MI+B1+Chapter+8

toc Abstract: The lessons we have learned about the 8 different types of intelligences can and should be applied to every aspect of teaching and learning. A working knowledge of how to engage all types of learners can help to get student's attention, communicate the classroom's rules and [|move students through the school day].

Synthesis: Our responses focused on the attention getting strategies. Some of us had concerns as to whether some of these strategies would be effective beyond a middle school level and even felt that a few of them were inappropriate. However, most of us felt the simple more relaxed approaches to getting students attention were valid and useful. There were comments on using MI to convey the classroom's rules. When we provide exposure to the rules in different ways we reach more students, just like our curriculum goals. The broad reaching theme was that opportunities for applying MI are everywhere. We should use MI tools to transition students from class to class. We can group students using MI to ensure there are different skills within that group or allow students to work with those who learn the same way.

[|A teacher having some fun getting their attention (and then he dismisses them])

Courtney Burns
Just as you can use the multiple intelligences to get your student to learn and understand, they can also be used to manage your classroom as well. For instance, getting the attention of the class is something that is hard at times, however, rather than screaming “Class!” over and over I could use techniques like writing “Silence, please” on the board (linguistic intelligence), creating clapping patterns for my students to mimic (musical intelligence), playing a recording of a shrinking bird (Naturalistic intelligence) etc to get their attention instead. As a teacher I can also implement cues to signal students of transition such as moving from class to recess or from lunch back to class, for example, using pictures for the spatially intelligent kids or music for the musically intelligent kids. Strategies like these can also be used for other aspects of management like communication of class rules, individual behavior and formation of groups for activities.

Kay Sue Collins
This chapter talked about the use of MI theory in classroom management. It talked about several aspects of management but the one I found the most useful was the one on gaining the students’ attention. As a student I have always found it hard to focus on what I am doing in a busy classroom. I don’t multitask well (listening and taking notes at the same time). In order to focus on what I am doing I have to shut out all external stimuli. As a result, when the teacher is trying to get the attention of the entire class, I often miss something or fall behind. I am sure that some of my students will have a similar problem, and having multiple ways to get their attention using multiple intelligences would really help them not miss things. Some of the other suggestions for preparing for transitions, forming groups and dealing with class rules were intriguing and looked fun to try, but I don’t know if they are anything that I would use as a teacher because they seem like they would suit a younger audience, or would be too complicated to implement. Mostly I think that as long as I keep the students engaged in rewarding learning, I will have few behavioral issues and the ones I do have can be dealt with by listening to the student to find out what will work best for the individual student.

Ben Villeneuve
Chapter 7 of //Multiple Intelligences// talks about designing a classroom environment to appeal to all of the intelligences. The most interesting part of the chapter to me was the section that went over different “permanent open-ended activity centers” for each of the intelligences. Reading this list and thinking about the average size of the classrooms I’ve been in, it seems like it would be impossible to have one of these for every intelligence and still maintain a reasonable depth for each one. I feel it might make more sense to have each subject area be dedicated to developing several of the intelligences; for instance, we could say that English class focuses on developing Linguistic, Interpersonal, and Naturalist skills, and design the classroom accordingly. I feel like the goal should be to develop all of the student’s intelligences rather than gearing curriculum to appeal to the student’s most developed intelligence.

Olivia Wandelear
I found this chapter’s tips on how to get a class’ attention or convey that it’s time to move on to something else to be slightly ridiculous and unrealistic, especially at the middle and high school level. If I were to whisper directions into a student’s ear or lick my lips and rub my stomach in front of the class, I feel like a sexual harassment suite would quickly follow. I really cannot visualize most of these classroom management techniques working effectively in a middle or high school classroom. A lot of the techniques, like putting one finger to your lips and holding the other hand up with a peace sign to signal silence, I remember doing in elementary school. This one worked, but it was because we were all under 10. I feel like most middle schoolers, and //all// high schoolers would laugh hysterically and completely ignore me if I were to try this in my classroom. They would really feel like I thought they were babies, and doing babyish things was the only way to get their attention. This really isn’t the way to promote respect in the classroom. I’m very curious as to how the MI theory could be transferred into classroom management at the middle secondary level, because this chapter really didn’t cover that at all.

Josh
This chapter addresses how the multiple intelligences should be considered during classroom management. It describes how some students might not respond to a certain type of discipline because they are tuned into a different type of intelligence. The chapter does a good job giving ideas for transitions and steps to get the students attention but I question whether or not the methods would work with modern day high school students. The idea of it is valid though and it is up to me to fine tune the methods to cater to the students I will have in my class. Using current music or some more advanced adaptation to the telephone game, like a text message or instant message. I think having strategies to get the students back on track is important but there are probably many new technologies out there that can help me do this.

**Kasey Darnell**
This chapter discussed how MI theory can be effectively used in classroom management. For instance, a teacher can appeal to musical intelligence by clapping in a rhythm and having the students clap back to gain their attention. Recently when I was subbing in a middle school science class, I saw a great example of using bodily kinesthetic intelligence in classroom management. Instead of shouting out that they needed to go to the bathroom, kids would raise their fist and make a "t" symbol, the sign language form of bathroom. This helped with limiting classroom interruptions, and the kids thought it was really cool. This chapter also gave great examples of how to use MI to facilitate transitions to other activities,recess,lunch, and dismissals. Teachers can use music, pictures, and physical cues to let students know what they should be doing. I think the key to this is consistency. MI methods can also be applied to classroom rules, group formation, and managing behavior. I really liked the ideas on how to put students into groups, such as having them start hopping on one foot, then have the students find 3-4 others who are hopping on the same foot. I will definitely use activities like this in my classroom to keep kids engaged and attentive.

Andy Shorey
In chapter 8 of MI the authors discuss classroom management and how it is important for teachers to manage the classroom in more ways than just a linguistic way. It is important to integrate the intelligences when trying to keep students attention or to get their attention. To let the students know what you expect of them in class you could have many different ways of doing it but it is important not to just tell them because for some students it may not sink in. Some of the examples in the book I know that I would not use in the classroom because students would not like them or care to do them for example the preparing for transitions I would probably not use in a high school setting however if I was teaching middle school or elementary school I would probably use some form of this. I do like the idea of using different intelligences to manage the classroom I think that it is important.

Heath
This chapter could be titled “How to Drive your Classroom?” MI theory can be used to get your students attention or move them through their day. I saw examples of this in my field experience. The class rules as well as charts and bulletin boards demonstrated several of the techniques listed. Here within our own classes, our teachers have used sound clues and hand gestures to bring the class back to the teacher. The same reasons we use MI theory to teach them the curriculum can be essential in teaching them how to negotiate the world.

Erika Tingley
Multiple Intelligences leaks into every aspect of teaching and classroom management is no exception. Throughout this chapter various ways that multiple intelligences can be used to establish order in a classroom are given. I particularly liked the ideas given for conveying the rules to students of different intelligences. Giving students different ways of remembering the rules that are given in a classroom or by the school is a helpful way of ensuring they will take some ownership of them. I could see splitting my students up into groups based on their intelligences and allowing them to learn these rules in the way that has most meaning to them. I could also see these ideas being helpful for helping students to know what is expected in a class either using the syllabus or some kind of schedule going over the topics that will be covered in a unit.

Dan Horne
This chapter talks about the importance of classroom management and design to cater to all the intelligences you will have in your classroom. It talks about how some students will actually not learn as well in classrooms that aren’t designed well. This means that if your classroom isn’t welcoming to all the intelligences then some students will be tuned out before you even start teaching. I think one great example is the learning centers in a room that cater to all the intelligences. This provides students with many different ways to take in the materials you are teaching. In my classroom I plan on having many different sections for that exact reason because I believe biology is the study of life and should be seen through many different multimedia.

Dylan Stefani
MI theory can be used in classroom management as chapter eight has pointed out. The chapter talks about how to get a class to quiet down by using some MI strategies like clapping for musical people, writing “quite” on the board for linguistic people, and simply putting a finger up against your mouth to symbolize being quite. This chapter also has lists of ways to “transition” students or just move them on to their next activity using MI theory, clarifying rules using MI theory, and even grouping the classroom up from using MI theory. Students need to learn from the intelligent they know the most because that will help clarify things the most. I think that intelligences can be a cool and creative way of assigning tasks. If I made all my works due have a certain level of choice for the students to choose from, then I would have a better percentage of the students who understand the information being asked.

Shila Cook
In this chapter Armstrong talks about the importance of defined elements of order. These elements include consistency, rules, routines, regulations, and procedures. Anther thing that this chapter touches on is all about forming groups in the classroom. The MI theory believes that there are ways to make groups in ways that are beneficial to the different types of learners. For example for spatial learners have them find people who are wearing the same color as they are. I am going to use some of these ways to form groups when I become a teacher as ways to ensure that the groups are always different.

Tim Grivois
The use of multiple intelligence theory does not stop with lesson design or implementation. Just as differentiated and tailored classwork can help students with different MI affinities, so can different techniques for classroom management. Because students have an affiliation toward a particular intelligence, they will respond to tailored feedback and attention. By doing things that attract attention from different intelligences, I can gain the attention of my students in situations where I am in danger of losing it. This can apply to getting the class to quiet down, or communicate, or shift from lesson to lesson. For example, musical cues can be used when certain classroom regularities are going to take place (transition between class and lunch, etc). Using these techniques may become more and more difficult with older students, but can still be effective to a degree. Also, the division of the class structure into strategically grouped, differently-intelligent students will be helpful in creating a healthy dynamic for learning. Students of one type of intelligence will not respond to the behaviors of others if they do not think concurrently. These classroom management techniques can be tailored to individual students as well, perhaps more effectively than in any other case because it is a more intimate setting where all the factors of their MI affiliation can be taken into account. = =

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Caitlin Alexander
===Chapter 8 of the Multiple Intelligences book deals with classroom management using the Multiple Intelligences system. The chapter uses different methods from the different intelligences to better get the attention of the students, to transition from one period to another, to enforce class rules, and to manage individual behavior. I think that the methods offered by this chapter were very creative and were useful, but some of the ideas listed out seemed like they were more suited for an elementary or middle school classroom. I personally remember my teachers using the musical/rhythmic clapping method to get the attention of the children from kindergarten to the fifth grade, and the ideas used for transitions, when mentioning getting prepared for lunch or recess definitely seem geared towards younger audiences. I do think that the chapter offered great foundations for high school teachers to build upon, but I wouldn’t use some of the methods offered.

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Tyler Brookings
This chapter touches upon classroom management using the multiple intelligences. Each intelligence is another way for the teacher to mix up the classroom, such as using physical ways of understanding atoms, or musical ways of understanding rhymes. The ability of the teacher to touch upon and meet each intelligence is presented in this chapter, and suggests that by using the intelligences things such as classroom rules, and simply changing up each period to keep the day interesting will help student and teacher morale. I will definitely be using these in my classroom.

Kyle Rines
I have heard of many different ways to grab your classroom's attention. I've heard of screaming 'Fire!' so that everyone gives you absolute attention, and I have also heard of the silent treatment (although too much without control could lead to chaos). But this chapter gives examples of how to incorporate multiple intelligences into classroom control. For example, I could start dancing and then ask everyone to join in for the bodily/kinesthetic learners. I could play a movie on YouTube on the projector of a bunch of people yelling quiet to grab interest and get control of the classroom. Again, learning how to incorporate the multiple intelligences within the classroom is key to excelling as an educator.