Search Inside Documents
Displaying results 37301 - 37400 of 40606
Sequence 145139 Tribute • John Robert Snyder ParT TWo children on The edge: creaTing a PaTh for healThy develoPMenT Part two contains… |
Sequence 146140 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Travis Wright |
Sequence 147141 Wright • Supporting Students Who Have Experienced Trauma suPPorTing sTudenTs Who have exPerienced TrauMa by Travis… |
Sequence 148142 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 where children are coming from, or making excuses for their behavior or… |
Sequence 149143 Wright • Supporting Students Who Have Experienced Trauma Though traumatic experiences may impact each child differently… |
Sequence 150144 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 ing in a state of such hyper-vigilance, and they have far less energy… |
Sequence 151145 Wright • Supporting Students Who Have Experienced Trauma fosTering PosiTive relaTionshiPs For educators interested in… |
Sequence 152146 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 on self-preservation, children who have experienced trauma tend to be… |
Sequence 153147 Wright • Supporting Students Who Have Experienced Trauma lowing them opportunities to practice connecting with others and… |
Sequence 154148 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Selecting books that showcase a variety of feel- • ings; Allowing… |
Sequence 155149 Wright • Supporting Students Who Have Experienced Trauma Learning requires attention, organization, comprehension,… |
Sequence 156150 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 conclusion Rather than devaluing the trauma response skills that… |
Sequence 157151 Wright • Supporting Students Who Have Experienced Trauma Bremner, Douglas, Bernet Elzinga, Christian Schmahl, &… |
Sequence 158152 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Symptoms-and-Behaviors-Associated-with-Exposure- to-Trauma>.… |
Sequence 159153 Wright • Supporting Students Who Have Experienced Trauma |
Sequence 160154 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Charo Alarcón |
Sequence 161155 Alarcón • Parent Education in the Home ParenT educaTion in The hoMe by Charo Alarcón Charo Alarcón speaks about the… |
Sequence 162156 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 We truly believe that all parents want to do their best and wish the… |
Sequence 163157 Alarcón • Parent Education in the Home medical records and ensures that each child in the program has a medical home and… |
Sequence 164158 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 us who have children know how acute our hearing becomes once the baby is… |
Sequence 165159 Alarcón • Parent Education in the Home transition from the biological to the psychological birth in which the child… |
Sequence 166160 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 may even resort to aggression and violence to interact with it. The… |
Sequence 167161 Alarcón • Parent Education in the Home and encourage her to move and discover possibilities of interaction with the… |
Sequence 168162 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Montessori presentations from the infant community to my home visits. Of… |
Sequence 169163 Alarcón • Parent Education in the Home develop self-governance and so the mother could see the value of a predictable… |
Sequence 170164 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Setting Up Activities Not all the families we serve have an extra space… |
Sequence 171165 Alarcón • Parent Education in the Home ments that leave the child in a sitting position or a ready-to-work posture.… |
Sequence 172166 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 for each concept they want to teach. We do ask that they choose one… |
Sequence 173167 Alarcón • Parent Education in the Home The introduction of Montessori principles to our parent education program is… |
Sequence 174168 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Sarah Werner Andrews |
Sequence 175169 Andrews • Guiding Children “Back from the Edge” guiding children “back froM The edge” PreParing an environMenT To… |
Sequence 176170 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Opportunities to strengthen adaptive skills and self- • regulatory… |
Sequence 177171 Andrews • Guiding Children “Back from the Edge” Yes is a world, And in this world of yes, live, (skillfully curled)… |
Sequence 178172 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 When we look at this hierarchy, relationships are the most important,… |
Sequence 179173 Andrews • Guiding Children “Back from the Edge” Our relationships and the environment form the foundation, and have an… |
Sequence 180174 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Secure and positive relationships are especially important for children… |
Sequence 181175 Andrews • Guiding Children “Back from the Edge” To do it well, our work requires a great deal of self-reflection and… |
Sequence 182176 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 There is a wonderful article from Vanderbilt University (Joseph &… |
Sequence 183177 Andrews • Guiding Children “Back from the Edge” Many Montessori teachers think of the prepared environment as an… |
Sequence 184178 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 While it is true that for many children, this is really all we need to… |
Sequence 185179 Andrews • Guiding Children “Back from the Edge” positive social interactions (and we do, every year), it is our work to… |
Sequence 186180 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 ships; every year, we know we will need to give lessons on certain… |
Sequence 187181 Andrews • Guiding Children “Back from the Edge” help children who have difficulty sequencing long tasks or activities.… |
Sequence 188182 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Our task is to think through and prepare, all of the little routines or… |
Sequence 189183 Andrews • Guiding Children “Back from the Edge” because many other programs begin with an adult-planned activity or pre-… |
Sequence 190184 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 also need additional positive reinforcement of a new behavior, or social… |
Sequence 191185 Andrews • Guiding Children “Back from the Edge” praise, an encouraging smile, a “thumbs up,” or positive comments… |
Sequence 192186 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 behaviors, and when we are frustrated, it undermines our relation- ships… |
Sequence 193187 Andrews • Guiding Children “Back from the Edge” Everyone helped orient him to the classroom by kindly 3. taking him… |
Sequence 194188 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 the positive, we can see that some children are absolutely going to need… |
Sequence 195189 Andrews • Guiding Children “Back from the Edge” suring to know how well supported children can be through our… |
Sequence 196190 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Hattie, J. & Yates, G. Visible Learning and the Science of How… |
Sequence 197191 Andrews • Guiding Children “Back from the Edge” |
Sequence 198192 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Liesl Heide Taylor |
Sequence 199193 Taylor • Supporting Elementary Children in Crisis suPPorTing eleMenTary children in crisis by Liesl Heide Taylor “Just… |
Sequence 200194 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 of work towards beginning to figure out how to support children living… |
Sequence 201195 Taylor • Supporting Elementary Children in Crisis every child, and we must work tirelessly to make it so. Just as every… |
Sequence 202196 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Socially, children learn that all have strengths and all have struggles… |
Sequence 203197 Taylor • Supporting Elementary Children in Crisis hear his struggles, do you know what I mean?” Leon nods, saying, “… |
Sequence 204198 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Those of us working in public Montessori settings with diverse groups of… |
Sequence 205199 Taylor • Supporting Elementary Children in Crisis content our children will need to know even just a few years from now… |
Sequence 206200 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 One of my best Friends, Feneti, helped me open up. She introduced me to… |
Sequence 207201 Taylor • Supporting Elementary Children in Crisis tal characteristics of elementary aged children, the importance of the… |
Sequence 208202 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 children. It is imperative to remember that when a child is esca- lated… |
Sequence 209203 Taylor • Supporting Elementary Children in Crisis have to melt the snowball, man!” Barely needing prompts, they… |
Sequence 210204 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 for improvement. Yet, because they are not kicked out of school or sent… |
Sequence 211205 Taylor • Supporting Elementary Children in Crisis head about whether you agree with the rule or not. Sometimes we… |
Sequence 212206 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 steps so all children have a chance to work towards, and carry out… |
Sequence 213207 Taylor • Supporting Elementary Children in Crisis Jaslene worked for months with a few restarts, crumpled papers, tears… |
Sequence 214208 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Cornerstone tested and analyzed the health of their on-site wetland,… |
Sequence 215209 Taylor • Supporting Elementary Children in Crisis classroom environment is the opportunity to do that which makes him… |
Sequence 216210 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 the AMI Refresher Course last year. Those of us working with children in… |
Sequence 217211 Taylor • Supporting Elementary Children in Crisis I was instantly in love with the children; there were twenty-two of… |
Sequence 218212 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 was working because we weren’t starting from a common place of… |
Sequence 219213 Taylor • Supporting Elementary Children in Crisis We sang and sang and sang. We danced. The children taught me their… |
Sequence 220214 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 and I got out really special square crayons and we did leaf rubbings and… |
Sequence 221215 Taylor • Supporting Elementary Children in Crisis Mistakes are okay! We use them in work and behavior • to learn from… |
Sequence 222216 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 the guide. Once there was a shared concern, I led the children in a… |
Sequence 223217 Taylor • Supporting Elementary Children in Crisis The class added to the list over the first several days. After two or… |
Sequence 224218 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 weight into the other side of the balance, showing the children that… |
Sequence 225219 Taylor • Supporting Elementary Children in Crisis to work. I didn’t see it happen, though I noticed later that just as… |
Sequence 226220 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 we left a problem unsolved, i.e. they don’t go bobbing off to work with… |
Sequence 227221 Taylor • Supporting Elementary Children in Crisis who is not yet there speaks volumes; the children must feel this from… |
Sequence 228222 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 All come up with a solution. • People might need time to be mad or sad… |
Sequence 229223 Taylor • Supporting Elementary Children in Crisis A special note about “I’m sorry”: It is important never to tell a… |
Sequence 230224 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 what they’ve discovered or learned about living more harmoniously in… |
Sequence 231225 Taylor • Supporting Elementary Children in Crisis six and twelve years! “It is important that you don’t waste a mo- ment… |
Sequence 232226 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 orienTing The children To The adulT roles At Cornerstone, in addition to… |
Sequence 233227 Taylor • Supporting Elementary Children in Crisis example, when Susan, our special education teacher, comes into the… |
Sequence 234228 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 years ago, materials in other languages, and the countless stories about… |
Sequence 235229 Taylor • Supporting Elementary Children in Crisis Elementary to the pioneer children all the time. I told them that… |
Sequence 236230 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 specialized licensed special education teachers to English language… |
Sequence 237231 Taylor • Supporting Elementary Children in Crisis member when that person is not present, has absolutely no place at… |
Sequence 238232 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 child of growth in the very area we so desperately wish he would grow.… |
Sequence 239233 Taylor • Supporting Elementary Children in Crisis All children are good. • Poor choices are separate from a lovely… |
Sequence 240234 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 On the flip side of the chart, we have a list of phrases we do not want… |
Sequence 241235 Taylor • Supporting Elementary Children in Crisis Please reconsider the choice you are making. • You have a… |
Sequence 242236 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 seeking The suPPorT of oTher exPerTs The entire community has benefited… |
Sequence 243237 Taylor • Supporting Elementary Children in Crisis reading and working with Lisa Delpit’s book Other People’s Children;… |
Sequence 244238 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 study, children who are exposed to adverse childhood experiences may… |