Chapter Eight: MI and Classroom Management

Chapter eight of Multiple Intelligences in the Classroom explained how teachers can incorporate the multiple intelligences into the rules, routines, regulations, and procedures of a classroom infrastructure. A situation was presented in the chapter where a teacher was trying to gain the attention of her class. She repeatedly had to call to the class and tell them to shut up. However, the use of mere words to quiet the class (a linguistic approach) is proven to be the least effective method to gain students' attention. The chapter gave numerous examples of how to gain class attention through the eight intelligences. I found these examples to be extremely valuable to me because as a teacher, I will be able to guide my students into connecting and linking these specific symbols to specific commands and behaviors. The chapter also provided useful ways for me to communicate class rules. I especially liked the methods of the interpersonal and intrapersonal intelligences. However, instead of assigning a group of students to each rule, I would tell them to create a contract individually. Once they complete the rules separately, I will assign them to groups where the students can combine the rules that they deem most essential. Asking the students to help create the classroom rules is a fantastic way of gaining their support. The chapter also provided useful (and fun) ways to form groups in the classroom by using the intelligences. I have always been nervous about how to address and manage individual behaviors, but the chapter gave me excellent ways in which I can help improve students' difficulties. I loved the idea of the student drawing out the arrows as the negatives because it allows the student to reflect on the problems and find ways to "dodge" the arrows. I also understand now that as a teacher, I should try to match students up with their strong intelligences and at other times I should match the students up with their weak intelligences. I need to be aware of the situation, however, in which I should match a student to a poorly developed intelligence. I definitely plan on incorporating the intelligences into my classroom infrastructure so my students will be able to thrive socially as well as academically.