Montessori Madness! A Parent to Parent Argument for by Trevor Eissler

By Trevor Eissler

We all know we have to increase our conventional college process, either private and non-private. yet how? extra homework? Better-qualified lecturers? Longer university days or college years? extra trying out? extra investment? No, no, no, no, and no. Montessori Madness! explains why the incremental steps politicians and directors proceed to suggest are incremental steps within the mistaken path. the whole procedure needs to be grew to become on its head. This booklet asks mom and dad to have a look one thirty-minute remark at a Montessori college. Your photograph of what schooling may still seem like is not really an analogous.
<i>Montessori Madness!<i/> follows one relatives with little ones on their trip of selection, discovery, and pleasure. study the who, what, while, the place, why, and the way of Montessori schooling.
This publication makes an competitive, funny, and passionate case for a super approach to schooling that has obtained too little consciousness, most likely since it relies on a innovative, risky, and surprising idea: young ones like to research!

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Montessori Madness! A Parent to Parent Argument for Montessori Education

We all know we have to enhance our conventional institution procedure, either private and non-private. yet how? extra homework? Better-qualified lecturers? Longer college days or tuition years? extra trying out? extra investment? No, no, no, no, and no. Montessori insanity! explains why the incremental steps politicians and directors proceed to suggest are incremental steps within the flawed course.

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Some students with physical disabilities will need to use modified desks or chairs. It is the teacher’s responsibility to ensure that the student makes use of the equipment. Some secondary school students with physical disabilities will have great difficulty writing and taking notes. Their fine-motor movements may be slow and their coordination very poor and inaccurate. The teacher could establish a peer support network and allow the student to use a tape recorder to record lessons, or photocopy the notes of other students.

Strategies for developing social skills are described in Chapter 8; but helping students with intellectual disability form lasting friendships with other children in the mainstream is actually very problematic (Shepherd 2010). Often mainstream students who start out with good intentions to socialize with a disabled peer quickly lose interest and fade away (Smith and Tyler 2010). In post-school years, socialization remains difficult for many individuals with intellectual disability and often they require regular and ongoing support from a social worker (Williams 2009).

G. repeatedly asking the same question of the same person, even though it has been answered; using a strangely pedantic style of speech; the overuse of stereotypic phrases); Students with intellectual disability and autism • • • • 29 a lack of common sense in their daily encounters with the physical environment; naïve and inappropriate social approaches to others; narrow, obsessive interests; some appear physically awkward and poorly coordinated. A few high-functioning students with this syndrome may exhibit certain areas of very great talent or knowledge.

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