MI+Chapter+8+Block+1

[|Synthesis MI C8 B1]

This chapter talks about using the MI theory to help manage a classroom. A linguistic approach is not the best way to grab the attention of the class. This is because the teacher’s voice is not differentiated from the rest of the class. There are several ways to grab the classes’ attention. For example, the teacher could use a stopwatch to time the class to see how long it takes for them to be quiet. Also, the teacher can start clapping a rhythm and clap until the class joins. The teacher should also have ways to prepare the class for transitions. For example, playing specific music right before the class leaves for recess prepares them to leave. This chapter also shows different ways to communicate class rules as well.
 * **Names** || **Abstract** || **Reflection** ||
 * Archambault Michael || A classroom is its own ecology, in that it is diverse and changing. A teacher needs to use more than one type of approach to keep attention in their classroom. Each intelligence requires its own attention. If a teacher is not getting the response that they want by asking the class to be quiet, then it is probably that she has not bellied up to the other intelligences, and the students simply don't see her trying to get their attention. Using cues when the lesson is in a transition phase could be helpful and fun for the students. Musical or audio cues are some good transition examples. Class rules and organizing group work is another good place to insert the multiple intelligences. || I like how Multiple Intelligences breaks down each individual intelligence when they present an idea to incorporate into the classroom. I don't need one for every intelligence, even though they give me one, but it is definitely nice to see two or three. The main point I have gotten from this book is that I don't need to use every intelligence all of the time, but to include all of them through a lesson or even a unit is going to be supremely productive. Every good teacher will look for ways to reach every student, which is the whole point. ||
 * Audy Melissa || Chapter 8 in Multiple Intelligences discusses the art of classroom management. The chapter begins by discussing how to gain the students’ attention at the start of class. The authors jest about the typical approach used by teachers with little success: saying “class” several times, followed by “SHUT UP.” It then describes that this is ineffective because it only works with the linguistic intelligence—one must address other intelligences in order to effectively gain attention. Examples are given of ways to get each intelligence to pay attention. Methods of effective classroom transitions are shared as well, giving examples of ways to set the mood for recess, lunch, and dismissal in ways that will target varied intelligences. The authors explain that it is also important to make sure that classroom rules are introduced in a way that is easily interpreted by the eight intelligences. By considering the eight intelligences in all aspects of classroom management, teachers will find that their students respond and behave much better. || When it came to ways of grabbing the class’ attention, I really liked the suggestion about the stop watch. I thought it was kind of funny and almost a sarcastic approach—which usually gets to adolescents. This chapter was very interesting—I knew that the eight intelligences must be considered in every aspect of teaching, but I never even thought of how it could be applied to classroom management. As a substitute teacher, I too have been the victim of a class that will not realize I am trying to begin things. I never thought to change my approach based on the multiple intelligences. Overall, the chapter gave some really great insight on how to think outside the box in terms of classroom management. ||
 * Boulter Elizabeth || This chapter focuses on MI as a tool for classroom management. Although it does not provide a plan exactly, a teacher could use their understanding of this method to better control their class. The chapter talks about getting students’ attention, transitioning, class rules, and forming groups. All of these areas could be improved by using MI theories so that instructions are not always given in a linguistic approach. Students need other cues that they can respond to, not just verbal ones. Some may need lights turned on/off, others may needs music, and other may want simply silence. MI doesn’t just go into lessons, can be a tool in innumerable other areas. It’s all about knowing your students and making your classroom fit their needs. || I LOVED this chapter. It was AWESOME! It gave so many helpful tips! This is something I’m particularly worried about…I’m not the most intimidating person and people tend to not listen to me but this chapter taught me that I don’t have to be tall and loud to be listened to. Students are just dying for you to reach them in a different way…not the traditional methods! I’m excited to try these out! ||
 * Brown Ryanne || In chapter 8 of Multiple Intelligences in the Classroom many ways to manage the classroom through the multiple intelligences are explored. For each multiple intelligence there is a strategy for getting the classes’ attention, transition periods, communication of class rules, and forming groups. All of these daily classroom activities have a relationship with the multiple intelligences and their applications. Complying with these ideas are strategies to develop a connection with each student relating to different intelligences. Each intelligence in a student gives another chance for a connection from the material to the student, or even just the teacher to the student. The chapter explains that thinking about multiple intelligences in a broader perspective could benefit the student by not making the mistake of misjudging their best way of learning. || This chapter was helping in understanding that the multiple intelligence theories can be applied directly to the classroom to coincide with the teaching methods in the classroom. When the two pieces of the classroom parallel things will indefinitely run smoother and the entire learning environment will be more effective. Incorporating multiple intelligence into classroom management would bring the entire class together with less distractions, more focus, and more cooperation from the students. ||
 * DePue Margaux || Chapter 8 goes into great detail about how MI can help with management strategies in the classroom. Sometimes, the linguistic approach of asking students to be quiet is not enough, and teachers must think within the teachings of the MI theory to find new ways to gain control of the class, such as clapping, using gestures such as putting a finger to your mouth to motion for silence or just start teaching the lesson and allow students to pay attention on their own. This approach can be used for preparing for transitions in the classroom (playing music signifying that it is lunchtime), splitting up into groups or for communicating classroom rules. Specific procedures for disciplining students should also depend on the type of intelligence a student is strongest in. || I actually never considered applying the MI theory to certain contexts other than my concentration. Although I thought that some of the examples they gave were more suited for students who are younger than high school age, I am glad that they gave me ideas and examples that I can modify for my own students. For instance, the clapping technique is something that I use with my campers in summer camp (ages 6-12) and that is not something that a high school-age student would find amusing. I do not want them to think that I am treating them like children, so instead I could write our daily schedule on the board and check off the events as the day goes on, or play specific sounds or music. ||
 * Dunne Kaisha || Chapter eight of Multiple Intelligences in the Classroom discusses MI theory and how it is related to Classroom Management. This chapter starts off by discussing how to gain the students attention at the beginning of class. The chapter goes in to described several ways that teachers can use other intelligences, other than relying on linguistic mostly, to do things related to classroom management like getting students to stop talking. For example incorporation of music into your classroom as a way to pull students attention back in is a way to use musical intelligence. MI theory can be used for the formation of groups for group work, ex. tell students to get into groups based on what season of the year they were born in or if their wearing a jacket or not. The author also makes a strong suggestion that one should make the classroom rules to be easily interpreted by the 8 MI’s. All these tips in this chapter will help to create a creative and smoothly run classroom. || This was an interesting chapter to look at as we went into the syllabus section of our unit, because that gets you thinking about classroom rules and how you want to handle things. This also gives so tips on things to 'bring your classroom back in' and those are kind of like the Hooks that we use at the beginning of our lessons. The 'hook' could be like playing music to get them re-focused. ||
 * Hudson Kimberly ||  ||


 * This chapter is interesting because it shows different ways for each intelligence to grab students’ attention. If the teacher has different ways to quiet down the class, he or she is prepared if one way does not work or is not very effective. Also, the teacher now has ways outside his or her own intelligence to help control the class. I also think it’s a great idea to create signals that shows that you are going to transition to something else. ||
 * Korn Shauna || This chapter was about how Multiple Intelligences can make a huge impact on classroom management. Teachers need to have student’s attention in order to have a good classroom atmosphere and to be able to have students learn. Getting that classroom though is not always easy for teachers. This chapter explains that students don’t always recognize a teachers voice from a students and yelling at them just makes them want to pay less attention. Instead the book offers different ways to get students attention that pertains to their MI. This chapter went into the different parts of the day that each student thinks about and the way they do it in their own MI. Classes also need attention where groups are not minding or for individual behaviors. The chapter explains the ways to get students to show what appropriate behavior looks like and what it doesn’t, this gets them involved. || This chapter was really helpful for me, because my biggest thing in the school was trying to get the kids to pay attention and not distract from the learning of others. I found that if I just put my hand up and stood quietly for a few seconds and then said, “I’ll wait” students would end their conversations. Reading this chapter I have learned some other ways to also make students pay attention and the bodily kinesthetic ones made me think of the “making rain” activity that I did at a camp once that included moment to get students attention. ||
 * LaRose Rebecca || This chapter details how classroom management changes how the class room should be managed. The chapter told of all of the ways to grab and hold students attention. Students are tired of getting the same old "oh my teacher is yelling over our talking", and may not even recognize that it even is the teacher; so it helps to the their attention by reaching out in a way to hit upon one of their intelligences like clapping a rhythm. This chapter helped teachers realize how to get kids to figure out appropriate behavior on their own. When they become a part of their own learning, they are invested, and things like behavior mean more to them. || I LOVED THIS!! I know that sometimes it can be hard to command the attention of the class. If you reach out to them in a way that easily catches their attention, they will re-focus easily and will be able to hold their attention longer. This helps over all with students wanting to behave. It is so powerful when kids respect you and your teaching enough to know that disruptful behavior is inappropriate and they learn to curb that behavior on their own. ||
 * Murphy Amber || This chapter opens discussing different ways to get students attention. Too many teachers feel the need to yell over students to get their attention where as there are several different things one can do like playing a musical instrument, clapping a rhythm, starting teaching the lesson; play a recording of birds and animals. These different ideas touch the different areas and are much more productive then yelling over the students. This chapter offered insight on different things to do to prepare students for transition communicating the classroom rules, and forming groups. These ideas were focused on all the different intelligences and helped give ideas to use in the classroom in different situations. || I never thought about using the eight different intelligences as managing behaviors and gaining the classrooms attention. These ideas really opened my mind and made me think of other ways to apply the eight different intelligences into the classroom. I believe that it is important for teachers to realize the different methods they can use these different intelligences because certain students will have a better response to different ways. There are many different strategies to handle misbehavior and some of these ideas would be very helpful in different classroom settings. ||
 * Nieuwkerk Hannah || Classroom management is crucial to a teacher: how can anything be taught or learned if the classroom is in complete chaos? This chapter gives many ideas and tip on how to have a smoothly running classroom. Teachers need to use other MI approaches besides the linguistic approach, e.g. “class, please quiet down now!” Teacher should find different ways to ‘cue’ their students for either attention or just for a transition, such as: drawing pictures, using body movements, a countdown clock, and teachers can even ask students, themselves, for advice on what kind of cues they should have. In every classroom, there will always be one or two students that will misbehave. The trick is to match the discipline approaches to each different learner. Overall, just by using the MI theory, students should act better and there shouldn’t be nearly as many discipline problems as before. || I was glad to finally read this chapter, because we were all learning on how to teach, how to make lesson plans, how to work with all the multiple intelligences, but I was starting to get worried because I don’t really know how to handle these students. My first time out in the field was a ‘crash and burn’ because I really had no idea on how to discipline, and it showed. I was that teacher at the beginning of the chapter that was only saying, “class, settle down please.” I wasn’t mean or strict, but that was all I knew how to do. And obviously it didn’t work, and I will never forget it. I didn’t think about disciplining differentially to each student, but it is a good idea, especially because it will hit closer to home. I was very glad to read this chapter and I will mark it, so I can come back to it. ||
 * Scheffler Erich || This chapter was about how to manage classroom using the multiple intelligence theory. The beginning of the chapter gave ways a teacher could gain a class’s attention using different multiple intelligences. Then it gave ways you could let students know that some kind of transition is coming, for example, when it is about to be recess, or about to be lunch, or if the bell to go home is about to ring. Also, the chapter discussed ways you can communicate class rules to learners of different intelligences. It also gave ways you can help kids form groups using the multiple intelligences. Then the chapter gave ways you can discipline kids with different intelligences. || I did not like this chapter at all. This chapter was obviously intended for elementary and younger students, so I feel like if I tried any of these things in a high school classroom, I would be laughed out of the building. I don’t really know how this chapter could help me as a high school teacher. ||
 * Simoneau Andrea ||  ||   ||
 * Stevens Newcomb || This chapter dealt with the MI theory and classroom management. The MI approach is not really a disciplinary approach but rather guidelines and techniques on the art of managing a successful classroom ecosystem. The techniques provided are ones that are designed towards a student’s intelligences. The least effective manner in which to grab the class’s attention is through linguistics: the other intelligences are far more effective. When dealing with troublesome students, the MI theory explains methods of helping these students behave. The MI theory is a method of classroom management rather than discipline. || Classroom management can make or break a teacher’s career. The first two years are perhaps the most trying because they are when a teacher has to be the most controlling. The teacher really needs to control the classroom so learning may actually occur. If the students take over the classroom, “welcome to the jungle.” Teachers need to control the classroom if they want to survive teaching. ||