MI+B1+Chapter+8

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Kristen
In chapter 8 Armstrong explores different ways to use multiple intelligences to manage the classroom. Most teachers will use the verbal commands to quiet a class however there are many other ways to do it. Some students with different developed intelligences respond to different types of discipline and commands. Armstrong suggests trying out different methods to help your class. For example one could flick the lights to bring a class under control, clap a rhythm your class has to respond back with. There are several ideas that seem they might be effective. On top of ways to manage your class there are ways to manage trouble students by knowing them and their intelligence strengths and weaknesses. If you discipline them using their intelligences they will respond accordingly. Have a student role play good and bad behaviors and discuss the differences, use a quantitative chart with positive and negative consequences the student will face for behavior. Again many more are listed. Using MI theory can also help to communicate rules for the classroom. Have small groups of students be in charge of a certain rule, have animals symbolize different rules that the students can refer to. Overall, if students help to create and understand the rules they are likely to be more aware of the expectations and hold to them.

Amanda Martemucci
MI-Chapter 8: Chapter 8 focuses on MI theory and classroom management. To manage a successful classroom using MI theory, it is best to use the intelligences to gain student’s attention, transition into new tasks, communicate class rules, form groups, and manage individual behaviors. Finding ways to connect these classroom management factors to a student’s strong intelligence can help them pay more attention and work well in the classroom. I particularly like the ideas presented for forming groups. I know that trying to form groups can be hard as teachers want to put students together that work well, have the same level of learning, etc. However, it may be interesting to make heterogeneous groups like the chapter suggests. Having students put either one or five fingers up can place students in a mixed group that has a connection (they all picked the same number of fingers to raise), but they also may have different skills/ strong intelligences that could help one another. I will definitely be using this type of group forming in my classroom.

Bridget
Chapter 8: MI and Classroom Management Management and control in the classroom can also be taught through the multiple intelligences. One of the first steps towards managing a classroom is getting the attention of the students. Using a hand signal, a word, a clapping patter, or simply going silent are all different ways to get students focused on the teacher while still utilizing different intelligences like bodily-kinesthetic, linguistic, musical, or intrapersonal, respectively. Another important time to be able to manage the room is during transition periods, like before and after lunch, recess, and at the end of the school day. Using MI cues get students in the “zone” can be very useful to save time and quickly get back on track. Class rules, group forming, and individual behavior can all be managed with more grace if teachers implement MI strategies that their students respond to. Which strategies I choose to use will largely depend on what intelligences my students are. As I get to know my students, I will be able to try different ways of managing classroom activities and occurrences that best capture their attention and respect.

Chelsea
This chapter discussed how MI theory can be a valuable tool in classroom management. MI theory can be applied in a wide variety of ways in the classroom to facilitate order. One way the book described using MI theory in the classroom was through using it to gain students attention. Another way in which MI theory can be implemented in the classroom is in communicating classroom rules or using it to prepare for a transition from one activity to another. MI theory can be valuable in managing individual students because you can apply a specific MI to a students learning style in order to help them. It is important to remember that you have all intelligences in your classroom so using MI theory as a tool for classroom management must be reflective of all MIs.

Christina
Chapter eight discussed how the multiple intelligence theory can be applied to classroom management. By playing to a students' intelligence, the teacher will be able to more effectively get their attention. This is important when forming groups, discussing the rules of the classroom, and transitioning from one class to another. By keeping students engaged, they would not have time to disrupt or misbehave. The chapter provides examples for how to focus on one intelligence, such as to write "Silence, please" on the board to target the attention of a student with linguistic intelligence. I will utilize these strategies in my classroom because I have seen them in action: I would raise my hand and the students would know that this is a signal to quiet down and raise their own hand as they become silent.

Jesika
This chapter was mainly about keeping a classroom under control; that means keeping the students engaged and on task. It also means providing smooth or clear transitions for activities and stopping inappropriate or disruptive behavior at its start. The point that spans the entire chapter though is communication. In the first section about capturing the student’s attention it is all about communicating to the students that it is time to begin working. The following section could have been a sub-category of the first. The rest of the rest of the chapter is mostly about managing behaviors.

Most of the things in this chapter are easily applicable to the classroom. However, I would not use a lot of them because the would be either silly or unrealistic in a high school classroom.

Moe
Although I liked, and remembered, some of the methods to get kids attention used in this chapter, I thought a lot of them would work best in an elementary classroom. Two that stood out to me (as I remember teachers in high school who used them) were flicking the lights on and off, and having students mirror your gestures. I liked how the book spelled out a different way for each intelligence though, because I would have had a hard time thinking of ways to reach logical, natural, and intrapersonal students. I thought the tips about individual behavior management were very helpful. It proves that there are at least 8 ways to reach a student and get them to behave and enjoy school more.

Kevin
Chapter 8 focuses on how Multiple Intelligence theory can impact classroom management. The chapter begins by focusing on some different ways in which teachers can get the attention of the class. Linguistic, it is said, is the most often used they least effective way to quiet a class down. The one idea that I am particularly drawn to is to clap a rhythm and have the students clap it back to you. A very interesting idea that is presented is to use different cues the correspond with the intelligences to signify periods of transition during the day (such as recess, lunch, and dismissal). Rules can also be created in ways that correspond to the intelligences. This chapter has a lot of interesting ideas for different ways of approaching things that most teachers probably never think about doing differently. I am very intrigued by the idea of playing different musical pieces to prepare students for different transitions during the day.