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Sequence 129lteard used against /lie, by anyone, 11111clt less a sweet cltild! And tltis reaction seemed to be triggered simply by 111y… |
Sequence 130the subject delicately. "You didn't like being asked to let Rubi11 have his pince back. When you sat down in… |
Sequence 131across the room puzzled, when a child approached 111e saying, "Donna, do11' t go over there by t!,e laundry… |
Sequence 132Byron's Story I was s11111111011ed to t/,eoffice next to 011r classroom where I found Byro11's 111ot'1er… |
Sequence 133Byro11 agreed lltnt we sho11/d i11vite Max in to co11sult wit/111s about the dile111111n of tile too-sl10rt hnirwt and the… |
Sequence 134development is an important part of what it means to bea Montessorian. It is, perhaps, the part of Dr. Montessori's… |
Sequence 135When we look at the universal human experience of time, we see something very dif- ferent. The Greeks spoke of two kinds… |
Sequence 136Seth's Story Seti, was a young adolescent in our middle sc!,ool. He had a quick temper, which he struggled to master. He… |
Sequence 137necessary s11 pport and re111cdiatio11. Chad's parents listened and considered the advice ea refully, then opted for… |
Sequence 138He peeked out tile door into tile renr garden and listened ns n cltild de/ ivered lines fro111 atop the tree house to… |
Sequence 139around by that blue. W/Jat blue would be ringed around /Jim inn circle up by the sun?" "Oh, it's the… |
Sequence 140"Only to tlie director of admissions?" l ve11tu red. These were fn111il inr mid well-liked people wlwse… |
Sequence 141Here is a photo of two boys learning long division. (By the way, one of them has a diagnosis of learning disability.) They… |
Sequence 142it ever larger; that they can accomplish big things through cooperation that they could not do alone; that they can find… |
Sequence 143separates her approach from that of any number of effective programs for the so-called "gifted and talented,"… |
Sequence 144I wnlked bnck to the gnte with !he four- n11d five-yenr-olds who hnd nrrived enrly, tnking them two nt n time. "I… |
Sequence 145buy tlte111for myself, wouldn't you?" Now 1 was putting tlte c/1ildre11 nt ease with tlte knowledge that we… |
Sequence 146"See," T said, "lww wise and strong somebody is, nnd l10wbrnve. See !tow 111ucft fte cared about… |
Sequence 147The next time a big cousin walked by tire child, kicked him, and hurled insults at him, he pulled his twisted body 11p as… |
Sequence 148l ,10 T✓ t1. Tao t,· d1i11g. l r,rns. J,rn,cs Ll•ggc. lntcrrwt Cl,1s- sics \rchi, l' \1arch 25, 2008 <http://… |
Sequence 149The N,UITr\ Journal 145 |
Sequence 150Paula Leigh-Doyle Jacquie Maughan Maura Joyce 146 The NAMTA Jo11r11al • Vol. 33, No. 2 • Spring 2008 |
Sequence 151WHOLE-SCHOOL APPROACHES TO MONTESSORI SPECIAL EDUCATION by Paula Leigh-Doyle, Jacquie Maughan, and Maura Joyce… |
Sequence 152THE LENS OF JOYFUL ENGAGEMENT PAULA LEICH-DOYLE This is really an invigorating weekend, when we get so many people with a… |
Sequence 153program called Bal-A-Vis-X, overseen by an occupational therapist (seeGranke and Leigh-Doyle). This is part of our whole-… |
Sequence 154the album? Are the presentations clear enough to support indepen- dent work? How clear arc the steps, the points of interest,… |
Sequence 155are but also very specifically what the concerns are, and then parent and teacher together, along with any other specialists… |
Sequence 156Administrators must foster a nonjudgmental environment, a community of humility, openness, receptivity to new information,… |
Sequence 157sure she would listen and think about them. We must feel comfortable being open and reflecting: Is this already in our… |
Sequence 158that doesn't have a big tripod. Teachers are experimenting with using it themselves for reflection. They, and sometimes… |
Sequence 159I'm sure other people would have many other things to put inhere. Our lens again: Is the child joyful? Do they like being… |
Sequence 160A COLLABORATIVC TEAM APPROACH JACQUIE MAUGHAN I'm from Pacific Crest Montessori School in Seattle, and we're… |
Sequence 161That taught me quite a bit. The first thing! learned was that we were starting to support students in parallel lives. We have… |
Sequence 162many children, total reading and writing does start to come together at the end of the primary years. For those that we turn… |
Sequence 163accommodate those specialists' coming in to our school, so they don't all have to get on the little yellow bus and… |
Sequence 164purpose is to be able to get information about how a student is processing: where the holes are, where the difficulties are.… |
Sequence 165tutors, they can find ways to support the student's work at school as well as provide the remediation that's… |
Sequence 166students who can't hear and process and write at the same time need to develop a system where somebody else can take… |
Sequence 167dinarily hard for them, they can sometimes push through that diffi- culty. I think it also keeps them out of the vacuum; with… |
Sequence 168FUNDING SPECIAL NEEDS PROGRAMS MAURA JOYCE Paula, Jacquie, and l all work at schools that we would call large in the… |
Sequence 169school. The fact that you serve a population under the age of five puts you into this very popular area of early childhood… |
Sequence 170Then we started the writing process. We needed to tell them in a language that they could understand, and I say this with all… |
Sequence 171to 5 years old. First Contact screens children in our Toddler (ages 18 months to 2½ years) and Primary (ages 2½ to 5 years)… |
Sequence 172• Train the parents to recognize milestones • Train the teachers to better support the children in the class- room • Early… |
Sequence 173In that first year, of the ninety-five children screened, we estimate that about twenty may come up "at risk,&… |
Sequence 174knowledge of development and use that knowledge in the classroom. Of my fourteen teachers that are here today, eleven of those… |
Sequence 175This approach has also presented some challenges. One is that when we screen children across the board, we've had to be… |
Sequence 176children. If you look at how much a child with a lot of services costs you a year, it's astronomical. So we're… |
Sequence 177Hannaford. Again, a very simple, sixty-sec- ond look at a child's dominance: Are they Success for any child in… |
Sequence 178PAULA: 1 would add that I've been in your shoes twelve years ago. Stay the course. It'll be OK. r would suggest a… |
Sequence 179really delicate. L think one of the first things it's the parent's respon- sibility to do is to say, "ls it… |
Sequence 180hundred years without special education staffs. So even though the sophistication of information-specialized information-is… |
Sequence 181The \.AMTA Joumal 177 |
Sequence 182Mel Levine Mary-Dean Barringer 178 The NAMTA Journal • Vol. 33. No. 2 • Spring 2008 |
Sequence 183GETTING THE LOWDOWN ON THE SLOWDOWN by Mel Levine and Mary-Dean Barringer Brni11-based research is providing new strategies… |
Sequence 184How BRAIN DIFFERENCES AFFECT LEARNING Difficulties in reading and writing often stem from underlying neurodevelopmental… |
Sequence 185Meanwhile, Victor keeps forgetting what he's reading while he's reading it because he is experiencing the effects of… |
Sequence 186zation, and grammar rules as well as vocabulary words, ideas, facts, and letter formations. This is a common middle school… |
Sequence 187Through Schools Attuned, an in- novative service model and pro- fessional development program, the institute seeks to… |
Sequence 188Constructing a Neurodevelopmental Profile, continued Language. Developing lan- guage functions involves elab- orate… |
Sequence 189says:" As a trained scientist, these constructs weren't new to me. But Schools Attuned made the concepts… |
Sequence 190Kevin Rathunde 186 The NAMTA Journal • Vol. 33. No. 2 • Spring 2008 |
Sequence 191MONTESSORI AND EMBODIED EDUCATION by Kevin Rathunde Veteran NAMTA researcher Kevin Ratllllnde sees 111i11d-body integration… |
Sequence 192because it facilitates student experiences of deep engagement and interest that have been referred to as flow (… |
Sequence 193students are expected to sit quietly, listen to lectures, do homework, and focus only on the symbols and concepts they are… |
Sequence 194books, television, and computers. As these technologies have grown, so has the potential risk of disembodiment. Abram's… |
Sequence 195comments, "The mind is embodied, in the full sense of the term, not just embrained" (118). His research… |
Sequence 196The point of these introductory observations on disembodied education is not, of course, to dis pa rage the use of language or… |
Sequence 197feeUngs of interest and wonder because such states animate intelli- gence and allow the mind to accomplish intellectual work… |
Sequence 198children's spontaneous and deep concentration was the natural state of childhood and the essence of being human. E.M.… |
Sequence 199Montessori referred to children who possessed habits of deep concentration (i.e., those who had repeated flow experiences) as… |
Sequence 200Montessori education have key ideas in common. Many character- istics of flow that have been revealed by research, including… |
Sequence 201person's attention, concentration, and overall experience (see Rathunde & Csikszentmihalyi, "The… |
Sequence 202Balancing Skills and Cltallenges The first important aspect of a prepared school environment is finding the appropriate… |
Sequence 203was doing, could be enough to disturb concentration. She added, "If a child begins to work with the motive of… |
Sequence 204materials that a child can actively explore, and often introduces them with a demonstration rather than a lecture. The teacher… |
Sequence 205dimensions was associated with full attention and flow experience; whereas families that were supportive but not challenging,… |
Sequence 206proaches. A third aspect of the prepared school environment-the importance of connecting body and mind-better fits this… |
Sequence 207Montessori was an early practitioner of embodied educa- tion. She thought that the most important path to a child's… |
Sequence 208in early childhood. Montessori comments, "By multiplying sense experiences and developing the ability to evaluate the… |
Sequence 209soul of a child to stimulate imagination and interest: "What he learns must be interesting, must be fascinating. We… |
Sequence 210example, the Montessori schools focused on deep concentration and were imbued with a philosophy of intrinsic motivation,… |
Sequence 211It was hypothesized, consistent with the argument in this chapter, that students in Montessori middle schools would report… |
Sequence 2121n ~ a r a n t 29 21 13 ■ .\lonte~~on Traditional I ltAh ,\lorn·a11on High .\l011,,tmn I ltp,h Imrort~n« Lo&… |
Sequence 213tial focus of Montessori education pays off in terms of student expe- rience. The school practices were apparently in line… |
Sequence 214are common at this point in history because of wrongheaded views of human nature and how we think and learn. Montessori's… |
Sequence 215rational thought only with a scientist and spontaneity and passion only with an artist. Schools that socialize normalized or… |
Sequence 216ties, a combination that allows cognition (e.g., cri tica I thinking) to be informed and inspired by felt emotion. He further… |
Sequence 217Csikszentrnjhalyi, M. Creativity: Flow a11d the Psychology of Discovery a11d l11vention. New York: HarperCollins, 1996.… |
Sequence 218Lakoff, G., & M. Johnson. P/11/()sol'hY i11 //,c I Jes!,. Nrw York: B,1sic8ooks, 1999. Leder, D. The A/1~1•111… |
Sequence 219Experience." Applied Develop111e11ta/ Science 5 (2001): 158- 171. Rathunde, K. "Family Context and Talented… |
Sequence 220Wl•rner, 11. Co1111111rati1•1• P~ychofogy of Mc11tnl Dct>t'lopmmt. \.ew Yori-.: lnternation,ll Uni\er~itie._ Pre._… |
Sequence 221NAMTA NEWS THE MIR OF MONTESSORI: REFLECTIONS ON THE PORTLAND CONFERENCE, MARCH 6-9 by Lena Wood A few weekends ago l… |
Sequence 222The notion of analysis and synthesis was eloquently presented by elementary trainer Greg MacDonald, of the Washington… |
Sequence 223and beyond. He challenged us to maintain our own "intense intellec- tual lives," because otherwise we run… |
Sequence 224N AMT A 2008-2009 CoNrER[ CE SCIIEDUL( \ltark your calendar for these upcoming conferences. \It ore infor- mation will be… |
Sequence 225- MONTESSORI WHOLE-SCHOOL MANAGEMENT 8 M: A PROFESSIONAL DEVELOPMENT COURSE FOR ADMINISTRATORS Summer 2008 Sunday, July… |
Sequence 226CLASSIFIEDS Alabama East Montgomery Montessori School is looking for a qualified pri- mary Montessori instructor. TI1e… |
Sequence 227Bachelor's degree, U.S. resident, preferred candidates will have ability to communicate & collabo- rate w /… |
Sequence 228The ideal candidate will have a BA in a core subject area; AMI train- ing; Montessori teaching experience, sh:… |