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Jasmyn- Abstract

 * Abstract:** Chapter 8 of //Multiple Intelligences in the Classroom// by Thomas Armstrong concentrates on the importance of incorporating all of the eight intelligences for optimal classroom management. A creative teacher can differentiate the learning and assessments to accommodate for the multiple intelligences, but to be most successful that teacher must also have many strategies for managing the individual behaviors.


 * Synthesis:** As a class we focused on getting the students attention and holding it in order to decrease the likelihood of misbehavior. We all seem to agree having so many, very, different individuals, in one room can cause many opportunities for disruptions and misbehavior. As good caring teachers, we realize, it is in everyone's best interest to address the problems before they arise, by creating [|strategies for management] Students behaviors are as different as they are, so before creating strategies we must understand the types of behaviors and the students we are working with. [|Getting to know] your students will be the first step in management.

Kim
This chapter contained many different strategies on classroom management using the multiple intelligences to more effectively interact with students. Some examples that were provided in the chapter were using different techniques to get the students’ attention, such as writing something on the board for linguistic students or using hand motions for physical/kinesthetic students. It also gives suggestions on how to work with students who have behavior problems and how the multiple intelligences can be used to address the problems in a more personalized manner. I think the suggestions will be helpful for my classroom, though some of them might need to be modified for an older group of students. In my experience, several of these strategies have worked well for classrooms of all dynamics, so I feel comfortable incorporating them into my classroom. I also think that using approaches based on the multiple intelligences will be beneficial to all of my students.

Brody
If teachers are to differentiate learning and assessment, it’d be naïve to think just one form of classroom management will suffice. The truth of the matter is that a classroom is a “microsociety” where student behavior is as different as the wide array of intelligences that students possess. In a traditional classroom, teachers mainly use the linguistic approach to gain students’ attention, often with a “quiet down.” This isn’t often effective however because students don’t differentiate between the teacher’s voice and the other voices from fellow students. Thus, the chatter continues. It’s obvious then that differentiated instruction can be merged with classroom management so there can be management techniques for all eight intelligences. I’m glad to have come across this information as classroom management has been the most difficult aspect of my field experience at Mt. Blue High School thus far. During the first lesson I presented for example, students often scattered off into loud side conversations. If I had the information I do now, I would’ve utilized some of the management techniques from this chapter. One technique in particular seems useful for my classes at Mt. Blue High School. My classes tend to have an interpersonal streak to them, so I plan to use the strategy where I tell a student “let’s start” and wait for the message to move around the room. This technique not only quiets the students but forces them to work together to complete the task at hand.

**Mike**
This chapter talks about how classroom management and the MI theory are connected. The author talks about how important it is to have a student's attention no matter what their learning style is. The chapter really taught me a lot about how to control a classroom that is not on task and then focusing their attention on the lesson at hand and yourself rather than other distractions. It is also important to establish rules right from the beginning in order to ensure that your class at least has some guidelines and expectations of your students and how the classroom will be functioning. Teachers need to have different methods of students of all learning intelligences in order to make sure that nobody is a distraction to one another. As a future teacher, I feel that all these methods for controlling and grabbing student's attention of all learning styles will be beneficial for me since I was unaware before of what works and what does not work well.

Max
This chapter talks about grades, once again. I think it is defiantly important to pay attention to how the grades are doing. If a student’s grades are declining, then it could be an indicator that he or she has a problem or needs extra help. Leaving an issue like this unquestioned and ignored could lead to overlooking something really important like household issues or something. Make sure your grades are reflecting effort because if you see a student trying really hard then getting bad grade after bad grade, which clearly isn’t giving the student a good message. He could get frustrated and give up and from my experience in Mt. Blue kids are very good at giving up these days. We as teachers need to motivate our students and giving them credit on grades will keep them focused.

Jen
Students are all different from one another and so this chapter discusses similarly what all the other chapters have talked about the importance of the multiple intelligences of one's students. There are effective ways for teachers to address their students collectively despite the differences among the students and then there are just unacceptable ways and the book really gives a shocking way that a teacher tried to catch the attention of the students. She screamed at the students to "SHUT UP." (113). This is obviously one of the most ineffective ways to catch students attention because it really has a negative impact on them. Yes, there will be many times when students will be talking and routy and we need to redirect them and get them interested in the curriculum but yelling at them just seems to make more trouble because students get angry and shut down. This is where it seems like redirecting students in a way that is related to their learning style is helpful because it will engage them back into the content and allow them to refocus.

Brittany
Managing classroom behavior no matter how you look at it involves a whole bunch or creativity. Every student is different so that means that every solution to a “behavior issue” is going to be different. There are also other factors that need to be figured out. Was the student having a bad day, are they sick, is there stuff going on at home, or do they simply need a break? These are all things that can cause a student to misbehave in a classroom and there is not much if anything you can do about it. In my opinion, some behavior issues simply have to be ignored or let go just because of who the student is and what they are going through.

Seth
There is no universal discipline regiment for classrooms of today. Like we’ve been learning, there are multiple intelligences therefore are multiple discipline regiments/schemes. Also, writing “Silence, please!” on the board in front of the room is not going to get students to be quiet; there is no way that is humanly possible. Clapping your hands may get their attention, but you’re only adding to the noise level. I like Dan Ryder’s use of ‘The Goblet of Justice’ and how quickly the students respond to it. Playing particular songs to signify certain moments of the day seems… well, idiotic and childish. The student’s go to lunch when the lunch bell rings and they leave campus when the bell signifies the end of the day. Simple, easy and very effective. Besides, how would a song that plays during lunch help the musical learner, learn?

Casey
This chapter talks about classroom management and dealing with the eight multiple intelligences. Each intelligence allows the teacher to mix up the classroom, such as bringing the classroom outdoors for a naturalist learner. The ability to touch upon and meet each of these eight intelligences is emphasized in this chapter. It suggests that by using the intelligences, for things such as classroom rules, and simple changing up each period to keep the day interesting will help student and teacher morale. I think this is great to use in a classroom!

Lily
Chapter 8 talks about classroom management and gives different ways teacher can get students attention, with a different method of getting attention for each intelligence. After this the chapter tackles how to obtain the attention once you gain it. I agree with the book when it states that forming groups is an essential method to keep students engaged in the material.Gaining attention will be forever hard, and I wish that the book gave more examples that were geared more towards high school aged students. What this chapter is really trying to get across is even though this book focus on school the mi theory should be used all the time not just in the curriculum.

Kaitlyn Bartlett
In chapter 8 of Multiple Intelligences, the author focuses a section on ways to target the 8 intelligences using communicating class rules. I like the creativity that the author suggests to incorporate all 8 intelligences. By having multiple ways to create class rules, it allows students to be creative and foster their own learning without realizing it. I feel like I could use this idea in my class because it gives a fun way to interact with students at the beginning of the year other than just generating a list. Having had a teacher that creates the list of rules for you, I’ve realized that I don’t want to be that teacher. By doing this kind of activity, it will give a first impression to the students that you are accepting of creativity.

Leighlan
If students are having difficulty noticing cues for their attention, understanding rules, and transitioning to a new activity because they are presented in an intelligence they are weak in, they will misbehave. Class rules keep things running smoothly; ideally everyone should understand them. MI can help more students understand and master the material, and it can also help them understand class rules and master the routine. This chapter had many suggestions for keeping order in the class using MI approaches. These approaches not only help the student understand better, but being less used probably shock them into behaveing. If your teacher has lost control of the classroom, using interpersonal strategies like whispering “settle down, I want to learn, pass it on,” might be helpful.

Jasmyn
In this chapter the author focuses on managing a classroom to each of the eight intelligences. As teachers we must use different methods of getting students attention and maintaining order in the classroom. As we develop the classroom rules we should remember that students will react to each rule differently and we can best serve a group of completely different individuals if we communicate the rules through multiple intelligences. My favorite examples of communication are: writing a list of, numbered rules, that students were responsible for creating and enforcing. That one list, simply created, serves to four of the eight intelligences; linguistic, logical, interpersonal and intrapersonal. If thee teacher takes the time to be creative about his or her approaches to classroom management than she will find it easier to concentrate on the curriculum.