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Ewert-Krocker, Laurie – NAMTA Journal, 2013
Defining what it means to be in the "bosom of nature," to use Montessori's words, Laurie Ewert-Krocker points out that the adolescent period of storm and stress is quelled by the natural world. But most important, when socialization is the essential developmental focus of the young adolescent, positive social organization is fostered by…
Descriptors: Adolescents, Dialogs (Language), Imagination, Socialization
Ewert-Krocker, Laurie – NAMTA Journal, 2015
Laurie Ewert-Krocker emphasizes the teacher's role in nature's prepared environment. Without directing or controlling the child's work, learning spaces can be maximized for concentration by connecting the adolescent's intrinsic learning to the beauty and order of the natural world. The most artful balance is the global understanding of the…
Descriptors: Teacher Role, Montessori Method, Scaffolding (Teaching Technique), Adolescents
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Ewert-Krocker, Laurie – NAMTA Journal, 2001
Details, first-hand, start-up year experiences of the Hershey Montessori Farm School in Huntsburg, Ohio. Describes the emerging organization of the project, including: full-time staff roles; the typical daily schedule; occupation projects for the 2000-2001 school year; and projects for 2000-2001 related to humanities, creative expression, physical…
Descriptors: Adolescents, Extracurricular Activities, Montessori Method, Montessori Schools
Peer reviewed Peer reviewed
Ewert-Krocker, Laurie – NAMTA Journal, 2001
Describes "occupation" as a Montessori term, which the Hershey Montessori Farm School, in Huntsburg, Ohio, has adopted for any task arising from the needs of the farm that then generates a scientific or historic study. Includes lists of occupations pursued during 2000-2001 and samples of record forms students used to manage their work.…
Descriptors: Adolescents, Educational Environment, Educational Practices, Integrated Curriculum
Peer reviewed Peer reviewed
Ewert-Krocker, Laurie – NAMTA Journal, 2001
Describes the implementation of a humanities program in the context of a developing Erdkinder program in a Montessori secondary school set on a farm. Describes the curricular approach for the developing Erdkinder learning community in the first 3 years. Discusses adolescents' need to dramatize, fictionalize, and role-play to connect with other…
Descriptors: Adolescent Development, Adolescents, Educational Practices, Humanities
Peer reviewed Peer reviewed
Ewert-Krocker, Laurie – NAMTA Journal, 2001
Uses Havighurst's 11 developmental tasks for normal adolescence as a basis for a discussion of the prepared environment for the adolescent; tasks include adjusting to a new physical self and intellectual abilities, establishing adult vocational goals, and establishing emotional and psychological independence from parents. Considers the needs and…
Descriptors: Adolescent Development, Adolescents, Developmental Tasks, Educational Environment
Peer reviewed Peer reviewed
Kahn, David; Ewert-Krocker, Laurie – NAMTA Journal, 2000
Discusses the pedagogical practices of the Montessori Farm School for adolescents. Examines the progressive stages of community involvement that lead to an understanding of civilization and place, including uses of technology, local lore, and history; the student's developing role within the local and world communities; and the examination of…
Descriptors: Adolescents, Cognitive Development, Educational Practices, Educational Theories
Peer reviewed Peer reviewed
Ewert-Krocker, Laurie; Kahn, David – NAMTA Journal, 1999
Summarizes recent work of the Montessori Teacher Education Collaborative Erdkinder Study Project which is starting up an Erdkinder community, The Montessori Farm School. Explains how the fundamentals for an Erdkinder plan are developed from children's actual experience of working on the land and from their integrated program of study. (JS)
Descriptors: Adolescents, Experiential Learning, Field Instruction, Free Schools