Search Inside Documents
Displaying results 33701 - 33800 of 40606
Sequence 170Figure 5 [In figure 5] we are comparing three dimensions of experience. How happy they are, how bored or excited they are,… |
Sequence 171it? The experiences we have in life are what accumulate to make us who we are throughout our life. The more we feel bored when… |
Sequence 172Six Universal Conditions For Wellbeing In Adulthood (and Beyond) 1. Physical Health and Fitness 2. A Vital Mind 3. A… |
Sequence 173A continuous vocation is desirable. It is a project or a goal that keeps you focused and working and it may be something… |
Sequence 174If you don't allow these things to grow because there are no oppor- tunities for it, there are no rewards for doing it in… |
Sequence 175point [in figure 7] is to be healthy and fit. There is a real problem in America with both children and adults being quite… |
Sequence 176Again, instead of close relationships there are children left alone at home, without siblings and no extended families.… |
Sequence 177The Three Main Tasks of Preparing Adolescents for The Future 1. Allowing for AUTONOMY AND INITIATIVE That leads to… |
Sequence 178are prepared for in a sense but we can't use our abilities, courage, determination, choice, and decision-making powers… |
Sequence 179of the group, to be united, to put your life in their hands, and to protect them with your hands. This experience of… |
Sequence 180you learn by yourself. Obviously, you have to learn [independently] too. But the extent that schools or the educational system… |
Sequence 181Laurie Ewert-Kroeker 178 The NAMTA Journal • Vol. 36, No. 3 • Summer 20/ I |
Sequence 182EDUCATION AS THE PREPARATION FOR ADULT LIFE: AN OVERVIEW by Laurie Ewert-Kroeker Laurie Ewert-Kroeker portrays the syllabus… |
Sequence 183My first response to these overviews is to note the emphasis on the present: the goal of what Montessori calls "… |
Sequence 184veloped, the interaction of that individual with the world, and ulti- mately their effect on the world, depends a great deal… |
Sequence 1852. "Supranature," the ways in which human beings have interacted with, changed, or built on top of the… |
Sequence 186Despite the passing of time since Montessori's work and writing, it is hard to disagree that what we share with our… |
Sequence 1873. Come to understand how human beings have created this culture-which we all now share-and how hu- mans have interacted,… |
Sequence 188the present. What Montessori offers here is a fundamental approach: allow the human personality to freely develop, cultivate… |
Sequence 189l'! ffl (/) 0 ~ (I) t: ::, 0 0 ~ .c a.. 186 The NAMTA .loumal • Vol. 36, No. 3 • S11111111er 2011 |
Sequence 190PERSONAL EXPRESSION by Laurie Ewert-Kroeker fll view of the creative expressions of 1n11sic, the arts, and /a11g11age, La11… |
Sequence 191heightened experiences and seek heightened experiences in response to external stimuli and in response to their own physical… |
Sequence 192creating a self, an increasingly conscious self, acts of creation would seem natural, productive, and satisfying. Montessori… |
Sequence 193importance of this particular sensitivity in the adolescents we work with or, on the other hand, how often, out of genuine… |
Sequence 194How do art, language, and music accomplish the task of "developing the in- terior personality" in all of… |
Sequence 195a poem. Self-expression is an essential step in the development of humanity toward human solidarity and understanding. Art,… |
Sequence 196To cultivate the art of speaking logically, to expose one's ideas, to reason and discuss. Reading aloud so as to hold… |
Sequence 197• The introduction to forms and structures that can help adolescents unlock and shape their ideas, feel- ings, and… |
Sequence 198so emotional and confused at the time is an oversimplification of a deficiency we are all contributing to. Why did we stop… |
Sequence 199Pat Ludick Michael Waski 196 The NAMTA Jou ma/ • Vol. 36, No. J • S11111111er 2011 |
Sequence 200FORMATIVE EDUCATION: FOUNDATIONS FOR CHARACTER DEVELOPMENT by Pat Ludick and Michael Waski A meditation on the inner life of… |
Sequence 201parents, Montessori-trained guides, practitioners in training, and those who have studied through the NAMTA summer… |
Sequence 202making and then the courage to act on that vision. On some level, this section is an example of the concept of a hidden… |
Sequence 203Her understanding, and therefore our own basis of understand- ing the complexity and nobility of our approach, is determined… |
Sequence 204place. Remember that the role of the adult guide is an integral part of this prepared environment. This guide and teacher must… |
Sequence 205There is the mantra regarding the noble characteristics and the dynamic training of character as she points to challenges that… |
Sequence 206The Just Community D yn amlc In Nature Strong in Principle Skill Development Critical Thinking Problem Solving… |
Sequence 207adolescent community. While these seemingly are small items that calJ the guides to deep patience, the real issue becomes,… |
Sequence 208who have taken leadership roles in our world past and present. They study humans who have dealt with moral decision-making… |
Sequence 209awareness and courage in a place where it is safe to be heard and where one is safe to make mistakes. The adolescent who has… |
Sequence 210place, the need to convince the world that there must be a universal collective effort to build a foundation for peace. She… |
Sequence 211Montessori knew full well of that impending reality. A global community must be able to communicate. A person competent in… |
Sequence 212value their own being on this earth and they value the being of oth- ers. They are responsible citizens of a democracy and… |
Sequence 213not to say that learning skills are not useful or important; we just must be careful to remember that it is not all there is.… |
Sequence 214■ Cell Phones ■ RadarGuns 29 27 75 26.5 25.25 24 Study 1 Study 2 Figure 2a. Cell phones. ■ Cell Phones ■ RadarGuns… |
Sequence 215So much of our world is dependent on numbers, data, and statistics these days. Indeed if the students are on a jury and this… |
Sequence 216soning behind Euclid's arguments. Students struggle through the verbiage of the proofs to translate, digest, and restate… |
Sequence 217have new materials developed specifically for the adolescent. But a third material that is powerful is that of math history.… |
Sequence 218• ls it good/necessary to struggle? • Are people born with a gift, or can they learn anything through practice if they have… |
Sequence 219in isolation to solve one problem), it might not be so bad to sit and think of your seminar question for an entire hour!… |
Sequence 220Schaefer, Lawrence." A Montessori Vision of Adolescence." Tl,e NAMTA Journal 18.3 (1993, Summer): 73-84.… |
Sequence 221Jacqui Miller 218 The NAMTA Jo11mal • Vol. 36. No. 3 • S11111111er 2011 |
Sequence 222THE STUDY OF THE EARTH AND LIVING NATURE by Jacqui Miller Apart from 1/lerely nlludi11g to tlte biologicnl sciences, Jacqui… |
Sequence 223I want to start with a personal point of reference. This study of earth and living things was my entry point into the study of… |
Sequence 224ately. It follows then that we should provide opportunities for our students to learn the basic concepts of the natural… |
Sequence 225Together, these make up the study of ecology, which considers the relationships between living organisms and their… |
Sequence 226have an impact. Our adolescent communities have the opportunity to facilitate connectedness, model such responsibility, and… |
Sequence 227the many opportunities for making decisions in our micro-economy. A significant quantity of the choices we make as adults… |
Sequence 228so many other ways. Scientific studies and practical experiences are preparation for making choices and thinking about the… |
Sequence 229Shekkola Barnett Gray John McNamara 226 The NAMTA Jou ma/ • Vol. 36. No. 3 • Summer 2011 |
Sequence 230THE STUDY OF HUMAN PROGRESS AND THE BUILDUP OF CIVILIZATION by Shekkola Barnett Gray and John McNamara Bot!, S'1ekkola… |
Sequence 231Figure 1. The world map of scientific discovery. and how the syllabus provides a vehicle for integrated science instruction.… |
Sequence 232Not only does scientific discovery unite humanity, but the issues themselves are intricately connected. For example,… |
Sequence 233Figure 2. Three-period lesson for evolution and genetics (part 1 ). J a -:l ..J ' C 0 is included. Students are… |
Sequence 234.. ] g -~ I!. l ·1 , i .. , ::2 = J: -· ~.S--o • o- e -- ~>< 0 ,;, i' f ~sB~g ~ 1 Mu .,_ 0… |
Sequence 235Figure 4. How science works. EXPLORATION ANO DISCOVERY Gathering data - ...... l'lb,/~!'°"1 l'… |
Sequence 236Figure 5. Ruffing West students in the lab. Figure 6. Examples of student work in the gardens at Ruffing West. Gray and… |
Sequence 237garden as a backdrop to study the effects of nature on the body, on the effectiveness of studying, and on completing work (see… |
Sequence 238hypotheses given new information; develop clearly stated solutions that fit the problem and its inherent conditions, based… |
Sequence 239Figure 8. Blackwood drip system. 236 The NAMTA Joumal • Vol. 36, No. 3 • Su111111er 2011 |
Sequence 240Responsible use of water is an example of an issue that is unit- ing the world. Post Oak adolescents addressed this issue on a… |
Sequence 241tive impact on the children of Post Oak. Middle School students surveyed the cam pus, took rainwater measurements, researched… |
Sequence 2422. The Houston Museum of Natural Science has hosted our group for intimate talks with Dr. Donald Johan- son (credited with… |
Sequence 243Paola Trabalzini 240 The NAMTA Journal • Vol. 36. No. 3 • Summer 2011 |
Sequence 244PRACTICAL LIFE AT SAN LORENZO: IMPLICATIONS FOR ERDKINDER by Paola Trabalzini Translated by Frank Amodeo and Mariabambina… |
Sequence 245In the restructured buildings of the San Lorenzo district of Rome, considerable attention was dedicated to environmental care… |
Sequence 246Once the personal cleanliness activity was over, the practical life activities would begin. The children undressed and donned… |
Sequence 247The teacher paid attention to details,"to the shape of the parts of the body the child washes," and &… |
Sequence 248ln San Lorenzo, the young children had lunch at home; while in the Children's Houses they had some crockery at their… |
Sequence 249If a three-to-six-year-old child can keep his house clean and tidy, serve at a table, and wash the dishes, then why would an… |
Sequence 250For instance, with regard to the purchase of the food that is not produced on the farm, it is a matter of finding the… |
Sequence 251ways of being are also brought in. For the adolescent, practical life activities are a "concrete space-time"… |
Sequence 252processes of observation, comparison, reasoning, knowledge, and socialization, without overlooking emotional development. In… |
Sequence 253the field to scientific and historical studies; harvesting and sell- ing products then leads to understanding the fundamental… |
Sequence 254In San Lorenzo, besides manual tasks linked to caring for oneself and for the environment inside and outside the Children… |
Sequence 255guides in the contemporary society adapting themselves to the new situations. The adult is responsible for the development… |
Sequence 256I thank Dr Giovanna Alatri, collaborator of the Mauro Laeng Historical Museum of Didactis at University Roma Tre and promoter… |
Sequence 257We have to wait until the 1926 edition of l/ Metodo de/In Pedngogin Scientificn, the third ltalian edition, to have a more… |
Sequence 258Agricultural works: preparation of land wi1hout stones and transport of earth with wheelbarrows (Berlin). Hence, through… |
Sequence 259dren right down to the nursery class and known as the Exercises in Practical Life" (The Erdki11der 11). Montessori… |
Sequence 260decisions, and to steer one's own actions, in the specificity of the different planes of development. In fact, practical… |
Sequence 261REFERENCES Ewert-Kroeker, Laurie. "Farm School Culture and Valo- rization of Personality: How Does Living on the… |
Sequence 262Montessori, Maria. "Dr. Montessori's Third Lecture Given at the Montessori Congress in Oxford, England, 1936.… |
Sequence 263NAMTANEWS Plan to attend a NAMTAconference! Full conference schedules and registration materials are posted on our website (… |
Sequence 264cultures in both public and private sectors, going from induction to the deep commitment to Montessori materials. NAMTA Ado/… |
Sequence 265CLASSIFIEDS Arizona Keystone Montessori School in Phoenix, Arinma is s<.>eking an AMI Elementary certified… |
Sequence 266Why not take your AMI Primary training in Vienna? one of the world's most beauti[ul cities.' This course for ages 3… |
Sequence 267Teacher who will act as your men- tor, or to start fresh as the Head Teacher in a brand new classroom, where you will have… |
Sequence 268While all applicants are thanked for their interest, only those chosen for interviews will be contacted. No phone calls,… |
Sequence 269Qualified applicants will be AMI or AMS Montessori credentialed for 3-6 and must be highly quali- fied under NCLB (No Child… |