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Sequence 24time in public or alone, and she was involved in a host of new activities. The quality of Caterina's experience had also… |
Sequence 25chemicals is obviously an attempt to recapture some of the qualities of optimal experience by artificial means. Alcohol,… |
Sequence 26FLOW IN EVERYDA y LIFE There is no objective way to measure whether a person is in flow or not, comparable, let us say, to… |
Sequence 27I feel that concentration when I work on the looms; I am there and that's it. Because if your head is somewhere else and… |
Sequence 28It should be noted that this method for measuring flow is extremely liberal, relying on the same sort of generalizations one… |
Sequence 29presence of flow. People in general preferred leisure to working, regardless of whether they experienced flow or not. Thus,… |
Sequence 30are involved in active leisure-singing, bowling, biking, building a cabinet in the basement-they report some of the highest… |
Sequence 31take over their minds, mimicking enjoyment without providing substance. By the time they reach their teens, they have become… |
Sequence 1EVOLUTION AS PHILOSOPHY AND ACTION by Judith Cunningham-Scott Judith Cunningham-Scott's survey of the spiritual and… |
Sequence 2The story has been celebrated in elaborate rituals. It has provided moral and ethical guidance and sustained energy in… |
Sequence 3functioning earth (Gaia) are the geosphere, hydrosphere, atmo- sphere, biosphere, and noosphere (mindsphere) ( cited in Berry… |
Sequence 4The elements were bestowed on us by the stars, the complex compounds given to us by the young earth, the informed sequences… |
Sequence 5Thomas Berry hopes that the next geological era of evolution following the Cenozoic will be the Ecozoic Era (eco-, "… |
Sequence 6outer world we have altered our inner world. A barren Earth will be mirrored in the depths of the human soul (1992, p. 249).… |
Sequence 7The great work for the child, as for all humans, is to become a conscious collabo- rator with the unfolding of the universe… |
Sequence 1GROWING SCHOOLS FOR HUMAN GROWTH by Sharon Dubble Sharon Dubble' s philosophy of developing schools incorporates a… |
Sequence 2Yet here we are, coming together to talk about schools-how to build whole schools. And we are drawn to learn together as a… |
Sequence 3oversee a capital campaign drive. We were, instead, drawn by the vision of the whole child-and then put ourselves in service… |
Sequence 4was a secure knowledge of the needs of the children, and that became my basis for decisions. In the face of a total lack of… |
Sequence 5Montessori pedagogy may not also be essential to the unique entity which is a Montessori school. I had an opportunity to… |
Sequence 6I must repeat that it is not that l first proposed these principles and then shaped my educational method around them. To the… |
Sequence 7Human development is not merely continuous, progressing in a steady and incremental manner. Rather, it is discontinuous-charac… |
Sequence 8teristics, and sensitivities. Perhaps further observation and greater knowledge of these characteristics of growing schools… |
Sequence 9child builds his individual personality through interaction with the environment. According to this principle, then, education… |
Sequence 10independence, and self-regulation. The individual must be free to choose an activity-a choice based upon knowledge, not merely… |
Sequence 11all seen the negative results in school communities where teachers operate separate classrooms like small fiefdoms. And so,… |
Sequence 12evolve agreements and shared consensus about program, curricu- lum, methods, and-yes-policies and procedures, which make… |
Sequence 13So it is, I believe, with schools. There are some common stages and transitions in the general pattern of growth and… |
Sequence 14part begins to compete for attention, resources, power. There is a climate of "us versus them": primary… |
Sequence 15• • • • She understood education as assisting each individual in developing his or her full potential. She understood… |
Sequence 16REFERENCES Montessori, M. {1966). The secret of childhood. New Delhi: Orient Longmans. (Original work published 1936)… |
Sequence 1PHILOSOPHY STATEMENT FOR THE NORTH AVONDALE MONTESSORI SCHOOL by the Cincinnati Public Schools Montessori Assessment… |
Sequence 2Psychologists note the importance of developing responsibility in children at the elementary age. (Lickona, 1991). It is felt… |
Sequence 3realization that it is important to provide a specially prepared environment to support a child's growth. Dr. Montessori… |
Sequence 4we introduce the children to the idea of respect of all of us for one another. (Stephenson, 1993, p. 26) A rich body of… |
Sequence 5In a Montessori class, there is a continual unfolding of how the world was prepared for humanity and the development of… |
Sequence 6• Self-Perfection and its close allies Repetition and Exactness (the tendency to become better human beings); and • Creation… |
Sequence 7Understanding and appreciating the interdependence of all things is the work of the children. It is to this theme that the… |
Sequence 8"The concept is that the total environment design conveys the essential principles of all disciplines through… |
Sequence 9The prepared environment must allow for social interaction and be multi-aged. Research sug- gests that "the human… |
Sequence 10Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Harper Collins. Healy, J.M. (1990). Endangered… |
Sequence 1PUBLIC MONTESSORI AND STATE-MANDATED ASSESSMENT by Keith Boehme and Elizabeth Wymer Keith Boehme and Elizabeth Wymer make… |
Sequence 2knowledge developed about how children learn. Paula Polk Lillard notes the importance of observation: The prepared adult acts… |
Sequence 3In March, 1996, our school ad- ministered the Ohio Proficiency Test in grades 4 and 6. The staff wanted to determine the… |
Sequence 4learning approaches. This strong concern of the teachers points to the test's lack of balance in supporting a wide… |
Sequence 1THE LEARNING ORGANIZATION: A MODEL FOR EDUCATIONAL CHANGE by Rexford Brown Dr. Brown first highlights the ways in which a… |
Sequence 2will bring us to a brief description of how a learning organization can provide a new prototype for educational reform. THE… |
Sequence 3designed to meet new needs, it becomes increasingly isolated from its clients or customers. Broken into tiny subunits where… |
Sequence 4Planning, of course, requires a grasp of the changes going on around the organization and accurate predictions about the… |
Sequence 5solutions. Quality of instruction declines accordingly, and with it goes the quality of learning opportunities for students.… |
Sequence 6thing coherent enough to be useful. Moreover, the proliferation of specialists leads to departmental turf battles and… |
Sequence 7alongside young people. But the organization described above does not do this. It could even be argued that it is calculated… |
Sequence 81. They would have to be open to the communities around them, on the grounds that learning takes place 24 hours a day and… |
Sequence 9Distinctions between school and neighborhood and community would blur as well. Anyone can perform teaching tasks and… |
Sequence 10ideas about how to get there, and processes for questioning and changing those ideas when they do not seem to work or when… |
Sequence 11for the needs of reading teachers, mathematics teachers are trying to reform mathematics instruction independently of science… |
Sequence 12radically different form of management. As Morgan says, it must "root the process of organizing in a process of open-… |
Sequence 13other workers with access to the highest professional standards known, the best research, the most helpful networks, and… |
Sequence 1EMBRACING LEARNING DIVERSITY IN THE MONTESSORI SCHOOL by Donna Bryant Goertz Donna Bryant Goertz writes this passionate… |
Sequence 2spirit of collaboration with other Montessorians to seek solutions, in the interest of gathering and disseminating information… |
Sequence 3Understanding Diversity Most children are not all children, however. Some children go through aspects of their development in… |
Sequence 4Once we had elaborated on our vision for embracing variety and communicated it clearly to our parents, we began to see how… |
Sequence 5medication for attention deficit disor- der or hyperactivity. It is our thinking that the pressure we Montessori guides put… |
Sequence 6ously in a free environment will likely develop it early in an environ- ment of coercion, but it will be shadowed by the… |
Sequence 7"Marcus, that sounds like a possibility. But, you know, Toby and Bart, I think Marcus might not be at that stage yet… |
Sequence 8"It's okay," Toby says. "Could you bring over your phonogram list and let them dictate words… |
Sequence 9"Well, he did give us a good idea for the story, but ... " "Let's tell the group. Children,… |
Sequence 10"That angry! You are really furious, Meg." For weeks Lisa, new to our school, has been bringing the wrath of… |
Sequence 11think Lisa needs some really interesting and challenging work and just the right work partner. Who will explore with Lisa for… |
Sequence 12Meeting Individual Needs in the Elementary Prepared Environment Uses of the Materials Another way we avoid labeling children… |
Sequence 13Practical Life One of the guide's greatest resources in offering the more restless and less easily focused child deeply… |
Sequence 14trays on the kitchen table and stack the placemats, corner upon corner, upon them. Once the placemats are stored in the… |
Sequence 15problems on a piece of note- book paper by measuring, marking, and lining, using ruler • and pencil. Allotting time and… |
Sequence 16When a child seems not to have made his best effort, the stitches are cheerfully removed and he is enthusiastically encouraged… |
Sequence 17Children's House, except more loquaciously. Some children need more repetition, and all the children seem to enjoy the… |
Sequence 18Any rough moment in the day, be it for one child or the group at large, is an opportunity to bring in the joy of sharing a… |
Sequence 19Art and Nature, Gardening and Cooking, and Vigorous Exercise Potter's clay, tempera paints, and oil pastels open the soul… |
Sequence 20"What?" Lance whined, pretending reluctance. Baxter blurted, "The beautiful language you made ...… |
Sequence 21I insisted that Baxter not be medicated as a condition of his entering our class. How could he slay his dragon if we tampered… |
Sequence 22"Baxter, before any of us can sit down to lunch, the mid-day cleanup must be completed. Help me figure out how we can… |
Sequence 23back, he was so embarrassed that he would lurk about in misery in our kitchen just outside the classroom. Ruthlessly, he began… |
Sequence 24investment in the school culture. It is the relationship with the guide, however, that ultimately determines whether the… |
Sequence 25their children's behavior or learning will become possible in direct relation to our ability to convey the scientific… |
Sequence 26properly and the child has been responsible-- we evaluate, label, and medicate any who seem to be progressing too slowly… |
Sequence 27WHAT'S WRONG WITH TUTORING? Life is a search for meaning. Meaning is the key to a satisfying life. For us Montessorians… |
Sequence 28Sending the child to a tutor is quite the opposite of this approach. The tutor "treats" the child and… |
Sequence 29inclusive community, not one that divides them in order to conquer, but one that unifies them in order to set them free. I… |
Sequence 30Healy, J. (1990). Endangered minds: Why children don't think and what we can do about it. New York: Touchstone/Simon… |
Sequence 1Patricia Fay Hilson 236 The NAMTA Journal • Vol. 22, No. 1 • Winter 1997 |
Sequence 2A TRIBUTE TO PATRICIA f AY HILSON It is with deep sorrow that we announce the passing of Pat Hilson on July 25, 1996. Pat… |
Sequence 1FOREWORD: FINDING FLOW IN MONTESSORI Imagine a river in time, a time span of one hundred years. On the one side there is… |
Sequence 2Freedom-a/low control over the activity. To give more control and freedom gives even more interesting options. We must set… |
Sequence 1FLOW AND EDUCATION by Mihaly Csikszentmihalyi PART ONE David [Kahn] is right. I told him that everybody should call me Mike… |
Sequence 2because I was born outside of there. One of my cousins who was there sent me a picture of the entrance gate to the school of… |
Sequence 3the trap-and when I say we, I mean psychologists who are studying children and learning-we fell into the trap of using the… |
Sequence 4Wall, and he finally got to what now is Beijing and took over. When the pager went off, the teacher wrote down that this was… |
Sequence 5in how the nerve cells work. I don't know why, but that's what he is interested in. Here is another one. He is in… |
Sequence 6THE CONDITIONS OF THE FLOW EXPERIENCE 1. Goals Are Clear-One knows at every moment . ' what one wants to do. 2.… |
Sequence 7But before we do that, let me talk a little bit about what these activities are like. After I did these original interviews,… |
Sequence 8information. That's why tl)e focused concentration means that you are only paying at- tention to what you are doing… |