MI+B2+Chapter+8


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Cam
Chapter 8; MI and Classroom Management This chapter of MI describes the best way to grab the attention of your class is done by not only using linguistics. Depending on your grade of teaching, students’ attention can be caught by flickering the lights, waiting respectively for silence, or even writing the amount of time wasted on the board. Teachers need to find ways, of the multiple intelligences, to grasp the attention of his or her students. It is helpful for teachers to come up with class transitions pertaining to the multiple intelligences. Developing classroom rules with your students can help establish a relationship and once the rules are made, define them through the multiple intelligences. The multiple intelligences can also help teachers form groups and deal with individual behavior. This chapter impacts me as a teacher because whatever intelligence is left out from the lesson that day will be the intelligence that is used to get the students’ attention, and or transitions. This impacts my students in science because, not only will they being experiencing experiments and other hands-on activities, but they will be undergoing diverse intelligences without even knowing. The result will be a positive one because they will understand the goals and product at the end of the day.

Jason
I would have to say that of all the MI chapters we have read, this one was by far the most interesting. I enjoyed how Armstrong used MI in a very practical way, classroom management. I had no idea that MI could be used to quiet a room, or manage individual students, or even communicate classroom rules. I really enjoyed the different methods of conveying classroom rules, especially the one that has small groups of students learn and enforce a rule, saves the teacher time. This impacts me because I have had experience dealing with groups of students whether it is with basketball or my time in a middle school class, and it can be tough to quiet them down. I think every teacher has yelled shut up at least once in his or her career as bad as it is to admit. As far as the classroom aspect, I think this chapter is great because it informs teachers that there are better ways to manage your classroom aside from idol threats and yelling; I think students will be more responsive if you speak nicely to them instead of screaming shut up, but hey, maybe that is just my thought.
 * MI Chapter 8: MI and Classroom Management **

Jenna
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.

Marcy
This chapter discussed ways of getting and maintaining classroom control. It suggested using the multiple intelligences to get student attention instead of just standing at the front of the class, screaming for quiet. Also an idea that was suggested was familiarizing students with some type of cue for a class transition. Communicating class rules using the multiple intelligences and assigning groups at the beginning of the year will help cut down on confusion and save time. The chapter also broke down individual strategies to use with a particular student for each MI. This affects me as a teacher by offering other ways to manage a classroom. I particularly like the idea of the transition cue. That way the students automatically know what to do and where to go. This affects my students by communicating what is expected through the avenue which they learn best.

Nicholas
**Chapter 8:** This chapter did a wonderful job in depicting strategies that you can use to address individual behavior problems within the multiple intelligences. There are many examples of ways to confront students misbehaving. A linguistic learner might respond better if you talk with them about the issue. A logical-mathematical learner might respond better if you have the student quantify and chart the occurrence of negative and positive behaviors. A spatial learner may respond better if you have the student draw or visualize appropriate behavior. A bodily-kinesthetic learner may respond better if you teach the student to use physical cues to deal with stressful situations like taking deep breaths or tightening and relaxing muscles. A musical learner might respond better if you provide music that reflects the appropriate behavior. An interpersonal student may respond better if you give the student other social outlets for his or her energies. An intrapersonal student on the other hand may respond better if you develop a behavior contract. And a naturalist learner may respond better if you use animal metaphors in working with difficult behaviors. All of these examples can be useful in helping me deal with future students and their negative behavior in the classroom. This definitely helps stress the importance of identifying your students’ strongest intelligence so that you are able to help them in various ways to become a highly effective student.

Ben
Chapter 8 talks about bringing MI theory to the management part of the class. The traditional yelling at students to get there attention is not working, and it can even disengage students from learning. We need to incorporate the 8 intelligences to management techniques to help engage our students more, and help them succeed. Ideas such as music for transitions to let the musical learners that its time to change activities, having pictures depicting the next activity for the visual learners, or a simple gesture relating to the type of activity for the bodily/ kinesthetic learners. These ideas will help make a classroom's time more efficient and make it easier for students to pay attention, thus in turn help the students succeed.

Dani
Chapter 8 of MI is about using the Multiple Intelligences to help in classroom management. The chapter gives a few different ideas on how to use them when breaking the class up into cooperative learning groups, when trying to develop classroom rules, in conveying transitions and in trying to get the class’s attention. The last one was most useful to me because I had many teachers in school that just could not get and keep the attention of their students. It will be great to try out these strategies on my class and see which ones work best. It affects my class because getting my students’ attention is vital to teaching them. It also means I have a few ideas on how to manage a class which is also important to the learning environment.
 * Chapter 8**

**Andrew D**
This chapter talks about the MI theory when it comes to classroom management. All students in a classroom have different needs and interests which can sometimes make classroom management difficult for teachers. The chapter talks about a number of different things like how to gain students attention, preparing for transitions, communicating class rules, forming groups, and managing individual behaviors. For each of these, the author lists different ways to achieve what you are trying to do using each of the eight multiple intelligences. One approach may work for some of your students but you may have to use a different approach for others. This chapter impacted me because I learned that sometimes the best way to help a student who is misbehaving or struggling is to use an MI they may not be as good at. What they may need is to develop that intelligence to help them become better at what they are doing wrong. This will impact my classroom because I now have a better understanding of how I may need to gain students attention, communicate to my class, and manage individual behaviors.

Lindsey
This chapter discusses methods of grasping and holding the attention of students who have various strong traits in multiple intelligences. In addition, the teacher can use knowledge of student intelligence throughout the course of the class as well as in creating groups and understand student behavior. Using this chapter, I can consider methods of classroom management. This was a nice reminder that not all students respond to the same courses of classroom management, but that the traditional response of speaking to the class in an effort to regain attention will work the most effectively with verbal learners, yet other methods should be used to obtain the interest of other students. Another great aspect of this chapter was the idea of transition cues so automatically recognize when they should change activities, without the classroom becoming chaotic. For example, to capture the attention of a musical learner, playing music to signal a transition is an excellent method of showing students that it is time to change what they are doing. While this is primarily focused upon musical learners, all will understand the expectation when the music begins.

Ted
Chapter 8 of Multiple Intelligences in the Classroom discussed using the multiple intelligences as a means of managing classrooms. Many of these techniques I’ve seen used before – the summer camp I worked at made extensive use of kinesthetic, interpersonal, and intrapersonal techniques for getting the attention of students. Managing individual behaviors is one of my fears, and I hadn’t thought of many of the ideas given in the chapter (Some of them would have come in very handy over the summer)! The chart that the chapter supplied was really a great summation of what the chapter was discussing. Aggressive, withdrawn, and hyperactive children have always tested me and made me doubt my ability to help them, but now that I know more than one outlet for dealing with it, I feel a lot more confident.

Lizzie
Many times teachers are at a loss, as to how to get the attention of their students, or essentially, being able to keep them interested and respectful to listen when you ask. Getting a classroom full of so many unique and different students to all calm or quiet at once is not an easy task. Therefore there are many ways in which to approach this, one may be to use new techniques such as doing or saying something unplanned or unexpected by you students. Waiting, flashing lights, or writing on the board are all ways in which you can catch the attention of your students. In order to better understand how to reach your students, a teacher must consider all of the different multiple intelligences and how each one of these may be excited. Allowing each student to have input into the decisions being made, tasks at hand, or any kind of work/activity may allow them to be more interested and focused. I feel that the need to understand multiple intelligences is only becoming more and more important in order to have a balanced and attentive classroom. Students will not respond if I simply teach to only one learning style/ intelligence. Creating activities that cater to all multiple intelligences is not hard, just takes some time and consideration. Knowing that multiple intelligences can be used to do so much will benefit not only my students but me as well in the long run. Most teachers resort to what they have experienced or what the “last resort” has become. Learning new ways of communication, verbal and physical, and how to address each student’s behavior may be the best way in order to be able to teach to the whole class not just a handful. I am interested to see how I can really adapt myself, to take myself out of my comfort zone/my own preferred learning style. I feel that when dealing with so many different learners having a routine may be the best way to help all students, mixing in all kinds of cues, music, inside and outside the classroom learning, different verbal and physical communication.

**Andrew F.**
As classroom educators we are constantly asked to keep peace within our classroom and create a conducive environments for all of our students. I know personally when I went out into the field for the first time and I was left alone with a group of students that were "intensive" in the eyes of the school system they had been raised in all of their lives. I now can see that students that act out are really the ones who are dying for attention and need that extra help in order to gain mastery over the material. This chapter provided the perspective of creating and applying lessons to students while incorporating multiple intelligences through every action to reach all students.

Personally I found this chapter very helpful in the actual application of what I have learned while reading this book. I have always been frightened about being stern and applying classroom management, because I've never been very interested in being the "bad cop" teacher. My mentor teacher is a veteran educator and I have seen him be a very authoritarian figure which has varied success with students in his classroom. But when I have been asked to be in charge of the class I have tried to express myself using certain tips from this chapter such as using visual clues instead of just verbal commands. I have found a lot of success in the practice of these ideas within my experience at Mt. Blue High School.