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- Title: Practical Course/Teachers: List of Works
Matching lines:
- writer Albert Steffen, contain a complete introduction both
- Title: Practical Course/Teachers: Lecture I: Introduction - Aphoristic remarks on Artistic Activity, Arithmetic, Reading, and Writing
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- ‘fish’ begins with f and now you write that as f.
- write, with the artistic drawing of the shapes — of the
- to write out sentences. In these sentences the child will then
- look like in print, and one day we write a long sentence on the
- “head.” The child first learns to write down
- positive way. If, in teaching the child to read and write more
- Title: Practical Course/Teachers: Lecture IV: The First School-lesson - Manual Skill, Drawing and Painting - the Beginnings of Language-teaching
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- Grown-ups can write letters to each other, too; in fact, they
- can write about all the things in the world. You also will be
- able to write letters later, for besides learning to read you
- will learn to write. And besides being able to read and write,
- methods hitherto employed in learning to read and to write, but
- read and write: with language, with grammar, syntax, etc. There
- and write without any grammar.” This idea might result
- I use a verb, “Someone writes,” I do not only
- Title: Practical Course/Teachers: Lecture V: Writing and Reading - Spelling
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- should precede the learning to write, so that, in a sense,
- “Look; when the grown-ups want to write down what a bath
- is, they write it like this: BATH. So this is the picture of
- it.” Then, again, I simply let a number of children write
- the vine? (Rebe). The grown-ups write Rebe like this: REBE. Now
- Bear.” Then always write it up first in big letters so
- with living reality. But you must never omit to write up the
- means. But then people did not want to write so complicatedly;
- of this scholarship is so good that everyone who writes an
- of dealing with this question. If, after learning to write,
- people could write what they hear from others, or from
- themselves, just as they hear it, they would write very
- respect, write like this, therefore their example should be
- is how the grown-ups write; that is, you build here, too, on a
- Title: Practical Course/Teachers: Lecture VII: The Teaching in the Ninth Year - Natural History - the Animal Kingdom
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- this vivid idea: for instance, you take up chalk to write with;
- Title: Practical Course/Teachers: Lecture IX: On the Teaching of Languages
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- for example, was the first to write about subject-less and
- children write down the examples, too vivid an impression is
- Title: Practical Course/Teachers: Lecture X: Arranging the Lesson up to the Fourteenth Year
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- few words of a lecture. — Good, write that down. —
- tenth of the spectators write out the experiment correctly.
- write anything true about it and many of them write quite
- can write, and particularly after twelve years of age, tell
- Title: Practical Course/Teachers: Lecture XI: On the Teaching of Geography
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- teaching him to write. That is: we occupy the hours which we
- claim from his morning in teaching him to paint, draw, write.
- We do not draw up a time-table according to which we write in
- only go on later to reading, when the child can already write a
- Title: Practical Course/Teachers: Lecture XII: How to Connect School with Practical Life
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- if, at this time, you let him write essays on all kinds of
- have to write between thirteen and sixteen, is often employed
- to write a decent business letter. Certainly he may not have to
- single individual who has not been at one time trained to write
- write a business letter to some branch connected with the firm
- or to people who are to take a matter in hand. He writes a
- Title: Practical Course/Teachers: Lecture XIII: On Drawing up the Time-table
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- that the child always writes beautifully, as beautifully as he
- write lengthening or shortening signs, as even permitted in the
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