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MI Chapter 8 Synthesis by Megan Wallace
Abstract: Chapter 8 of __Multiple Intelligences__ by Thomas Armstrong discussed how to use the multiple intelligences in classroom management. Each intelligence is equally valuable and necessary in the creation of a well functioning classroom. This chapter gave examples in how to incorporate these [|learning styles] into what we will do every day. Every student needs something different so by using the multiple intelligences teachers can reach the most students when giving information about rules and other information. Gaining students' attention and moving from one activity to another can also be done more smoothly with the use of the MIs.

Overall we felt that we could easily [|incorporate] the multiple intelligences into our classrooms. A lot of us felt that the chapter offered some good suggestions that we could see ourselves using in the classroom. There were some fears that some of the suggestions given in the chapter would apply better to younger children that to our middle or high school students. However, there were some great adaptation ideas given. toc

Kassaundra
Chapter 8: MI Theory and Classroom Management The multiple intelligences can be a useful tool when trying to get your class’ attention. Personally, I have only seen the musical suggestion of clapping a rhythm and the kinesthetic example of putting your finger to your mouth to signal silence but I really like the idea of writing on the board or whispering in a student’s ear and then having them pass it around. On the other hand, I have seen a lot of teachers lose valuable class time because the students became disengaged and distracted during transitions from topic to topic. I like the idea of having a system to identify the transition and to get the students’ attention. When it comes to setting rules, I think it is appropriate for high school students to be engaged in the rule making and then have the rules displayed in the classroom. I feel that the other suggestions might be a little too “kidish” for my students to embrace. It was interesting to learn that students’ behavioral problems can stem from underdeveloped intelligences but it makes sense. Furthermore, MI theory along with classroom management can keep students behavior more positive because MI creates a more accepting and less stressful environment.

Charli Sayward
Chapter 8: MI Theory and Classroom Management Gaining students’ attention, preparing transitions, communicating class rules, managing individual behaviors and forming groups are the main topics of this chapter. To gain students’ attention, teachers may target certain intelligences such as clapping a rhythm for the musically inclined or having students mimic gestures for the bodily-kinesthetic. To prepare for transitions such as lunch or recess, different songs may be played to signify each. These so far seem to be a bit elementary, but communicating class rules are always important no matter what grade level. Rules can be numbered for the logical-mathematical thinkers, or they can be represented by pictures for the spatially intelligent. Forming groups and managing behaviors seem to be important for secondary education as well because group work is a great way to differentiate and behavior is always a factor in learning. As a math teacher, I will encourage group work, and to mix up the groups based on MI intelligence is a great way to have students work together and collaborate a variety of ideas to solve a problem

Matt Towle
This chapter in Multiple Intelligences was all about the use of multiple intelligences in classroom management. It had many suggestions for how to get students' attention based on the many different intelligences. One idea I never would have thought of, for example, was to assign a symbol or even an animal to each of the rules. This way students will associate the symbol with the rule and be more likely to remember it. This will impact my classroom because if I am able to associate my classroom schedules and rules to the different intelligences then I will have much better luck getting students to pay attention and thus, learn.

Erin
Chapter 8: MI Theory and Classroom Management discusses many different ways to manage the classroom while keeping the different intelligences in mind. There are many examples of getting the students’ attention, communicating the rules of the classroom, transitioning, and forming groups. What really impacted me was the section about grabbing the students’ attention when the class gets out of hand. The theory I liked was the logical/mathematical way one where the teacher wrote down how much time was being wasted. That would really impact me if I were a student, but not every student will care that time was being spent. I had a teacher who would start whispering when the class started getting too loud so that the volume of the students talking would have to go down in order to hear her. This worked really well, but this was when I was in 5 th grade so high schoolers might not follow along. For the rules, I liked the intrapersonal approach where the students make the rules and have to follow by them. I will definitely be using that method in my classroom.

Alyssa Wadsworth
Chapter eight was about the application of multiple intelligences in the classroom other than in lesson plans and assessments. This chapter discussed how to use MI theory when calling for attention in the classroom, setting up the class rules, readying the students for transitions, creating groups for assignments, and even in discipline; basically, the less positive side of classroom management. Due to the fact that we have been talking in class and reading in the book about MI theory in relation to lesson plans and assessment, I had not thought about it in relation to classroom management. This is a great idea because, as the book says, “Students are less likely to be confused, frustrated, or stressed out in such an environment” (page 120). If students are relaxed and comfortable, there is likely to be less behavioral issues in the class. This could mean a good day for both my students and me, as often as possible.

Bri Douglass
Throughout this book it talks about how to incorporate multiple intelligences into the classroom through assessments, environment and other aspects. But in this chapter it discusses the need to use multiple intelligences in classroom management. It gives an example of a teacher yelling “Class!’ “Class!!!” and then “Shut Up!!”, the class quiets down but then starts right back up again. The book describes the fact that this approach is only targeting the linguistic students in the class. It then goes on to give examples to quiet down a class in every intelligence. I had never thought about the fact that yelling at the class to quiet down was only addressing those of them who think linguistically. The examples that they give are really useful because even if I read that you need to address every intelligence in classroom management, some of them are hard for me to think about using.

Kelly Steinhagen
Although I found most of the helpful tips in this chapter to be geared towards elementary and middle schools, a high school teacher to build ideas off of the presented ones. Some of the elements mentioned are not likely to be huge problems in high school, like gaining students' attention. However, if such an instance arrived then some of the ideas, like clapping a rhythm or writing the time left to talk on the board will help. The part of this chapter that may be useful has to do with individual behavior problems. It may not be effective to have, say, a bodily-kinesthetic role-play what stresses him or her out during class, but teaching them relaxing strategies might. In my own classroom, I could adapt these hints for dealing with individual behavior problems to a high school setting and they could be very effective in some cases.

Lyzz Stevenson
Chapter 8: This chapter was about using the multiple intelligences to aid you in classroom management. There were several examples that were given in the text that gets students attention, help prepare transitions, communicate class rules, form groups and manage individuals. It is important to me to use multiple intelligences in every aspect of the classroom including classroom management. This will help students remember groups or rules. This is important as students will learn more even when the context does not directly apply to the unit.

Jenn Baum
Chapter 8: MI Theory and Classroom Management This chapter talked about a few different strategies that a teacher could use in order to manage a classroom in a way that helps manage students who have strengths in different multiple intelligences. For example, yelling at a student or the class would not be very effective on a student who has a strength with bodily kinesthetic, where a hand gesture would be more effective. I felt as though some of the suggestions were geared more towards elementary levels than high school. I understand the concept of using different techniques to help manage the classroom because if a student does not respond to certain tools, it may be due to targeting a weak intelligence of theirs. The strategies that I might use would be to write on the board, clap a rhythm, use a hand gesture to catch their attention, or even the stopwatch suggestion to show students how much time they waste. The transition strategies would not be useful to me as a high school teacher due to the fact that I will not have my students for the entire day, so there will be no major transitions. One strategy that I will probably use, that I also found helpful in school, will be to have my students create their own rules and guidelines for class, then display them in the room, while using the multiple intelligences to create them.

Ryan Pelletier
This chapter focused on getting your classes attention, and how to transition from one topic to the next. I found all the attention methods interesting. I am not sure which one I will use because they all seem to be a bit elementary. Some may be useful such as clapping, signing, or amount of class time being wasted. I feel that having a quick little jingle or activity, is a great way to transition into another topic. As a summer soccer camp coach I was in charge of 40 kids. I found that everyone wanted to learn or try, but sometimes others did not want to. Instead, of singling those individuals out and continue yelling for their attention. I let them know the next day that from now on when I say it is time for something new I am not going to say anything until everyone is listening and ready. Eventually, students would speak up to their peers, and asked them to stop. They listened better to their peers better sometimes. I think this method could be effective if my students are acting up.

Darcie Simmons
This chapter in the MI book talked about the ways you can use multiple intelligences for classroom management. A lot of the ideas that were given could probably be most effective in an elementary classroom. In camp we use the musical way of gaining students attention. It seems to work the best for the young ones. While I am in the classroom with middle schoolers or high schoolers, I might me more apt to use the bodily-kinesthetic way of getting students attention, because movements and gestures are what they are more prone to at that age.

Kaitlyn Haase
In chapter 8 I learned a lot about how MI theory can be implemented while managing a classroom. I specifically learned about how to gain students’ attention and how to form groups. By knowing students’ strong and weak intelligences, I will be able to create procedures that my students can relate to which will gain their attention in class. Also by knowing my students’ intelligences, I will be able to find creative ways to form groups that will best fit my students. Too often have my teachers counted off numbers and placed us arbitrarily in groups.

Justin Stewart
Chapter eight discussed using multiple intelligences with classroom management. For the most part, the ideas that were described seemed pretty elementary, but there were some neat ones. Like using animals or actions with the class rules and schedules. This could be important because the lab can be a dangerous place and so if I am able to help my students remember the rules of the lab, I could save the students a lot of injuries. Keeping my students engaged during the rules and schedules will help them to remember what it is they will need to remember for certain classes and keep them engaged, even during the most boring talks, such as safety.

Taylor Kemp
This chapter talks about using your classroom's multiple intelligence to your advantage in managing them overall. When trying to get the class' attention on the whole, you could do something like make a gesture or noise for them to mimic. Another thing that this chapter talked about was rules in the classroom. I think it is very important to let the students take part in making the rules of the classroom, or at least give them a chance. I will probably set up what I think are critical rules, and then open them up for adjustment or for additions. These will both effect my classroom because there are times when students get off topic while transitioning from one task to another, so this is a way that I could bring their attention and focus back to the learning.

Olivia Norris
Chapter eight discussed the use of multiple intelligences and classroom management. From this chapter, I learned ways to use multiple intelligences not only to help my students learn, but to help me teach my students in the classroom. There are ways in which teachers can use the multiple intelligences to help manage a classroom. When I was in high school, my choral director would get our attention by clapping out a rhythm, and then we would mimic it. She would do this enough times to make sure that we were really following the rhythms and trying to pay attention to her instead of each other. This was one of the most affective ways I have seen someone use multiple intelligence as a way to get the attention of the class. I plan to use similar techniques in my own classroom.

Linda McLaughlin
//Chapter Eight: MI Theory and Classroom Management// This chapter discusses various ways of how to use multiple intelligences in classroom management. The chapter provided several examples of how to use different multiple intelligences to get your students' attention, managing individual behaviors, forming groups, establishing class rules, and preparing for transitions. This chapter impacted me because I honestly didn't realize all the different ways to manage a classroom. I've never had any teachers use the MI theory to help manage their classroom. This will impact my classroom because I will be using these examples to really try to keep my classroom under control and moving effectively. My classroom environment will be one in which students individual needs are recognized and addressed daily.

Megan Wallace
I learned the important of a smooth transition in the classroom to keep the students’ attention. The chapter talked about using a clapping rhythm or some sort of body movement to get the kids attention when you are moving on to a different topic. These are the most common things I have seen in my experience as a student. I had never thought about the fact that they related so well to the multiple intelligences before. The chapter also talked about getting the students’ opinions about what the class rule should be. I like this idea and plan on using it. If the students have a say, than they will feel more connected to the learning and be more inclined to follow the rules if that they had a hand in creating.