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- Title: Practical Course/Teachers: Lecture I: Introduction - Aphoristic remarks on Artistic Activity, Arithmetic, Reading, and Writing
Matching lines:
- separate parts. For example, here stands the word
- head. Take this example: I want to make clear to the child the
- Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
Matching lines:
- example to making a chair for the eye, whereas its inherent
- Title: Practical Course/Teachers: Lecture IV: The First School-lesson - Manual Skill, Drawing and Painting - the Beginnings of Language-teaching
Matching lines:
- this that examples are plentiful among present-day
- example, the name which already sounds so abstract to us to-day
- Title: Practical Course/Teachers: Lecture V: Writing and Reading - Spelling
Matching lines:
- will first try to show you by a few examples how this can be
- orders. It is well to select your examples so that the child is
- example I will show you from a word where the process is
- concrete examples. German spiritual life contains a very
- respect, write like this, therefore their example should be
- Title: Practical Course/Teachers: Lecture VI: On the Rhythm of Life and Rhythmical Repetition in Teaching
Matching lines:
- of life. Let me illustrate this by an example.
- psychology. You find, for example, very learnedly expounded,
- Title: Practical Course/Teachers: Lecture VII: The Teaching in the Ninth Year - Natural History - the Animal Kingdom
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- addition, perhaps, an example of a human being — now you
- Title: Practical Course/Teachers: Lecture VIII: Education After the Twelfth - History - Physics
Matching lines:
- marvelling at it in the same way. For example, you have all
- Title: Practical Course/Teachers: Lecture IX: On the Teaching of Languages
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- French, for example?
- for example, was the first to write about subject-less and
- any need for the examples to be retained. If you let the
- children write down the examples, too vivid an impression is
- left with them of the outward form of the examples. In
- grammatical teaching the examples must be dropped and in no
- for these, it is true, include examples, but examples should
- you derive with the child, from some example which you have
- grammatical rule and make him echo, from his book, an example
- you give him an example especially selected to be forgotten,
- and encourage him to invent an example himself. The work which
- the child does when he finds his own example is particularly
- grammatical examples — and you can do this very well
- the children take pleasure in these examples and particularly
- part in it with his soul by discovering examples, after three
- as much delight in inventing these examples as they previously
- examples of this kind, and must not omit to give the child this
- example the other will call out; “I have one, too,”
- and then they all want their turn to give an example — it
- father or mother at table: “Can you find an example of
- Maximum number of matches per file exceeded.
- Title: Practical Course/Teachers: Lecture X: Arranging the Lesson up to the Fourteenth Year
Matching lines:
- can be taken side by side with another. For example, we cannot
- efforts or, at the most, guiding the conversation; for example,
- planned, for example — I will take a case — in this
- Title: Practical Course/Teachers: Lecture XII: How to Connect School with Practical Life
Matching lines:
- example, certain things should really be respected by the
- example, the teacher in religious instruction condescended now
- Title: Practical Course/Teachers: Lecture XIV: Moral Educative Principles and their Transition to Practice
Matching lines:
- examples given in modern books on didactics are ignored. These
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