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Sequence 220to produce our own towers with nothing more than rulers, pencils, scissors, construction paper, some sguares of cardboard (for… |
Sequence 221The essential lesson learned by the students during this activity was that all of the buildings had internal skeletons that… |
Sequence 222backed steel rulers be used for making geometric drawings, thanks to Dr. Claremont's urgings. Dr. Claremont knew that the… |
Sequence 223the elevated edge becomes a trap for a pencil point that is held too obliquely with respect to that edge. The director/ guide… |
Sequence 224Using the dense cardboard sheets to protect the table or desk top, the student opens the compass legs to an opening that… |
Sequence 225The third step in Dr. Claremont's drafting regimen involved connecting the intersecting points where the circle crossed… |
Sequence 226the first circumference. The pin of the compass is placed at one intersection point of these two circumferences and a third… |
Sequence 227Ln11d, to all of my students. In this cartoon, Donald Duck is introduced to the geometric and musical discoveries of… |
Sequence 228a compass and ruler. The construction is rather elaborate, and I was afraid that these students would abandon the activity,… |
Sequence 229CONSTRUCTING THE GOLDEN SPIRAL Two of the three boys remembered that something called the Golden Spiral is a fundamental… |
Sequence 230The number 72 has a large factor set: 11, 2, 3, 4, 6, 8, 9, 12, 18, 24, 36, 721. So I was able to diagram the following… |
Sequence 231There were times in the past six years that I felt the need to re- move the binder with the master diagrams from the classroom… |
Sequence 232points of 90 degrees north and 90 degrees south, the north and south geographical poles respectively. The meridians of… |
Sequence 233144 degrees of arc, three fifths equal 216 degrees of arc, four fifths equal 288 degrees of arc, and five-fifths equal 360… |
Sequence 234The pharaohs and their nobles were very territorial and had stone markers set up to mark the boundaries of their lands.… |
Sequence 235Dr. Claremont was always full of surprises. One day at Ashdun Hall in Atlanta, when I was showing some young elementary… |
Sequence 236can be drawn with the aid of a plastic, triangular set square, and the area of each triangle can be calculated by multiplying… |
Sequence 237length of the equilateral triangle is multiplied by three and this product is multiplied by the length of the apothcm or… |
Sequence 238.s,,,iwrli, ~,,I.~ '"!>M"''""&,. Figure 1. Semicircles A… |
Sequence 239CLAREMONT THE TINKERER One further example of Claude Clarernont's genius that is re- lated to the discoveries of Thales… |
Sequence 240Claude Claremont utilized his classroom as more than just an environment for the instruction of pupils. He utilized his… |
Sequence 241last lecturec, and formally examine the students. She would also personally sign the diplomas of the students who passed their… |
Sequence 242We take for granted that the water flowing from a faucet will have satisfactory pressure to fill a bathtub or a basin. Water… |
Sequence 243Older students can be challenged to estimate the surface area of their bodies in square inches. This number can then be… |
Sequence 244Hallenbcrg, Harvey. "Using the Regular and Semi-Regular Solids." Montessori Life 16.2 (2004, Spring): 35-39… |
Sequence 245NAMTANEWS After more than seventeen years as Associate Editor for NAMTA, Renee Pendleton is striking out on her own as a… |
Sequence 246CLASSIFIEDS California The Child Unique Montessori School seeks warm, motivated and adaptable Certified Montes- sori… |
Sequence 247charter Montessori elementary through middle school. Live and work in the San Francisco Bay Area. Go to www.… |
Sequence 248The HAND is the instrument of tl1e MIND. ❖ The CHILD is the instrume11.t of the FUTURE. AM~ Teacl1er Training at Tl1e… |
Sequence 249rivermontessori.org/ employment.html for addi- tional details. Contact: jobs@ rivermontessori.org Pacific Rim… |
Sequence 250(~ ~ A Mo~.tessori ~Institute ====== MINW Northwest Come to the beautiful Pacific Northwest for Montessori Teacher… |
Sequence 251lies. Committed to diversity, The Montessori School commtmity is inclusive and depends on the tenets of collaborative… |
Sequence 252offered: competitive salary com- mensurate with education and ex- perience, health benefits, employer contribution to 401K… |
Sequence 253centcr to offer this program for the Early Childhood level. The posi- tion requires excellent organization skills, ability… |
Sequence 254Competitive salaries, a first-rate reputation, great benefits, a diverse student body, a beautiful facility and the… |
Sequence 255O1arter School. We are located in Morrisville, North Carolina near Raleigh and close to Durham and Chapel Hill, equidistant… |
Sequence 256dent, confident self-starter who is dedicated to Montessori. Fabulous opportunity to shape new Mon- tessori community and… |
Sequence 257The school and its well-estab- lic;hed AMI programs are highly reputable in the Greater Austin and Central Texas areas,… |
Sequence 258stcathmont.org. Please contact: Judy McCullough, Principal Telephone: 713-665-2195 Fax: 713-665-1478 E-mail: jmccullough… |
Sequence 259for fall 2010. Establisht•d in 1986, Claridcn serves ,1pprox1matl'ly 170 chtldrl'n .igcs 1 to 18. Our mis-,ion is… |
Sequence 260The Aquinas Montessori School is seeking an AMI certified primary directress to lead one of three pri- mary classes at our… |
Sequence 261Siena Academy, a Catholic par- ish Montessori school in Great Falls, VA, is seeking a Head of School beginning July 2010.… |
Sequence 262Kim Feerer, Director Cedar Tree Montessori 2114 Broadway Ave. Bellingham, WA 98225. 360-714-1762 www.cedar-tree.org cedar… |
Sequence 263MINDS A Ntw DJltCTION IN £DUCATION FORWARD. • • (I kQX9~1 School of Education r..u 11.1,noswmt Ml "'SOc… |
Sequence 264an AMI trained Head of School, who works closely with our long term, committed and motivated AMI trained faculty, staff and… |
Sequence 265Fondazione C~ntro tntemazionale Studi Montessoriani th Montessori courses 2010-2011 priate level of Montessori training… |
Sequence 266Virgin Islands Virgin Islands Montessori School and International Academy- located on the beautiful island of St. Thomas-is… |
Sequence 26711;1!! Efe/f(el(ta.,.1 T,.a.11(/'trt 8e111(.f t/41~ ro.lf.. Hershey Montessori Institute of Northeast Ohio where The… |
Sequence 268Demand Brilliance Finance your new classroom up to 48 months! Full line of Montessori molerlols, furniture, books, scientific… |
Sequence 269Nienhuis MONTE ISOR, Nienhuis Montessori. The global standard 1'0 E Oana Street. Mountain V,ew. CA 94041-1508 T 1-800-… |
Sequence 1. := -:;_ '"J:• -- -- ::;,-;--= - - - I -.• - - - • ; :. - -::. - ~ -- -=-. ~ •… |
Sequence 2WHAi Is NAMTA? The Nonh Amcman Monie i.on Tcal·hcr,· As;.ociat1on prm ide, a medium of stud). interpretation, an<l im… |
Sequence 3THE NAMTA JOURNAL VoL. 35, No. 3 • SUMMER 2010 MONTESSORI INTERNATIONALISM AND PEACE: UNIFYING HISTORY, GEOGRAPHY, AND… |
Sequence 4MONTESSORI INTERNATIONALISM AND PEACE: UNIFYING HISTORY, GEOGRAPHY, AND NATURAL SCIENCE EDrTORIAL: PEACE Now… |
Sequence 5A..,PR ,.., 01 C.0\1\IL ,11' ... . ............................................................. 165 l111 Shekko/a… |
Sequence 6EDITORIAL: PEACE Now by David Kahn The Montessori Centenary in 2009 revealed to us a count of nearly 20,000 Montessori… |
Sequence 7generation that is starting to come into its own is one cultured to the effects of war and numbed to individual violent acts… |
Sequence 8language is going through the same daily struggles that you do is a very powerful experience. Some argue that human nature… |
Sequence 9its cycle. We must push ourselves-I must push myself. And l find that the reward after a heinous journey is a lot greater… |
Sequence 10Tiu• NAMTA Journal 5 |
Sequence 11Andre Roberfroid 6 The NAMTA Jo11mal • Vol. 35, No. 3 • S11111111er 2010 |
Sequence 12MONTESSORI AND THE BUILDING OF PEACE by Andre Roberfroid Andre Robe1froid explores the roots of peace-building through Montes… |
Sequence 13say that we have lived in peace and we have had a Lot of conflict. Peace is the capacity to face the conflicts, overcome the… |
Sequence 14study for peace around the world. But I know many studying war or different degrees of war. That means that yes, peace… |
Sequence 15other ways. This child has grown into this environment where he knows it is to his benefit to look for all things that he… |
Sequence 16adolescents, have to absorb that reality. Peace requires not only an emotional relationship, it requires a change, a social… |
Sequence 17potential friends. Tt is not that difficult, but it is not natural. If we consider them potential enemies, believe me, they… |
Sequence 18The roots are in the way we organize the sharing of the wealth. That is where the root of world peace is. Our children, being… |
Sequence 19Lynne Lawrence Megan Tyne 14 The NAMTA Joumal • Vol. 35, No. 3 • Summer 2010 |
Sequence 20GRASSROOTS DEVELOPMENT: MONTESSORI EDUCATION AND PEACE by Lynne Lawrence and Megan Tyne Lynne Lawrence and Mega,1 Tyne… |
Sequence 21ated this side of our mission when she es- tablished Educateurs sans Fronticres to offer support and inspiration to the… |
Sequence 22Montessori School. Together we ran four full lnternational courses. Then the political situation changed and many of those… |
Sequence 23the setting up of the centers as soon as the student is ready. With regard to Montessori a lot of the theory and child… |
Sequence 24Montessori principles and practices unfold and the children blos- som in the same way as we see all over the world. From this… |
Sequence 25where any malnourished child will stay with a family member until the child is re-nourished and the family member understands… |
Sequence 26assistance in developing a funding submission and, with the help of other international colleagues, a proposal was developed… |
Sequence 27The project is underway, and AMl signed the agreement with camp council members in February, 2010. As the project progresses… |
Sequence 28Ardyn's father, Bob Masterman, had a deep concern for the plight of Indigenous people in Australia, and he came to… |
Sequence 29board was established with people of influence and connections. Pro bona legal services were secured from two of Australia… |
Sequence 30government and foundations have mounted countless projects, using enormous funds, to try to assist these remote indigenous… |
Sequence 31to exercise any authority over their own lives and were excluded from the most basic benefits of citizenship. In the 1970s,… |
Sequence 32REFERENCES By-laws of the Association Montessori lnternalio,rnle. Am- sterdam: AMI. AMI Strategic P/a,1 2008-2012. Amsterdam… |
Sequence 33Lia Woo 28 The NAMTA Journal • Vol. 35. No. 3 • Sw11111er 20/0 |
Sequence 34MONTESSORI' S WELTANSCHAUUNG: A GLOBAL SOCIAL MOVEMENT by Lia Woo Lin Woos research has led /1er to n11 npprecintio11… |
Sequence 35We will not attain peace in our society by teaching it through rote learning, as we attempt to do with academic subjects. Or… |
Sequence 36To KNow PEACE Attaining peace through educational reform is different than adopting a new education that would "… |
Sequence 37Renilde Montessori challenges us to look more deeply at this term Montessori used to describe her pedagogy: Seldom, if ever,… |
Sequence 38These two children gave a voice to all of the children of the world, proclaiming: We are not the sources of problems; we arc… |
Sequence 39seeds in a special potting medium that is designed specifically for this time of initial growth. We provide the seeds with… |
Sequence 40be protected: A gust of wind can blow them out.. .. (68-69, emphasis in original) The tale of Tlte Little Prince is one that… |
Sequence 41school and the home. Her own term for the pedagogy she created was "Education as an Aid to Life," and… |
Sequence 42beginning days of the village the children were weighted down with apathy and were in no condition to learn. Doris Murray, a… |
Sequence 43to be hauled from the well in the camp or garbage to be swept into containers, children want to have an active role and… |
Sequence 44ADVOCACY AND OUTREACH Peace and education cannot, must not, and as we have seen, need not be confined within the walls of the… |
Sequence 45of classroom teaching, has begun to push the boundaries of the classroom walls. From refugee camps and orphanages to women… |
Sequence 46Fukatsu, Takako. "Commitment to Wider Community: The Global Child, an Example from Southeast Asia."… |
Sequence 4742 The NAMTA Jo11mal • Vol. 35, No. 3 • S11111111er 2010 |
Sequence 48KEYS TO GLOBAL UNDERSTANDING: THE ROLE OF THE PRIMARY ENVIRONMENT by Polli Soholt Po/Ii So/wits extensive experience lends… |
Sequence 49war-and second, a long-term effort to establish a lasting peace among men. Preventing conflicts is the work of poli- tics;… |
Sequence 50SOCIAL ASPECTS OF TI-IE PREPARED ENVIRONMENT One of the most important social aspects of the Children's House is the… |