that reflect values of citizens of the world. What I want to address now is what we do… |
Sequence 189• Do not call attention to the personality of the adult, but rather focus on the activity (the hands). The adult has to know… |
Sequence 190that allows the child to appreciate the human mind-knowl- edge for knowledge's sake. • Prepare an environment where the… |
Sequence 191If we are working within a Montessori framework, we have made a greats tride forward because we have recognized the universal… |
Sequence 192Montessori, Maria. Childhood Education. Translation of Formazione dell'Uomo [The Formation of Man]. 1949. Trans. A.M.… |
Sequence 193Burgos Cathedral, Spain Charlene S. Trochta 188 The NAMTA Journal • Vol. 30, No. J • Winter 2005 |
Sequence 194EDUCATEURS SANS FRONTIERES: LIVING OUT THE VISION by Charlene S. Trochta Charlene Trochta's review of her experience of… |
Sequence 195The first gathering ofEsF took place in Italy during the summer of 1999. At the end of the six-week convocation, the… |
Sequence 196to forty years in the field; several were not long out of training. I looked forward to revisiting Montessori's legacy… |
Sequence 197which originally inspired us in the early years of our work, came to life once more and renewed our commitment to her vision… |
Sequence 198· time for growth • time to be challenged intellectually, to think new thoughts, to broaden viewpoints · time to pause and… |
Sequence 199NAMTA NEWS PROJECT 2012 ESTABLISHES LINK WITH AMI TRAINING CENTERS Last spring, NAMTA initiated Project 2012, a multi-faceted… |
Sequence 200Greg MacDonald Janet McDonell Jean Miller Silvana Montanaro Judi Orion Molly O'Shaugnessy Phyllis Pottish-Lewis (Not… |
Sequence 201full of energy), socialization (regarding classmates as friends), and intrinsic motivation (enjoyment and interest) in… |
Sequence 202Psychology-Volume 1, Theories of Human Development. Each new edi- tion of the Handbook, published approximately every eight to… |
Sequence 203CLASSIFIEDS California New World Montessori is seek- ing a primary and a lower elemen- tary teacher. We have one infant/… |
Sequence 20405, followed by the natural exten- sion to an Adolescent program with the Arts Center as the prepared envi- ronment. Enroll… |
Sequence 205Montessori Institute OF MILWAUKEE, INC. 3195 S. Superior St. • Suite L 428 Milwaukee, WI 53207 414-481-5050 • Fax 414-481-… |
Sequence 2062005-2006 will include a Montessori Principal and primary, lower and upper A.M.S. or AM.I. teachers for Buena Vista… |
Sequence 207Now Hiring Montessori School at Ken Caryl is accepting applications for lead toddler teacher position. Must be able to… |
Sequence 208New Gate School is seeking ex- perienced, enthusiastic Montessori teachers for all levels from toddler through high school… |
Sequence 209The Montessori Institute of San Diego 8745 La Jolla Scenic Drive N. La Jolla, CA 92037 Tel: 858 535-0500 Fax: 858 535-8200… |
Sequence 210The Montessori School of Lake Forest has served the North Shore for 39 years. It is located near Lake Michigan in a lovely… |
Sequence 211Maine The Kennebec Montessori School is seeking a lower elemen- tary teacher to begin immediately. KMSwasfoundedin1976.… |
Sequence 212growing, young central MN com- munity. Send resume to: Swan River Montessori Charter School P.O. Box 876 Monticello, MN… |
Sequence 213Please send resume to: Mary M. Gaines, Head of School Metropolitan Montessori School 325 West 85th Street New York, NY… |
Sequence 214Send resume to: Director MCSAdolescentCommunity Montessori Community School 4512 Pope Road Durham, NC 27707 Fax: 919-493-… |
Sequence 215efits package and professional de- velopment opportunities. For more information on TMS, visit our website at www.ws… |
Sequence 216LOYOLA COLLEGE IN MARYLAND Washington Montessori Institute at Loyola College in Maryland Graduate Programs in Montessori… |
Sequence 217Philadelphia's Main Line area on thelovelygroundsofa Victorian era Episcopalian church. A spacious wooded playground… |
Sequence 218area. We currently have over 340 students, ages l½4 years, with two Assistance to Infancy classes, five Children's… |
Sequence 219tiful, open rooms in an architectur- ally designed facility, supportive families, and a dedicated staff. Send resume to:… |
Sequence 220tion, please log onto our web page: www .rockbridgemontessori.net Please send resumes or contact: Nancy Read Smith… |
Sequence 221dedicated to the Montessori philoso- phy and the education of children. Previous experience preferred for all positions.… |
Sequence 222Or visit our web page at GRmontessori.com. Arbor Schools Sammamish, Washington .. .islookingforToddler,Primary, Lower… |
Sequence 2238 Authentic, comp/et, Montessori at The Mont eginning June 200~ istants to Infancy: Ages 0-3 irector: Judith Orion… |
Sequence 224New Zealand Montessori teacher(s) 3-12yrs re- quired in Hamilton, New Zealand. We have an established Montessori programme… |
Sequence 225julianagroup.comorcall usat 1-800- 959-6159. You may also email us at juliana@julianagroup.com. Position Wanted Position… |
Sequence 226School for Sale For Sale: Montessori primary school, lo- cated in Healdsburg California, an hour north of San Francisco, in… |
Sequence 227A MONTESSORI ORIENTATION TO ADOLESCENT STUDIES SUMMER, 2005 Spring Session: Administrator/Teacher Start-Up (Optional, at… |
Sequence 228resources, scheduling, command sheets, work periods, occupations, oral presentations, art of the interview, and seminar. Week… |
Sequence 229General sessions in the morning will explain the basis for shaping each specialty with a Montessori orientation. In the late… |
Sequence 230The Most Complete Collection of Momessori Materials & Classroom F11mit11re From Infant to Upper Elementary Kaybee… |
Sequence 231For All Your Montessori Materials ... Nienhuis Montessori has been working with Montessorians since the1920's. We… |
Sequence 1:::, r::: a J 0 . \ Montessori: u Intelligence and the Human Spirit |
Sequence 2WHAT Is NAMTA? The North American Montessori Teachers' Association provides a medium of study, interpretation, and im-… |
Sequence 3THE NAMTA JOURNAL VOL. 30, No. 2 • SPRING 2005 MONTESSORI: INTELLIGENCE AND THE HUMAN SPIRIT In affiliation with the… |
Sequence 4MONTESSORI: INTELLIGENCE AND THE HUMAN SPIRIT MONTESSORI: INTELLIGENCE AND THE HUMAN SPIRIT… |
Sequence 5MONTESSORI WITHOUT BORDERS .......................................................... by Silvia C. Dubovoy CONCRETIZING… |
Sequence 6MONTESSORI: INTELLIGENCE AND THE HUMAN SPIRIT by David Kahn In the first article of this Journal issue, Robert Sternberg of… |
Sequence 7concrete and abstract. The Montessori idea expands comprehensively through the disciplines within and beyond the Montessori… |
Sequence 8common goals that introduce real responsibilities at a younger and younger age. One may ask if this conversation is concrete… |
Sequence 9PART 1: MONTESSORI: A MODERN APPROACH TO INTELLIGENCE |
Sequence 10Annette M. Haines 6 The NAMTA Journal • Vol. 30, No. 2 • Spring 2005 |
Sequence 11MONTESSORI: A MODERN APPROACH TO INTELLIGENCE by Annette M. Haines Annette Haines' comprehensive review of Montessori… |
Sequence 12The English school took a huge step forward with Charles Spearman's invention of factor analysis. Using this technique,… |
Sequence 13from a poor section of town where there are a lot of gray and brown tints, and a second who has had the opportunity to work… |
Sequence 14because it is easy to make errors of judgment in a chaos" (Spontaneous Activity in Education 114, emphasis in… |
Sequence 15During development, there is a significant kind of nerve cell organization that occurs. If we go looking at individual neurons… |
Sequence 16mostly unconscious. But, as Maria Montessori said, "the unconscious kind [of mentality] is not necessarily inferior.… |
Sequence 17In man, before the brain is an instrument for action, it has to be an instrument of preparation. For that, quite specific… |
Sequence 18connected by simple one-to-one switches to outgoing responses (Beadle 85). What determines which stimuli will be let in at a… |
Sequence 19distinction between things but of distinction of the relationship between things, so that it perceives an environment as a… |
Sequence 20Order So, from a Montessori perspective, the development of intelligence is made possible by the special proclivity of the… |
Sequence 21And each acquisition he makes will be no longer merely "stored," but duly "allocated."… |
Sequence 22strong, healthy, and happy, and can assimilate a huge amount of intellectual material. According to recent research, from… |
Sequence 23technology, she understood the creative nature of the third plane of development. CONCLUSION Intelligence, in Montessori… |
Sequence 24Montessori's vision in this regard is clear. In the last pages of From Childhood to Adolescence, she writes of three… |
Sequence 25We must be quick because our species, homo sapiens, having at- tained a certain level of intelligence, is now, in the words of… |
Sequence 26Action. Ed. K.H. Pribram. Middlesex, England: Penguin Books, 1969. Gesell, Arnold, Frances L. Ilg, Janet L. Rodell, et al.… |
Sequence 27Schiamberg, Lawrence B. Child and Adolescent Development. New York: Macmillan, 1988. Sternberg, Robert J. Home page. March 14… |
Sequence 28Robert J. Sternberg 24 The NAMTA Journal • Vol. 30, No. 2 • Spring 2005 |
Sequence 29THE ANATOMY OF SUCCESSFULLY INTELLIGENT PEOPLE by Robert J. Sternberg Robert Sternberg has made a serious entry into the… |
Sequence 30Let me start by recounting a story of a middle school principal who had a problem. The problem was that the girls in her… |
Sequence 31The organization of this discussion of successful intelligence is that first I'm going to do an introduction, which I… |
Sequence 32want to restrain them. The school should become the place where the child can live in freedom. To concretize this, I will say… |
Sequence 33We want to be sure that we don't have these kinds of low expec- tations for kids. It's true in every domain. There… |
Sequence 34The way you find success in life, whether you're a child or an adult, is to figure out the things you do well and make… |
Sequence 35as a teacher, or as a resident living in a community, want to be able, in part, to shape the environment-to make it a better… |
Sequence 36the things that children need to learn from early on. They need to work and play with other children, to be socialized, and to… |
Sequence 37the way we are, just as we work together in society and in our friendships-we need to work together in that way within… |
Sequence 38are very good at the analytical skills or the creative skills but are frustrated because they can't make things work for… |
Sequence 39child, it could be that a friend is acting strangely or it could be that your parents are giving you a hard time, or as a… |
Sequence 40what different conceptions of intelligence in the three groups. The Asian-American and Anglo-American parents emphasized… |
Sequence 41out your whole life span. You can improve your teaching throughout your whole life span. The biggest problem we all face is… |
Sequence 42become worse at, there are other things that you may become better at. So what you want to do is capitalize on the things you… |
Sequence 43taught by Spanish speakers and given to Spanish speakers in a Spanish-speaking country, so I decided I needed to learn Spanish… |
Sequence 44ing. Montessori talks a lot about the importance of classification skills. Much of her system is based on the development of… |
Sequence 45problem. After you're done the problem solving, you have to monitor the results of the strategy and ask yourself,&… |
Sequence 46designing, inventing things, imagining what could be, supposing things. Three of these things are selective encoding,… |