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Sequence 9587 O’Shaughnessy • The Observation Scientist teresting to the children and which activities cause a “polarization of… |
Sequence 9688 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 what might be the best time to present, whether there is false fa- tigue… |
Sequence 9789 O’Shaughnessy • The Observation Scientist asterisks with a line and it will show the flow of the day, possible false… |
Sequence 9890 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 The first is our attitude. We need to adjust our attitude toward… |
Sequence 9991 O’Shaughnessy • The Observation Scientist falls, but ends up walking easily. He corrects this by growth and experience” (… |
Sequence 10092 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 that the pairs are not going to have two cylinders of the same color.… |
Sequence 10193 O’Shaughnessy • The Observation Scientist recting them is not going to help them perceive it. When my husband tries to… |
Sequence 10294 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 knowing what went wrong. I have seen children with the finger charts… |
Sequence 10395 O’Shaughnessy • The Observation Scientist Figure 19. The center and the periphery. The Center! Errors! Observation is… |
Sequence 10496 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 clearly explains what is missing is the “Point of Contact” (239). Stand… |
Sequence 10597 O’Shaughnessy • The Observation Scientist In order to feed the spirit of the child, we must respect that process of… |
Sequence 10698 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 and different. The careful precision, the slow movements, the silence,… |
Sequence 10799 O’Shaughnessy • The Observation Scientist bibliOgraPhy Joosten, A. M. “Errors and Their Correction.” Bombay: Indian… |
Sequence 108100 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Karey M. Lontz |
Sequence 109101 Lontz • Observation: A Practice That Must Be Practiced ObservaTiOn: a PracTice ThaT MusT be PracTiced by Karey M. Lontz… |
Sequence 110102 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 I also think about observation as being exciting! Exciting because I… |
Sequence 111103 Lontz • Observation: A Practice That Must Be Practiced to dominate through observation. Then we are finally going to look… |
Sequence 112104 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 One reason, is that observation is no longer crucial for our survival.… |
Sequence 113105 Lontz • Observation: A Practice That Must Be Practiced day without any variance. This makes us tune out and go inward… |
Sequence 114106 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Regaining the Power of Observation Here are some ideas to help you to… |
Sequence 115107 Lontz • Observation: A Practice That Must Be Practiced To be better observers, we need to live in the pres- • ent. Not… |
Sequence 116108 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 After graduating, Montessori continued her studies with an interest in… |
Sequence 117109 Lontz • Observation: A Practice That Must Be Practiced from all over the world to see this work. They wanted to see these… |
Sequence 118110 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 lectures and her observations of children have been compiled into many… |
Sequence 119111 Lontz • Observation: A Practice That Must Be Practiced wanted to. They could choose work. And those negative behaviors… |
Sequence 120112 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 the ball tracker, put it in the tray and put it away. Isn’t that great?… |
Sequence 121113 Lontz • Observation: A Practice That Must Be Practiced Guiding Principles that Montessori Discovered through Observation… |
Sequence 122114 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 observed is represented in those materials in our environments. It doesn… |
Sequence 123115 Lontz • Observation: A Practice That Must Be Practiced the spirit is being nourished. The guide’s goal with this linking… |
Sequence 124116 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 thawed enough so the milk sloshed around and the banana got stuck in the… |
Sequence 125117 Lontz • Observation: A Practice That Must Be Practiced top lives, and it wasn’t there. I thought about it. Where did I… |
Sequence 126118 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 started walking and thinking she is not going to be able to get that out… |
Sequence 127119 Lontz • Observation: A Practice That Must Be Practiced know that when you are sitting there in that chair that you are… |
Sequence 128120 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 An important aspect to direct observation is that we dispel com- mon… |
Sequence 129121 Lontz • Observation: A Practice That Must Be Practiced watch TV. Although we try sometimes, we essentially can’t do it.… |
Sequence 130122 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 It’s being alert and paying attention. We need to listen to others as… |
Sequence 131123 Lontz • Observation: A Practice That Must Be Practiced can use modeling to change behavior. Model and then observe the… |
Sequence 132124 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 That is what I have discovered with this parent-child class that I am… |
Sequence 133125 Lontz • Observation: A Practice That Must Be Practiced If we do not meet our own needs, we go into the environment and… |
Sequence 134126 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 too much order or not enough order. We not only need to find out what… |
Sequence 135127 Lontz • Observation: A Practice That Must Be Practiced A second aspect to think about with record keeping is to exam-… |
Sequence 136128 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 help focus my observation a little bit. This really gave me a lot of… |
Sequence 137129 Lontz • Observation: A Practice That Must Be Practiced Another aspect to this lesson planning is preparing the environ-… |
Sequence 138130 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 “This isn’t something the child should be doing. I am going to stop him… |
Sequence 139131 Lontz • Observation: A Practice That Must Be Practiced ---. To Educate the Human Potential. 1948. Oxford: Clio, 1989.… |
Sequence 140132 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Greg MacDonald |
Sequence 141133 MacDonald • Becoming a Scientific Observer becOMing a scienTific Observer by Greg MacDonald inTrOducTiOn Greg… |
Sequence 142134 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 observation. This offers us the opportunity to achieve a great deal more… |
Sequence 143135 MacDonald • Becoming a Scientific Observer Here is one statement that she made about observation: We must hold ourselves… |
Sequence 144136 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 child. You can’t pour information into somebody else’s mind. You can’t… |
Sequence 145137 MacDonald • Becoming a Scientific Observer for the services of these professionals and to pay for the tools and… |
Sequence 146138 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 I also want to emphasize that this process of self-construction happens… |
Sequence 147139 MacDonald • Becoming a Scientific Observer Self-construction is the foundation of the Montessori approach,… |
Sequence 148140 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 would come to the conference with my plan to talk about the work a child… |
Sequence 149141 MacDonald • Becoming a Scientific Observer This child needs help or feedback based mainly upon one facet. Another child… |
Sequence 150142 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 a quiet and empathetic conversation with him or her. This is an ap-… |
Sequence 151143 MacDonald • Becoming a Scientific Observer these physical “therapies” intended to alter their child’s physical… |
Sequence 152144 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 that adults of her time were carrying their adolescents around in their… |
Sequence 153145 MacDonald • Becoming a Scientific Observer This is true for all ages, and for all manner of behaviors. Montessori… |
Sequence 154146 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Other times, the word secret is strongly implied. Here’s an example of… |
Sequence 155147 MacDonald • Becoming a Scientific Observer We can do too much to support this activity, with the best of intentions, and… |
Sequence 156148 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 that will continually generate new opportunities like this. When we make… |
Sequence 157149 MacDonald • Becoming a Scientific Observer “management” implies a “manager,” and that manager is by default the adult.… |
Sequence 158150 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Next day the children started to arrive. The first child who walked in,… |
Sequence 159151 MacDonald • Becoming a Scientific Observer They might have watched you present to someone else • and so have received… |
Sequence 160152 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 and observe and you may learn something quite incredible. You will also… |
Sequence 161153 MacDonald • Becoming a Scientific Observer wOrk In The Advanced Montessori Method, Montessori includes a section titled… |
Sequence 162154 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 that we have presented too late! Yet for the child, these activities do… |
Sequence 163155 MacDonald • Becoming a Scientific Observer precocious ability in mathematics and so will be able to comprehend. For all… |
Sequence 164156 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 care to recall!) As teachers, educators, and those perfectionists that… |
Sequence 165157 MacDonald • Becoming a Scientific Observer of some piece of knowledge, they get bored and they lose interest. (And we… |
Sequence 166158 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Observation requires practice: It is obvious that the possession of… |
Sequence 167159 MacDonald • Becoming a Scientific Observer watch their expressions and listen to them as they talked. Their movements… |
Sequence 168160 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 If you have a particular child or situation or a particular purpose, you… |
Sequence 169161 MacDonald • Becoming a Scientific Observer the story of a ten-year-old boy (Gerald Durrell), growing up on the Greek… |
Sequence 170162 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Schaller also teaches us that if you wish to be an effective ob- server… |
Sequence 171163 MacDonald • Becoming a Scientific Observer initial observations and for determining possible research questions, but the… |
Sequence 172164 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Sequence Sampling The observer focuses upon an interaction sequence… |
Sequence 173165 MacDonald • Becoming a Scientific Observer example). A checklist or rapid recording system is necessary for this… |
Sequence 174166 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 tified more accurately. This method reduces the time required for… |
Sequence 175167 MacDonald • Becoming a Scientific Observer terval (for whole interval time sampling) or if there was at least one… |
Sequence 176168 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Traffic Flow The observer uses a map of the classroom and at… |
Sequence 177169 MacDonald • Becoming a Scientific Observer that both are constructed “to an exact plan.” The web of the spider, she… |
Sequence 178170 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 cOnclusiOn So what may we conclude from this presentation? I would focus… |
Sequence 179171 MacDonald • Becoming a Scientific Observer references Doyle, Arthur Conan. “The Adventure of the Copper Beeches.” The… |
Sequence 180172 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Linda Davis |
Sequence 181173 Davis • What Are We Observing and How? whaT are we Observing and hOw? by Linda Davis In this talk, Linda Davis… |
Sequence 182174 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 At some point the caterpillar stops eating and starts spinning a… |
Sequence 183175 Davis • What Are We Observing and How? place, but like the butterfly in the chrysalis, we can’t see everything. What we… |
Sequence 184176 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 left were under my chair. He looked at me, straightened himself to an… |
Sequence 185177 Davis • What Are We Observing and How? Dr. Montessori called them social newborns. They have all that wonderful… |
Sequence 186178 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 We have to offer them a prepared environment where they can feel success… |
Sequence 187179 Davis • What Are We Observing and How? Several months after she proposed these three questions I found myself watching a… |
Sequence 188180 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 most definitely not what I saw going on here. I remember thinking, “If… |
Sequence 189181 Davis • What Are We Observing and How? I read this list to the mother of a thirteen-year-old yesterday. When I looked up… |
Sequence 190182 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 references Montessori, Maria. From Childhood to Adolescence. 1948.… |
Sequence 191183 Davis • What Are We Observing and How? |
Sequence 192184 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Cornerstone Schools, St. Paul, Minnesota |
Sequence 193185 O’Shaughnessy • The Road Home The rOad hOMe by Molly O’Shaughnessy “Children have the potential to create a world we… |
Sequence 194186 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 The Road Not Taken Two roads diverged in a yellow wood, And sorry I… |