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Sequence 8580 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Our responsibility then is to focus some of our scheduled observation on… |
Sequence 8681 Orion • Birth to Six: A Foundation for All that Comes Later clubs, they enter the age of “rudeness,” they relish in… |
Sequence 8782 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Nichole Holtvluwer |
Sequence 8883 Holtvluwer • Understanding the Youngest Children UndeRsTandinG The yoUnGesT ChildRen: hoW To BUild a deep aWaReness of… |
Sequence 8984 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Taking the above quote from Maria Montessori, the definition or idea of… |
Sequence 9085 Holtvluwer • Understanding the Youngest Children What works for some families may not work for others, so we must be… |
Sequence 9186 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 BUildinG a RelaTionship In my work with parents, I’ve found that the… |
Sequence 9287 Holtvluwer • Understanding the Youngest Children pRovidinG knoWledGe The majority of parents are hungry for knowledge… |
Sequence 9388 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 offer your help prior to actually providing it in order to avoid the… |
Sequence 9489 Holtvluwer • Understanding the Youngest Children Remember that just as the children grow while in our care, so do the… |
Sequence 9590 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Gerard Leonard |
Sequence 9691 Leonard • The Montessori Classroom The monTessoRi ClassRoom: a foUndaTion foR GloBal CiTizenship by Gerard Leonard… |
Sequence 9792 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 day in Seattle and a few more to travel west to the Olympic Rain- forest… |
Sequence 9893 Leonard • The Montessori Classroom bi-national ecosystem, and laying between the Cascade Range and the Olympic Mountains… |
Sequence 9994 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 out of acquaintance with the true story of a place and seeing that story… |
Sequence 10095 Leonard • The Montessori Classroom good fortune to be welcomed and taught about Mexico by wonderful people who are so… |
Sequence 10196 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Baghdad, and The Spice Road from the Moluccas through South India to… |
Sequence 10297 Leonard • The Montessori Classroom then to examine the reality of human interdependencies and see humanity as a single… |
Sequence 10398 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 it is also a place to experience what it is like to live and work in a… |
Sequence 10499 Leonard • The Montessori Classroom and to the local society in his town, county, and bioregion. From this security and… |
Sequence 105100 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Weaving through all of the prepared environments of Montessori schools… |
Sequence 106101 Leonard • The Montessori Classroom I began today telling a little of the story of Seattle because it is first of all… |
Sequence 107102 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 A wise, global citizen loves his home, his land, and his own people and… |
Sequence 108103 Leonard • The Montessori Classroom years the students were asked to list the course that most pushed their knowledge… |
Sequence 109104 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 so on with the absolute excitement of a self-chosen activity. I have… |
Sequence 110105 Leonard • The Montessori Classroom to construct other polygons. Folders containing the art, architecture, and… |
Sequence 111106 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 cated interdependencies. We cannot afford to be ignorant of one half of… |
Sequence 112107 Leonard • The Montessori Classroom cally prepared environment and the need for respectful and loving teachers who… |
Sequence 113108 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 somehow the same. Music is one of the great unifying forces; it is a… |
Sequence 114109 Leonard • The Montessori Classroom humanity connects us; these are classroom essentials when we educate for peace. One… |
Sequence 115110 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Leonard, G. “An Interview with Thomas Berry.” The NAMTA Journal 16.3 (… |
Sequence 116111 Leonard • The Montessori Classroom |
Sequence 117112 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Casa Montessori Child Development Center |
Sequence 118113 Soholt • The Social Roots of a Global Community The soCial RooTs of a GloBal CommUniTy by Polli Soholt Polli Soholt… |
Sequence 119114 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 with academic information. Dr. Montessori envisioned a different kind of… |
Sequence 120115 Soholt • The Social Roots of a Global Community able to develop along her natural path without obstacles will reach a… |
Sequence 121116 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 The normalized child loves order. We know that these children have a… |
Sequence 122117 Soholt • The Social Roots of a Global Community as well as noticing the efforts the others make to fine tune the skills… |
Sequence 123118 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 engage them beyond a few moments. If that is the case, we need to think… |
Sequence 124119 Soholt • The Social Roots of a Global Community ment is very valuable to the children just learning English. These… |
Sequence 125120 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 the other. Then, each of the children can take a turn. The children tend… |
Sequence 126121 Soholt • The Social Roots of a Global Community Apparent Order. This is a transitory stage, where it some- times appears… |
Sequence 127122 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 port in order to progress. This may mean that the normalized child wants… |
Sequence 128123 Soholt • The Social Roots of a Global Community community. The more thought and care that the adults put into their… |
Sequence 129124 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 it becomes clear that this element alone eliminates many obstacles to… |
Sequence 130125 Soholt • The Social Roots of a Global Community long as desired. This allows the children to immerse themselves in work… |
Sequence 131126 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 It is important to understand that Dr. Montessori did not advocate that… |
Sequence 132127 Soholt • The Social Roots of a Global Community |
Sequence 133128 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 http://montessori-pierson.com/ VD Ml 17 he 946 London Lectur Mu… |
Sequence 134129 Montessori • Man and SuperNature Reprinted from The 1946 London Lectures. Copyright 2012 by the Montessori-Pierson… |
Sequence 135130 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Each animal is an agent who works for the harmonious correlation of all… |
Sequence 136131 Montessori • Man and SuperNature out into the air and enjoy a little life and sunshine,” it would die; it could not live… |
Sequence 137132 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 nature were to stop doing its work there would be a calamity. For… |
Sequence 138133 Montessori • Man and SuperNature 21Another lost chart. Courtesy of Montessori High School at University Circle tended… |
Sequence 139134 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 to you. The lower drawing represents the world of nature. There is an… |
Sequence 140135 Montessori • Man and SuperNature Look at humanity here at the top of the plan I have drawn. Does he have a cosmic task… |
Sequence 141136 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 a All animals are considered to be egotists who just enjoy their own… |
Sequence 142137 Montessori • Man and SuperNature |
Sequence 143138 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Barbara L. Hacker |
Sequence 144139 Hacker • Promoting World Citizenship pRomoTinG WoRld CiTizenship: a CRUCial aRea of sTUdy by Barbara L. Hacker This… |
Sequence 145140 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 learning and its potential for peace was shared by my classmates and… |
Sequence 146141 Hacker • Promoting World Citizenship that the human family can be divided into separate groups based on inherent… |
Sequence 147142 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 many do not understand the full depth and implications. The science has… |
Sequence 148143 Hacker • Promoting World Citizenship a panel illustrating the things participants have written as their starting point… |
Sequence 149144 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 who like her had very light blond hair. Adults in the United States have… |
Sequence 150145 Hacker • Promoting World Citizenship less melanin made it easier to get vitamin D from the sun. This was a satisfying… |
Sequence 151146 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 the Smithsonian Institute of textbooks that culminated in his book, Lies… |
Sequence 152147 Hacker • Promoting World Citizenship Two years later the Supreme Court made the important decision that separate… |
Sequence 153148 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 may harbor stereotypes and unaware prejudices that they don’t want their… |
Sequence 154149 Hacker • Promoting World Citizenship |
Sequence 155150 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Susan Mayclin Stephenson |
Sequence 156151 Stephenson • Cosmic Education CosmiC edUCaTion: The Child’s disCoveRy of a GloBal vision and a CosmiC Task by Susan… |
Sequence 157152 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 The term cosmic task refers to a way for a human being to find a… |
Sequence 158153 Stephenson • Cosmic Education to infancy program in Rome in 1947, parents have been guided in preparing an environment… |
Sequence 159154 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 “Well, it was a very nice situation in many ways, but when do the… |
Sequence 160155 Stephenson • Cosmic Education this age, these attitudes and actions will be of great value to the child. If they are not… |
Sequence 161156 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Social scientists today are well aware of the fact that the stan- dard… |
Sequence 162157 Stephenson • Cosmic Education these lessons and the six-year-old sees the continued excitement of a twelve-year-old,… |
Sequence 163158 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Here is an example of the difference in the study of geography. In a… |
Sequence 164159 Stephenson • Cosmic Education ments for each year in the 6–12 class, that are always available to the children, there is… |
Sequence 165160 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 distress together with a desire to alleviate it) begins long before the… |
Sequence 166161 Stephenson • Cosmic Education Since then I have talked to many people who have observed this phenomenon. I have seen… |
Sequence 167162 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 for each other and for plants and animals and can go out into the world… |
Sequence 168163 Stephenson • Cosmic Education we can and must do is undertake the construction of an environment that will provide the… |
Sequence 169164 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 https://lumineducation.org/ Terry Ford |
Sequence 170165 Ford • Profile of a Growing Urban School: The Lumin Experience pRofile of a GRoWinG URBan sChool: The lUmin expeRienCe… |
Sequence 171166 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 One of the parents was a young mother named Rocio. Rocio had two sons,… |
Sequence 172167 Ford • Profile of a Growing Urban School: The Lumin Experience supervised place for their kids to play safely, so the… |
Sequence 173168 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 raise a $3,000 down payment. It came down to the deadline for closing on… |
Sequence 174169 Ford • Profile of a Growing Urban School: The Lumin Experience possible for us to buy an old church building and convert… |
Sequence 175170 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 man being he is. This kind of diversity gives us hard, hard work that is… |
Sequence 176171 Ford • Profile of a Growing Urban School: The Lumin Experience next elementary school that opens in that neighborhood… |
Sequence 177172 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 In closing, I have two things that I want you to think about. First, we… |
Sequence 178173 Ford • Profile of a Growing Urban School: The Lumin Experience If you know of someone who would be excited about working… |
Sequence 179174 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Jennifer Rogers |
Sequence 180175 Rogers • Stumble into Grace Jennifer Rogers has been a primary teacher for twenty years and the last ten have been at… |
Sequence 181176 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 for my answer, I also understood that for her, every day held the… |
Sequence 182177 Rogers • Stumble into Grace this “vital force” the “horme” and said that it was the source of en- ergy and joy in… |
Sequence 183178 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 aTTenTion Our oldest son was not yet walking when we first took him to… |
Sequence 184179 Rogers • Stumble into Grace who compared grace to a kiss because he had experienced it as a passion. Those who have been… |