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Sequence 4II. Tone Duration and Note Symbols 1) Box 1, containing cards with whole, half, and quarter notes and rests, showing that… |
Sequence 5Checking with note chart Transposing with interval chart, major and minor Transposing of harmonic minor the major scale (… |
Sequence 6--------------------------------- -- - on the staff and going to the left on the keyboard is downward on the staff. A… |
Sequence 7Affixing names of notes to keys Checking the names of keys with chart 2) Learning names of sound of keys. Note-shaped black… |
Sequence 8pitches. By matching the same pitches on the different instruments, the child refines his feeling for tone color. Different… |
Sequence 9Montessori muscular-sensorial approach, materials and instruments have been invented which enable the child to self-educate… |
Sequence 10It seems strange that it is the rhythm in music and not the melody to which children show their first active response. When… |
Sequence 11First, identities are to be recognized; then a few strongly contrast- ing stimuli are presented, followed by gradual… |
Sequence 12speed, according to his own capacities in a non-competitive atmo- sphere. The teacher introduces the didactic material… |
Sequence 13Dr. Maria Montessori (1870-1952) was the first woman physician of her native country, Italy. She became interested in… |
Sequence 14THE MONTESSORI APPROACH To Music by Elise Braun Barnett Returning recently from a meeting of the College Music Society, I am… |
Sequence 15On the morning of her 90th birthday, Lisi taught piano lessons to several of her young students and then celebrated her… |
Sequence 16In 1938, with the help of friends in India, she and her family managed to leave Austria before the War. She was to spend nine… |
Sequence 17IN MEMORIAM ELISE BRAUN BARNETT 1904-1994 On November 20, 1994, the Montessori community lost a tireless lover of children… |
Sequence 18Elise Braun Barnett and students, recital, 1994 178 The NAMTA Journal • Vol. 20, No. 1 • Winter 1995 |
Sequence 19Rist, R. (1970). Social class and teacher expectations: The self- fulfilling prophecy in ghetto education. Harvard Educational… |
Sequence 20Haberman, M. (1991). The pedagogy of poverty versus good teaching. Phi Delta K.appan, 73(4). Hannaford, I. (1994, Spring).… |
Sequence 21Bremer, J. (1985, Fall). Education as peace. The NAMTA Quar- terly, 11(1), 21-40. Capra, F. (1993). The turning of the tide.… |
Sequence 22a need for whole men. Every side of the human personality must function. A young person may have special aptitudes in some… |
Sequence 23Paradigm Shifts For two and a half centuries, scientists have used a mechanistic view of the world to develop their… |
Sequence 24emphasizing the "knowledge and skills that might ensure a more responsive culture" (Shapiro, 1993, p. 299)… |
Sequence 25Transformational Schools Gunnar Myrdal's An American Dilemma: The Negro Problem and Modern Democracy (1944) helped… |
Sequence 26the work of the child in much the same way as Marx viewed the work of humanity: Man, acting on the external world and… |
Sequence 27Montessori writes: ... every living creature possesses the power to choose, in a complex and many sided environment, that… |
Sequence 28ence and treat ourselves as commodities, and that our own powers have become alienated from ourselves. We have be- come… |
Sequence 29What Tolstoy and Montessori saw so clearly and worked so hard to eradicate were the barriers which tra- ditional… |
Sequence 301991, p. 290) is the norm in many urban schools where fragmented, overdirective, and highly specialized schooling is thought… |
Sequence 31(2) Class position. Making students into numbers and segregat- ing them in classes trains them to stay in their place. (3)… |
Sequence 321982, pp. 219-245), who escape early tracking into special education categories are still at risk for being labeled as BD (… |
Sequence 33A new kind of critical theory arose in the 1970s among observers of education. Those supporting this position were so far to… |
Sequence 34dren and their families. A combination of health care, housing, transportation, job training, social welfare, and schools… |
Sequence 35Actually, test scores suggest that the miseducative effects of poverty continue to undermine even the extraordinary attempts… |
Sequence 36According to Kenneth Strike's analysis (1982, p. 214), two educa- tional strategies are possible prescriptions to… |
Sequence 37EQUAL OPPORTUNITY AND THE MONTESSORI MAGNET SCHOOL by Annette M. Haines Annette Haines redefines equality of opportunity… |
Sequence 38Annette M. Haines 158 The NAMTA Journal • Vol. 20, No. I • Winter 1995 |
Sequence 39Navarra, J. G. (1955). The development of scientific concepts in a young child. New York: Columbia University Bureau of… |
Sequence 40References Abelson, R., et al. (1968). Theories of cognitive consistency: A sourcebook. Chicago: Rand McNally. Bandura, A… |
Sequence 41enough with people to correct misconceptions regarding their behavior or the impact of human actions on their lives. When… |
Sequence 42Discussion At this point, it is possible to speculate about the development of an environmental morality in light of the… |
Sequence 43Kohlberg further incorporated into his theory Erikson's concept of epigenesis, in which seeds of later modes of life and… |
Sequence 44If children's experiences are solely with the world of people, it is unlikely that they will develop ecological… |
Sequence 45ests, which became threads upon which otherwise isolated experi- ences were bound together into larger, interlocking patterns… |
Sequence 46such as the tendency to think that everything is made for people, intentionality of nature, or animism. Alongside this… |
Sequence 47rights to animals, plants, and the land itself is rare, this paper will recognize three sources of concern: fears for self-… |
Sequence 48THE ROOTS OF ENVIRONMENTAL CONCERN by Louise Chawla, PhD, and Roger A. Hart, PhD Louise Chawla and Roger A. Hart present a… |
Sequence 49It is, I think, critical for middle school Montessorians and elemen- tary Montessorians to develop materials and activities… |
Sequence 50Critical to developing social awareness is the development of com- passion and empathy, of coming to understand and value why… |
Sequence 51for teenagers to be rude? Is it normal behavior for teenagers to use tasteless language? Is it normal behavior for teenagers… |
Sequence 52aristocrat who, in an act of tremendous condescen- sion, offers himself to his social inferior. It is an in- credible… |
Sequence 53gentlemanlike conduct in the late twentieth century is radically differ- ent from what it was in the eighteenth. Let us look… |
Sequence 54superior and refined manners but also the moral substructure that gives them substance and power. There is a striking and… |
Sequence 55write essays on good manners. To the questions Do you expect good manners from adults?, Do you expect good manners from your… |
Sequence 56and intolerance of others-especially others who are or appear differ- ent. There are the universal put-downs, the hurtful and… |
Sequence 57REINVENTING CIVILITY by Lawrence Schaefer, PhD Dr. Schaefer calls for "a renaissance in civility," a return… |
Sequence 58Lawrence Schaefer, PhD 138 The NAMTA Journal • Vol. 20, No. I • Winter /995 |
Sequence 59The NAMTA Journal 137 |
Sequence 60They build upon one another. Every ending is a new beginning. They must be understood as a whole-they must be correlated. They… |
Sequence 61The Nature of Experience What are the characteristics of key experiences? "The Thing that is important above… |
Sequence 62Self-expression Formation of a theater company Coffeehouse extempore Speaking befor:e a group The seminar Building… |
Sequence 63process. They are developing personal identity by examining their own ethnicity and the stories of their own ancestors. They… |
Sequence 64Now, all of this could be covered by some history textbook, and may well be. I know they try to handle history "as a… |
Sequence 65Experience for the sake of experience is not the goal. It is not the intent to merely make education fun. Experiences are a… |
Sequence 66Experience and Curriculum Framework "The first reform in education must be to offer a wider environ- ment and to… |
Sequence 67The normalized child displays all of the characteristics familiar to experienced Montessori teachers: love of order, love of… |
Sequence 68How is valorization accomplished? It is through work, by activ- ity, by experience, by action, by being active with one's… |
Sequence 69Part II: Valorization, Normalization, and the Key Experiences The comparison of the adolescent and the very young child can… |
Sequence 70The work of this stage of development is adaptation to social life. The adolescent is vulnerable to the development of all… |
Sequence 71announcements of upcoming events and advertising posters. They need to write biographies of historical characters, of… |
Sequence 72the silo. They need to sweep the barn. They need to prepare lunch for 10 people or for 200. They need to plan and organize and… |
Sequence 73Montessori reminded us that our students are training for the intellectual professions (1948/1973, p. 99), but we are not… |
Sequence 74after hour, day after day, is a prison sentence. They need activity. They need to be up and down. They need to do physical… |
Sequence 75TOWARD KEY EXPERIENCES FOR THE ADOLESCENT by John Long John Long compares the early-childhood and adolescent levels of… |
Sequence 76John Long 120 The NAMTA Journal • Vol. 20, No. 1 • Winter 1995 |
Sequence 77Hopkins, L.B. (1987). Pass the poetry, please. New York: Harper Collins Children's Books. Koch, K. (1970). Wishes, lies… |
Sequence 78Conclusion It may be obvious that the practical suggestions I have introduced only scratch the surface of the research and… |
Sequence 79of thumb might be What I do cover I will do patiently and well. The subconscious of the child can make connections to other… |
Sequence 80processes as well as the actual transcriptions as he is doing them, and students relate the spoken word to the written word… |
Sequence 81sciousness, activate their personal schema. Have you ever been taken somewhere you didn't want to go? (Gilly is being… |
Sequence 82idea-Koch's, for example, was, "Write a poem in which you are talking to a beautiful and mysterious creature… |
Sequence 83is a question they often think about. How did something get the way it is? They ask this question about animals, about apples… |
Sequence 84Here is one of Koch's choices, "The Tyger," by William Blake: The Tyger Tyger, Tyger! burning bright… |
Sequence 85children will want to send their work out for publication. In our local newspaper, The St. Paul Pioneer Press, a segment of… |
Sequence 86or your eye blinking or a field of grass blowing in the wind Silence is perhaps a fish swimming or a witch flying or the… |
Sequence 87part) of the disturbing hormonal changes of adolescence, the child of 9 to 12, Montessori believed, is a stronger learner than… |
Sequence 88-----------------------------~ - - where children need never experience the kind of total isolation Rogers touches upon.… |
Sequence 89quality of a work of literature. The children will have many ideas about what makes a book" good." A… |
Sequence 90In the early chapters of a novel, for example, I try to reinforce knowledge by asking factual questions about key information… |
Sequence 91Writing: Teachers and Children at Work, Donald Graves (1983) talks about "game conditions" when discussing… |
Sequence 92In my Bergamo training course, we learned that one of the goals of grammar study at the 6 to 9 level is style analysis in the… |
Sequence 93When we ask questions (which are not interpretive] it not only directs the response to ourselves but implies we are looking… |
Sequence 94chapter is called "Discipline and the Teacher," and in it, Montessori is sympathetic to the struggle of a… |
Sequence 95within the student as we survey the "universe of literature." There it all is, before her, everything that… |
Sequence 96Since we are not omniscient, we cannot completely know what is in the child. Therefore, both Montessori and the whole language… |
Sequence 97you are studying frogs, the student might make a semantic map showing everything she already knows about frogs. Then, she… |
Sequence 98From the very beginning, children are presented with and encouraged to compose whole texts-real lan- guage written for real… |
Sequence 99tion of human mental capacities" (Cazden, 1992, p. 6). It is worthwhile to compare this quotation with a passage from… |
Sequence 100a vision of the whole into which the individual parts have context and meaning, a basis which is strong and broad enough so… |
Sequence 101When we study a poem or a novel, children will know where to place it in the history of literature. We make these choices as… |
Sequence 102much as he did." Yet, in finding "wonders" in the real world, such as the hanging gardens of… |
Sequence 103and meaning in the universe is one of the ways we provide a secure environment. But we also create a context in which there is… |