Search Inside Documents
Displaying results 36701 - 36800 of 40606
Sequence 195187 O’Shaughnessy • The Road Home be recognized as soon as something new is developing” (Education and Peace 101). In order… |
Sequence 196188 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Especially with very young children, life happens in moments—not in the… |
Sequence 197189 O’Shaughnessy • The Road Home deeper our understanding becomes. As the footholds of observation begin to strengthen, the… |
Sequence 198190 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 are confident, competent, self-disciplined, brave, spiritually strong,… |
Sequence 199191 O’Shaughnessy • The Road Home another personality, a personality very mysterious, not considered in this world, not… |
Sequence 200192 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Each child born is an adventure into a better life and represents an… |
Sequence 201193 O’Shaughnessy • The Road Home be responsible for his own actions, not succumbing to feeling a victim of circumstances… |
Sequence 202194 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 It is the child, not the adult, who serves as the link from one… |
Sequence 203195 O’Shaughnessy • The Road Home Ellerton, Roger. “The Power of Thought.” The Sideroad. <http://www.sideroad.com/… |
Sequence 204196 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Sunstone Montessori School, Portland, Oregon |
Sequence 205197 Rogers • Sacred Second ParT ii: cOMMenTary On ObservaTiOn |
Sequence 206198 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 A. M. Joosten |
Sequence 207199 Joosten • Observations ObservaTiOns by A. M. Joosten Joosten begins his article by telling us that love and knowledge… |
Sequence 208200 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 is right. More right is it, and more natural too that we then think of… |
Sequence 209201 Joosten • Observations one, although hierarchically they occupy different levels, the lower dependent on the higher. We… |
Sequence 210202 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 more phenomena and individuals. We have to reach a level where our… |
Sequence 211203 Joosten • Observations During a certain period of time one should limit oneself to only one object. A list could be… |
Sequence 212204 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Intervention or non-intervention 3. of the directress comparing it… |
Sequence 213205 Joosten • Observations and with joy); how it is expressed; in connection with that towards whom (adult, companions,… |
Sequence 214206 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 iv Observations regarding these points and their particular details… |
Sequence 215207 Joosten • Observations lized. The observations concerning some of the objects mentioned above can, indeed, be made with… |
Sequence 216208 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 of a practical and of a theoreti- cal nature. Perhaps only after a… |
Sequence 217209 Joosten • Observations 6. What activities he chooses in their sequence, work- ing at them steadily. 7. Persistence in… |
Sequence 218210 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 vi A careful study of this “Guide” shows clearly that the exercises… |
Sequence 219211 Joosten • Observations These daily and weekly notes should, of course, also include a more technical and formal part:… |
Sequence 220212 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 and social behavior); 2. Sensorial activities (develop consciousness and… |
Sequence 221213 Joosten • Observations recommended. This is social and moral obligation. Its fulfillment can make a precious… |
Sequence 222214 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Sunstone Montessori School, Portland, Oregon |
Sequence 223215 Joosten • Errors and their Corrections errOrs and Their cOrrecTiOns by A. M. Joosten “Our primary concern is not that… |
Sequence 224216 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 make. We seem possessed by a very compelling obsession which is beyond… |
Sequence 225217 Joosten • Errors and their Corrections Due to the obsession that possesses us, we let ourselves be car- ried away by… |
Sequence 226218 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 greater attention to the mistakes and less to the person who makes them… |
Sequence 227219 Joosten • Errors and their Corrections We must concentrate on what the child tries to achieve. We must cure ourselves of… |
Sequence 228220 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 to decide arbitrarily what is right and what is wrong. We need an… |
Sequence 229221 Joosten • Errors and their Corrections may appear now and then. If we attach ourselves predominantly to mistakes which… |
Sequence 230222 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Any intervention on our part, whether it is to correct, or for some… |
Sequence 231223 Joosten • Errors and their Corrections We may take it that correction of an imperfection in achievement which is due to… |
Sequence 232224 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Our scrupulous respect towards spontaneous activities done with interest… |
Sequence 233225 Joosten • Errors and their Corrections capacity of showing sustained interest is a characteristic power of a normally… |
Sequence 234226 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 according to a time-table laid down by us, nor guided by our own… |
Sequence 235227 Joosten • Errors and their Corrections it is not enough. We must then show him how to handle it properly or encourage… |
Sequence 236228 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 https://blogs.shu.edu/magazine/2011 Lakshmi A. Kripalani |
Sequence 237229 Kripalani • Observation ObservaTiOn by Lakshmi A. Kripalani The adult who is inexperienced in the art of observation… |
Sequence 238230 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 munication is not merely inhibited by their lack of command over words… |
Sequence 239231 Kripalani • Observation clip of the zipper down enough to hold the pin on the other side of the zipper in its proper… |
Sequence 240232 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 drama or elocution competitions were held to reflect the philosophy of… |
Sequence 241233 Kripalani • Observation theories. Dr. Montessori used her observation to discover the inner functioning of the child and… |
Sequence 242234 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 proper sunlight. The seed may sprout and take its root in a zig-zag… |
Sequence 243235 Kripalani • Observation them sufficient time with children to observe them and to know them. Luckily and/or incidentally… |
Sequence 244236 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 needs and prepares him/her better to be of help in the natural spon-… |
Sequence 245237 Kripalani • Observation disbelief or being caught in the trap of old techniques of teaching rather than directing the… |
Sequence 246238 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 write their own childhood experiences and that of their siblings and… |
Sequence 247239 Kripalani • Observation being observed record their own activity and their own behavior. Let them then share objectively… |
Sequence 248240 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 opment of the group as a whole, as well as that of each individual in… |
Sequence 249241 Kripalani • Observation Observing a child Child’s spontaneity to select and persist in completing an activ- ity: how… |
Sequence 250242 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 behave the way they do. Specific situations are also clarified for… |
Sequence 251243 Kripalani • Observation at a desk and expect wonders to take place? Does the teacher mostly work with the individual… |
Sequence 252244 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 ment of the children? Is the environment aesthetically pleasant? How are… |
Sequence 253245 Kripalani • Observation Or do the other children help and put the things in order? Are all the dirty linens, etc.… |
Sequence 254246 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 All the possibilities of concentration on varied aspects of ob-… |
Sequence 255247 Kripalani • Observation the ability through analytical observation to appreciate the laws of development and to know the… |
Sequence 256248 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Hilla Patell |
Sequence 257249 Patell • Observation ObservaTiOn by Hilla Patell In order to achieve the goal of observation, preparation of the adult… |
Sequence 258250 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 each individual at the end of every term. Amongst Montessorians, keeping… |
Sequence 259251 Patell • Observation failed and there is no apparent reason for the child to be crying, do we simply dismiss the crying… |
Sequence 260252 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 In a lecture on observation Dr. Montessori says, “Observation is one of… |
Sequence 261253 Patell • Observation esting over a period of time before something interesting actually occurs. Montessori says “be… |
Sequence 262254 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 We are given a very clear guidance for observation in Chapter 3 of… |
Sequence 263255 Patell • Observation ity for a day. It is a classically simple yet extremely effective idea because it provides a… |
Sequence 264256 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 cOMbining OngOing sysTeMaTic ObservaTiOns inTO daily wOrk There is a… |
Sequence 265257 Patell • Observation is totally involved in his work she must respect the fact and not disturb him. The respect for the… |
Sequence 266258 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Shannon Helfrich |
Sequence 267259 Helfrich • Observation ObservaTiOn by Shannon Helfrich Helfrich addresses two perspectives from which to think about… |
Sequence 268260 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 vation as “a comment or remark based on something observed” (p. 982,… |
Sequence 269261 Helfrich • Observation You might ask, why then don’t we do all the 90 hours of obser- vation in this carefully… |
Sequence 270262 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 the scene. The red notebook in my hand was also a signal to me to stop… |
Sequence 271263 Helfrich • Observation all the children were focused and concentrated, doing just exactly what had been shown to them.… |
Sequence 272264 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 noise level went up some and the focus on the work shifted, but as soon… |
Sequence 273265 Helfrich • Observation |
Sequence 274266 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Kay Baker |
Sequence 275267 Baker • Question and Answer: Observation in the Elementary Classroom QuesTiOn and answer: ObservaTiOn in The eleMenTary… |
Sequence 276268 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 beyond childhood (birth to puberty) but this answer will be limited to… |
Sequence 277269 Baker • Question and Answer: Observation in the Elementary Classroom With this background theory as a general guide to… |
Sequence 278270 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 be active in the environment? Is there enough space? Is there a place… |
Sequence 279271 Baker • Question and Answer: Observation in the Elementary Classroom These observations help the guidance of the child… |
Sequence 280272 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 are working alone? How many children are planning what they are going to… |
Sequence 281273 Baker • Question and Answer: Observation in the Elementary Classroom and engenders responsibility toward others. These… |
Sequence 282274 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 For this purpose, observations here are focused on the activity of Going… |
Sequence 283275 Baker • Question and Answer: Observation in the Elementary Classroom |
Sequence 284276 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Mary Caroline Parker |
Sequence 285277 Parker • The Essential Is Invisible to the Eye The essenTial is invisible TO The eye: The evOluTiOn Of The ParenT… |
Sequence 286278 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 It is only with the heart that one can see rightly; what is essential is… |
Sequence 287279 Parker • The Essential Is Invisible to the Eye nately, it sometimes seems that the very people who most deserve to enjoy… |
Sequence 288280 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 want him sewing or washing clothes!” “She just played with those blocks… |
Sequence 289281 Parker • The Essential Is Invisible to the Eye competing, grasping, possessing, and achieving, forever burdening… |
Sequence 290282 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Perhaps the most profound and moving definition of this new state of… |
Sequence 291283 Parker • The Essential Is Invisible to the Eye course of a year I experimented with offering a variety of experiences to… |
Sequence 292284 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 describe the object in the same way. Some invent an entire history for… |
Sequence 293285 Parker • The Essential Is Invisible to the Eye an open invitation for questions, comments, and dis- • cussion that… |
Sequence 294286 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Of more than seventy parents who attended the workshops over the course… |