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Sequence 8School Information Night This meeting was a review of the accomplishments of the Montessori p1·ogram during the first year… |
Sequence 9Ethnic Group Total Black Hispanic Anglo Asian (n=175) Activity (n=41) (n=47) (n=84) (n=3) Montessori and traditional… |
Sequence 10stability to the school and continuity of instruction for many of its students. Table 3 Attrition in the Denver Montessori… |
Sequence 11Summary and Conclusion During its first year of implementation, the Montessori program in the Denver Public Schools made… |
Sequence 12Comer, J. Home-School Relationships as They Affect the Academic Success of Children. Educn/io11 a11d U1·bnn Society, 16, 1984… |
Sequence 1ELEMENTARY MONTESSORI AND PARENT EDUCATION by John McNamara Mr. McNamara's poignant description of children and parents… |
Sequence 2their parent's characteristics. For better or worse, children walk, talk and even complain the way their parents do. I… |
Sequence 3retw·ned to school to see me about what happened. As we were talk- ing, trying to discover the problem (I had no idea what it… |
Sequence 4Maria Montessori observed many times that a family's children are often not treated as well as their guests. Yet our… |
Sequence 5I want students to be able to answer the question-What is a Mon- tessori school?-and to be very much conscious of what we are… |
Sequence 6What about a new student? I can use the following comment from a new sixth grade girl. To me a Montessori school is a very… |
Sequence 7I strongly urge Montessori directors and directresses to collect com- ments by their students on Montessori education. I began… |
Sequence 8final point. It is the passages that characterize the Montessori Method. If we say the passages are not the important thing we… |
Sequence 9Maria Montessori l'ecognized that the only valid impulse to learning is the self-motivation of the child. Children move… |
Sequence 1THE ROOTS OF DISCIPLINE by Lili E. Peller Ms. Peller begins with a Montessori definition of discipline, and then shows a… |
Sequence 2The very young child has no inner guide for his behavior. That we are all born without a conscience is as true for the futw·e… |
Sequence 3dislike for the adults close to him are wrong, and thus he suffers from a deep sense of guilt. Thjs feeling will be his… |
Sequence 4they fail to see is that this overleniency leaves the children with noth- ing to go by. Weak parental control, as well as too… |
Sequence 5young age most children show a desire to be useful. They love to help. The child who has mastered walking enough to be able to… |
Sequence 6many parents display in thinking that they finally have succeeded in teaching their children the meaning of duty and… |
Sequence 7ready. With the same reasoning we could say that an infant should live on beefsteak, as this is the kind of fare he'll… |
Sequence 8The little child is driven by his primitive desires, on one hand, and by his wish to win our affection and to become grown up… |
Sequence 1A GUIDE TO PARENT OBSERVATION IN THE PRIMARY CLASS by Judy Shepps Battle Ms. Battle's insight into the parent's… |
Sequence 2If yow· own child cries or clings or is silly or ignores you completely do not be surprised-we are not. Children respond… |
Sequence 3Audio Perspective Listen to the noise level as it rises and falls and try to see which groups or individual children are… |
Sequence 4Sociability Watch the ways in which the children offer asistance to one another-with the materials and with everyday tasks-… |
Sequence 5are not disappointed in yourself or in us when you find that all aspects of the classroom have either not been present during… |
Sequence 6CHECKLIST FOR CLASSROOM OBSERVATION Visual Perspective Have you remembered to alternate between a wide-angle view of the… |
Sequence 7Sociability Where are the pockets of sociabiljty in the classroom? Have you remembered to look at the snack table? Are the… |
Sequence 1NATURE, MOTHER AND TEACHER: HER NORMS by Herbert Ratner, M.D. Herbert Ratner is a physician, and like Montessori he derives… |
Sequence 2Because of his mind, nature, to man, is a readable book. When he reads it well, it helps him to understand nature and his… |
Sequence 3Nature and Religion Further, it must be seen that the natural order is the foundation upon which the supernatural builds.… |
Sequence 4where the physician's intervention makes a critical difference since the nature of nature is that she can only work for… |
Sequence 5and laboratories and extraordina1·y amounts of money-research activ- ity that has no foreseeable encl. Moreover, our so-called… |
Sequence 6A 1956 Nobel Laureate in internal medicine, Professor Dickinson W. Richards says it well: ... there is increasing evidence… |
Sequence 7by producing dysfunction in the very delicately interrelated hormonal system of the body that The Pill accomplishes its task.… |
Sequence 8To best illustrate the centrality of nature, not only for the physician, but for the ethicist and theologian as well, the rest… |
Sequence 9The norm, then, in exact usage, refers to the correspondence of acts or functions to the design or nature of a thing. Ships… |
Sequence 10affective cognition (both of which lead to coupling), and despite classi- fication as a continuous-contact species, is the… |
Sequence 11supplements-2=11' The pul'pose of discussing breastfeeding at length is to illustl'ate the pel'manency of… |
Sequence 12Holmes' timeless truth only refers to breast milk, not breastfeeding. But nature's mechanisms, for the most part,… |
Sequence 13The most peneti-ating statement of this universal driving force found in all living things is that of Aristotle, the father of… |
Sequence 14species of birds. The family is the microcosm that readies children for the macrocosm of society. It is the cradle that rears… |
Sequence 15specialists. And in their differences lie the roots of their cooperation. In their cooperation lie the roots of our… |
Sequence 16It was their premise that the institution of marriage was changing, and with good 1·eason. Jn the "old closed… |
Sequence 17That deity, of course, is none other than Mother Nature, whose domain, the universe, is intended for the happiness of its… |
Sequence 18syndrome may take months, even years, to develop), and, until symp- toms are present, one can never be certain whethel'… |
Sequence 19with whom they can identify. In the small family, there is frequently an absence of a sibling of the opposite sex to grow up… |
Sequence 20in things, and impose different relationships upon them, even those which do violence to nature, by contradicting the ends and… |
Sequence 21'Aquinas, T. $1<1111110 Theologica. Thinl Part (Suppl.) Q. 4!l, a.:{. Reprinted in Ci,il<l a11d Frrmily. 16… |
Sequence 22c) S11111u 2, Chap. :J. Cunents and Countel' Curl'ents in Medical Sdencc. Rep1·intecl in Cltild mul F11111i/!f. 1:~:… |
Sequence 23Reprinted as The Duty Of Nu,·sin,g Chilch-en in Child (Ill(/ Fa111i/y Reprint Booklet, The Nm":<ing Mother:… |
Sequence 1WHEN THE KIDS FIGHT HOW TO INTERVENE HELPFULLY By Adele Faber and Elaine Mazlish Adele Faber and Elaine Mazlish have written… |
Sequence 2The woman who had opened our session was not satisfied with my summary. "I'm not talking about a little… |
Sequence 3weeks befol"e I found out what was happening. They finally admitted to me that they were banging on the wall between… |
Sequence 4BROTHER: No you can't. Give it back! SISTER: Yes I can. It's mine! BROTHER: I had it first! SISTER: BROTHER:… |
Sequence 5UNHELPFUL RESPONSES TO KIDS WHO ARE FIGHTING. Si-o~ \-\-~ou. -\-1..uO_ I S-top ·1-\--\-n\ $ rn\ nu tt.. / Sho.m~ Cl&… |
Sequence 6UNHELPFUL RESPONSES TO KIDS WHO ARE FIGHTING. Wh'j c.on·t ~ou bo+n sna("'e. ?' You'\\ see.,… |
Sequence 74. Express faith in their ability to work out a mutually agreeable solution. 5. Leave the room. Here again, using the same… |
Sequence 8KIDS WORKING IT OUT. I don·+ \0<:lnt an'j ~Ip . Can \ 'Ke~p ~ z.e'oco. ? You·~ a \>e.s… |
Sequence 9When our exercise was over, I asked the "children" to tell me more about their reactions to my intervention… |
Sequence 1THE PURE WONDER OF YOUNG LIVES By Carol Dittberner Carol Dittberner utilizes her wealth of personal understanding as parent… |
Sequence 2many advances in child care and eal'ly childhood education aimed at the preschool child, and even infants, in order to… |
Sequence 3wonder is sometimes filled with exclamation, but it is as often silent. Children are led into contemplation of what is before… |
Sequence 4Children are observed spontaneously praying to the Good Shepherd. A child suffering from leukemia told me, "He helps… |
Sequence 5Ii is difficult to leach children about God by only using words. God is abslracL, but Christ is concrete. And what is around… |
Sequence 6questions and the answel's in the scl'iµtul'e. We can re:;pond that "One time Jesus said 'I am… |
Sequence 7We begin the elementary years with a time line of creation, which is also introduced in a visual way with a ribbon fifty… |
Sequence 8"Found Sheep," which is not scolded by the Good Shepherd but car- ried happily on his shoulders. With great… |
Sequence 9pray every day for weeks, and then for some time they will say noth- ing. They should not be forced to speak. But our actions… |
Sequence 1A TIME TO READ By Peggy Kahn All children have to start at the beginning, exploring first what they can reach out and touch… |
Sequence 2Bequest of Wings, passing on a part of themselves to the next genera- tion, while they themselves are enriched and renewed by… |
Sequence 3sudden seriousness when those in thrall to the Wicked Witch of the West are freed from bondage. While in The Final Alice, a… |
Sequence 4\ 1111,.1n < ,, I ,I." ( uanc~ People around our world wear different clothes- or none at all. Peter… |
Sequence 1A SELECTION OF CHILDREN'S BOOKS FOR MONTESSORIANS By Charlene S. Trochta Twenty-Five Favorites: Some New, Some Old… |
Sequence 2Pwn7>kin Moonshine. Tudor, Tasha. Henry Z. Walck, David McKay, New York, 1938. Scmu, 's Favo1·ite Story. Aoki,… |
Sequence 3Baylol", Byrd: I don't remembel' which book l found fil'st, but since then, it's become an… |
Sequence 4D(iys of U1e Mammoth Hunters, by Mary Elting and Franklin Folsom, and If Yo1.i Grew Up With Ge&rge Wash·ington by Ruth… |
Sequence 5A Variety of Interesting Readers for Primary and Early Elementary I Can Read Se1'ies: Harper & Row, New York.… |
Sequence 6The Cozy Book. Hoberman, Mary Ann, illustrated by Tony Chen. Viking, New York, 1982. Close Your Eyes. Man:ollo, Jean, pictw·… |
Sequence 1THE NATURE AND THEORY OF SILENCE ACTIVITIES IN THE CHILDREN'S HOUSE by Mary Black Verschuur Ph.D With the incisiveness… |
Sequence 2Culturally too, silence has many interpretations. Within our society silence can be construed as inferring compliance or… |
Sequence 4Montessori did, however, write extensively on the will and the development of will in young children. Later interpreters of… |
Sequence 5ordinary noises consequent thereon. "9 The effort is made by each indi- vidual in the collective to suspend and… |
Sequence 6consciousness of the command he/she has over the control of his/her own body. When this conscious awareness is arrived at and… |
Sequence 7could make the children silent and yet claim freedom. The age-old misconceptions of freedom and discipline surfaced for… |
Sequence 8is expanded and we have the opportunity to reach out towards things which are normally beyond ow· reach, widening our horizons… |
Sequence 9requires participation. And finally, but importantly, silence should only be initiated at normal times when the room and those… |
Sequence 10Mr. Montessori stressed, however, that these lofty aims can only be sought by the individual exercise of will power. No amount… |
Sequence 11"' A.M. Joosten "The Silence Lesson" in AMI Co1111111111icalio11~ 4:(19(i7) 27. "Tape… |
Sequence 1MURIEL DWYER: ON THE WAY TO THE AIRPORT by David Kahn Although Ms. Dwyer has written a short pamphlet entitled Key to… |
Sequence 2Dwye1·: Well, yes of course it does relate to being able to decode; some call that reading, although it is only a small part… |
Sequence 3is fundamentally outgoing. Then he must have the experiences, suffi- ciently wide experiences, and the language that goes with… |
Sequence 1IMPRESSIONS AND REFLECTIONS FROM THE SOVIET UNION: EDUCATION AND PEOPLE by Philip S. Gang, Ph.D. Ih-. Gang's ventu… |
Sequence 2is to develop the interest of the child, and the pedagogical basis of the whole school is the developmental needs of the child… |
Sequence 3included as a mandatory part of our school curricula. On the other hand, Konstantil explained, "Here we give the… |
Sequence 4involved. It was based on diffel'enth1tion and individuation which is a holis- tic pl'ocess. It was not just a… |
Sequence 5bond. If we can work together to liberate the child from a type of education that is stuck in a quagmfre of old belief systems… |
Sequence 1EDITORIAL: AMI MONTESSORI: BACK TO THE FUTURE By David Kahn We are in the turmoil of becoming. And as one undergoes the… |
Sequence 2of beliefs, its ability to ignite the enthusiasm and commitment of teach- ers, stems from a spiritual and undiluted energy… |