MI+Chapter+8+Block+2

[|Synthesis MI C8 B2]

This chapter opens with the notion that a classroom is a micro-society with its student citizens who have competing needs and interests, and because of this situation having rules and regulations are a key component to the classroom. The first section of the chapter is based on gaining students attention and tells us about a teacher who shouts at her students to get their attention and tells us that a linguistic approach to gaining student attention is probably the weakest of the multiple intelligencer approaches. The chapter goes through a list of the MI approaches and I will focus on two of them, the //intrapersonal strategy// where you start teaching a lesson and the students take care of their own behavior, and the //naturalistic strategy// playing the sound of an animal’s voice to signal class time. After focusing on getting attention the chapter moves on to transitions, such as moving from class to recess, or class to lunch. The chapter provides all intelligences for this ass well. Next the chapter talks about communicating class rules. All of the intelligences are given for this as well and I will focus on three. //Linguistic// is when rules are written and posted in the room. //Logical-Mathematical// is when rules are assigned a number and later on referred to as that number. Finally, //intrapersonal// students are responsible for making the rules of the classroom and therefore responsible for abiding to them. The next really important subject the chapter covers is dealing with individual behaviors and the chapter tells us that no matter how well our classroom rules are defined there are always going to be those certain children who do not abide by them. The chapter also goes through many helpful multiple intelligence approaches for this as well. I feel that the main focus on this chapter is that multiple intelligence plays a huge role in classroom management, but also that a teacher-does-everything approach is not a powerful technique in running a classroom. Chapter eight has definitely given me a different perspective on how to run a classroom, and opened my eyes to how multiple intelligence can be a great factor in discipline and management. I now feel that I can run a full MI classroom because I have learned about multiple intelligence teaching, assessment, and discipline. This has not only increased my understanding of what being a teacher is, but these readings have absolutely boosted my confidence and solidified my choice to be a teacher.
 * **Names** || **Abstract** || **Reflection** ||
 * Barnes Mckell || Chapter 8 in the Multiple Intelligence book talks about classroom management. The first part of the chapter provides different ways teachers can get students attention. The book provides a different method of attention getting for each of the multiple intelligences. The next part of the book coincides with obtaining students attention; however, it is pertaining to transitions during the class. The book also provides examples of how to do so for the multiple intelligences. Forming groups is another essential method of keeping students engaged in the classroom. There are so many different ways for teachers to get their students involved with other students which you can use the mi theory. The most important aspect of this chapter is taking a broader perspective. Essentially, that means using the mi theory for all sorts of things not just teaching curriculum. || I thought this chapter gave great insight on ways to gain and keep students attention, which is one of the most difficult aspects of teaching. Although many examples were given throughout the chapter in regards to each of the multiple intelligences, I feel as though many of these strategies are a little young for high school. I would not be able to use a lot of the ways the book suggested because I think many high school students would not take it seriously and it would back fire in my face. ||
 * Brennick Christopher || The eighth chapter of the book //Multiple Intelligences// talks about how we relate the theory of multiple intelligences to the management techniques we use in our classrooms. The book starts this chapter by talking about strategies using all eight intelligences to gain the attention during class. The second section of this chapter tells readers how teachers can use each of the intelligence to signal a transition period in class times. The book goes into a section on telling readers how to use MI theory to communicate the class rules to students. The next part of this chapter tells readers how they can form groups in their classrooms using MI theory. One example from this section is a bodily way of having students hop on one foot and then have them find someone hopping on the same foot and that is their group. The next section of the book goes into ways that teachers can address student misbehavior in different intelligences. || I felt this chapter addressed one of my biggest fears about going into teaching in keeping my classroom under control and motivating students. I felt that this chapter gave me tools I use to reach through to students and make them feel respected in the classroom. I think one of the major crisis we face is unmotivated students in school today and having a skills to reach those students who just shut down and misbehavior is critical for teachers. ||
 * Columbia Laura || Chapter 8 of //Multiple Intelligences// really gives good advice on how to manage a classroom. One example given was when trying to get the class's attention using different approaches such as music, writing it on the board or having a physical motion that the students do when you want their attention. These same ideas can be applied to transitions in classrooms, as well as communication classroom rules. There is also a really good section that deals with managing individual behaviors using the MI Theory approach. Just speaking with a student may not be enough to really communicate what you want them to understand. In conclusion, all of these different approaches will create a less frustrating and confused environment. || This chapter is very helpful, not only in my teaching career but also in the idea of dealing with children. I am going to use some of these ideas in my summer job as a camp counselor. I had never thought about handling some of these situations differently, but looking back, I see how I could of taken a different approach and communicated the same thing in a different way. I also think the chart on the last page is very helpful because it offers strategies on how to deal with the aggressive student, the withdrawn student, and the hyperactive student. All of this information is very helpful. ||
 * Coombs Kayla || Chapter eight, called “MI and Classroom Management,” talks about the various ways to successfully manage a classroom. The first point it talks about is how to gain the students’ attention. Some of the strategies that work are: clap a short rhythmic phrase and have students clap it back, put a picture of an attentive classroom on the board and refer to it with a pointer, and start teaching the lesson and allow the students to take charge of their own behavior. The next topic was preparing for transitions. This can be done by playing music that is related to the activity, like playing “Food, Glorious Food” when it is lunchtime, using a visual cue to signal a new activity, like putting an image of kids playing when it is time for recess, and using various gestures to indicate activity change, like rubbing the stomach and licking the lips as the “get-ready-for-lunch gesture.” The next topic was on communicating the class rules. Some of the strategies for this are: using the logical-mathematical communication by numbering the rules so to be able to refer to each as a number, and using the naturalist communication by assigning an animal to each rule, like “respectful rabbit” (77). The topic was on forming groups, which suggests using incidental features that relate to each intelligence. For example, a linguistic strategy would be to “think of a vowel sound in your first name. Now make that vowel sound out loud. Go around the room and find three or four people who are making the same vowel sound” (78). Another topic was how to manage individual behaviors. The book provided a list of discipline systems that have been proven effective when used to solve difficult behaviors. One example of this was for spatial discipline methods, to have the student draw or visualize appropriate behaviors. An example of how to manage difficult behaviors by using the bodily-kinesthetic discipline method was to teach the student to use physical cues to deal with stressful situations. || I can easily see the usefulness of this chapter in any classroom today. I would definitely refer to many of the topics and suggested strategies for classroom management in my classroom. I liked how it gave strategies under each intelligence, and I could easily implement strategies from various intelligences in my classroom. I would try to use strategies for various intelligences so as to help ensure that all intelligences are addressed to benefit each learner’s needs. ||
 * Cummons Michael || ======Chapter eight of MI, "MI and Classroom Management" takes a look at four ideas about how to manage the classroom using MI's. Preparing transitions, letting the students know the rules, forming effective groups and taking care of how each individual behaves is what makes a successful MI classroom. When making rules it is good to tailor your rules to intelligences. Students should be able to collaborate class ideas to making class rules. This puts students on the same page with the teacher. When students are being disruptive, a good way to get the attention of musical rhythmic kids is to clap your hands and get the entire class clapping with you.====== || I like this chapter a lot. It's kind of hard thought to picture a classroom where all of these ideals are played out. I don't know if I will be able to do this. I agree that students should make their own rules, however, I'm not so sure if making different rules for each kind of student is that effective. I am curious to see if there are any examples of teachers who have successfully accomplished this. ||
 * Damboise Kelley || Chapter eight looks at four big ideas to help manage the class and individual students behaviors using their multiple intelligence. The four big ideas include preparing for transitions, communicating class rules, forming groups, and managing individual behaviors. To help make transitions easier in the classroom, Thomas Armstrong describes the different ways in with teachers can use students multiple intelligences to make smooth transitions possible. For instance a spatial intelligence transitions involve using picture to display the activity that the teacher would like to do next. If the teacher wanted to transition into a reading activity a picture of a book might be placed in the front of the class for student to view so that they know that it is time to begin the reading activity. When trying to communicate rules through multiple intelligences it becomes a little bit more difficult. For students who are logical-mathematical, using a numbering system for the rules would work best for these students. On the other hand musical intelligence would require arranging the rules to correspond with a song that the students have chosen. Forming groups allows for creativity when using MI because there are so many different way to go about doing this. One example in the book is for naturalist intelligence student to picture either a sheep, pig or cow and when the teacher says the student will start making that sound and have to go find other students making the same sound. Managing individual behavior with MI can be done, but there are times when it is important to understand that there may be underline problems that teachers are unaware of. An example dealing with a student who is bodily-kinesthetic is to have them role play what his or her inappropriate behavior is, and then teach the student ways to control his or her behavior by having them count to ten while breathing deeply or tightening and relaxing muscles. || Before reading this chapter I would have never thought to use multiple intelligence to create smooth transitions, manage class rules, to form groups, or help in disciplining a student. I think these are all great ideas, but the one I am most excited about is creating smooth transitions from one activity to the next. Transitions can sometimes be the worst experience for a teacher because students usually become off task and feel as if it is a social break for them. Getting the back on task can be extremely time consuming. That is why I’m glad that there were different examples given to help show the ways in which teachers can use the MI to create smooth transitions that may reduce the off task behavior that usually occurs during transitions. ||
 * Kelley Kathleen || Chapter eight in Multiple Intelligences in the Classroom was really interesting to read because it addressed how to manage a classroom that consists of students with multiple learning styles. The chapter started off with traditional ways that teachers try to get the attention of their students. In many classes, phrases like “Class!,” “Be quiet,” and “Shut up” are common yet do nothing when it comes to grabbing the students attention. Armstrong suggests that we should learn other strategies tailored to specific intelligences that would help them become more attentive. For linguistic learners, you could place the words “silence, please!” on the blackboard, or if you have some naturalistic learners, you could have a bird call or animal noise at the beginning of class to signify that it is time for socializing to stop and learning to begin. Ideas for transitions between classes were also given. Having cues to signify a transition that students are already aware of is a great strategy for keeping the students attention throughout the class. Some examples are music that would cue students to pack up and get ready to go home, images cuing the beginning of lunch or recess, digital countdowns until the next transition for logical learners, or gestures for the bodily-kinesthetic learners. Armstrong also discussed creating and communicating class rules. Each intelligence could help create and learn the rules in a way helpful to them. For example, rules could be given numbers for the logical learners or assigned pictures of animals for the naturalists. It was also suggested that the students collaborate ideas and create the class rules themselves. Students would be more likely to obey them and enforce them if the list was created as a class. How to manage the behaviors of each individual was the final topic discussed. If a student is misbehaving, sometimes just sitting down and speaking with them may not be the most effective way of reaching the student. The book addresses that issue by including different strategies to use for each intelligence. || Overall, I thought that this chapter was really fun to read and held a lot of information that I will definitely be using in my classroom in the near future. I can remember times when I was younger that teachers would constantly be yelling or shouting to gain the attention of the class. I think that if a teacher ever put the words “silence, please!” on the white board, I would have been more apt to pay attention because that method was out of the ordinary. I think that all of these ideas could be rotated around to keep some variety in the classroom. I also thought the section on forming groups was really neat and definitely was more creative than just counting off by fours. I fully intend on using this method in my lessons. ||
 * Knowles Christina || This chapter started to talk about how getting the classroom’s attention is very important. It also told us that there are a variety of things that can get people’s attentions. We can write on the board to get a linguistic learner’s attention. We can clap to get the attention of a musical learner. We also need to consider the different learners we have in our classrooms when we are constructing the rules for the class and making the rules known. We shouldn’t just post the rules; we can relate te rule to each different learner. Another thing we should think about in relation to the multiple intelligences is the different methods of disciplines. || I never really thought that there were so many ways to present rules, getting people’s attentions and disciplining my students. It made me think about the structure of my classroom. I will you use a variety of tools from this chapter to use in my classroom. ||
 * Mourkas Margaret || This chapter is titled MI and Classroom management. This chapter deals with how to handle your classroom in a MI way. The chapter begins by informing the teacher of how getting the student’s attention is important. The chapter gave several examples of how to get the class’s attention in different MI ways. Some being clapping a rhythm and having the students copy it, record time in 30 seconds intervals of time wasted, and whisper in the ear of a student telling them class is starting and to pass it on. The chapter also talked about how preparing for transitions, communicating class rules, and forming groups are all essential for a great MI classroom. || This chapter I found very interesting. I thought it paired well with the chapter we read that talked about setting up your classroom. Playing music during period transitions I thought was a great idea to keep your thoughts moving and also to engage your students as they are walking in for a new lesson. I also thought the telephone game to get student’s attention was interesting too. I would like to see how many students it would have to get to before people caught on. I think that if your students aren’t even interested in listening to the beginning on your lesson than you as the teacher really need to stop and think about what you are doing wrong. ||
 * O'Neil Christopher || Chapter eight discussed the aspect of classroom management and being able to obtain the students’ attention. It has been said that trying to get their attention in a linguistic way in the least affective. The chapter gives a list of ways to gain the students’ attention with the eight different intelligences. Teachers also can use the multiple intelligences when preparing for transitions. By doing simple things such as playing music or holding up pictures before a transition can grab the students’ attention and make for a much smoother transition. Also, teachers should have the class rules displayed in the different intelligences so that all students can read and understand them fully. || This chapter was filled with a lot of information. This book never fails to give excellent examples that back up the information it gives. With each classroom management skill the chapter discussed, there was a set of examples for each of the intelligences. I am thoroughly enjoying this book because of how well it is written and how informative it is. I can definitely use all of the information given in chapter eight in my classroom. With this information, I can start to form my own ways of managing my classroom. ||
 * Richardson Cassandra || Chapter eight goes into the issue of classroom management, and some of the traditional versus nontraditional ways to manage classroom situations. According to Armstrong, attempting to get student’s attention through speaking is the least effective of all methods, and does not appeal to all learning styles. The multiple intelligences are very crucial in considering appropriate transition and attention methods, and can be used in both situations. The chapter also addresses disciplining as applied to each learning style. || This chapter really impressed me; I never considered most of the methods for transition and to present rules in the classroom. I really liked the idea of using the ‘telephone’ game to start class; this activity covers both linguistic and kinesthetic intelligences because of the speaking-and-moving actions. I also had never considered disciplining by learning style, either. That section was incredibly interesting to me, in that I know I would rather be approached with that than a detention. ||
 * Trundy Monique || In chapter eight Armstrong gives examples of different methods used to gain the attention of your students. Using examples from nearly every intelligence Armstrong offers different methods for getting students ready for transition periods, communicating class rules, creating work groups and even disciplining students. || I generally agree with the idea that you cannot depend solely on linguistic approaches to gain your students attention. A lot of the ideas Armstrong presented in the beginning of the chapter were good starting places, but I feel they are inappropriate for the age group I will be teaching. Methods such as clapping a rhythm and having students clap it back, or putting a finger over my mouth and putting my hand up may be seen as tactics used to quiet children and ultimately become offensive and patronizing. I also found the different strategies for disciplining students very interesting. Most of the examples were not even close to traditional forms of discipline, and I honestly feel that students would probably respond better to a lot of the examples given then getting a detention and staying after school. ||
 * Webb Christopher || Chapter 8 talks about classroom management and how MI could be helpful with this. It also explains how many teacher try to get students attention linguisticlly when this is not always the most effective method. There are many ways a teacher can hook a child into learning and by using all of the intelligences they can appeal to all of the diverse learners in their class. || I liked how this chapter gave strategies for each of the intelligences. It made it easy to se how it could be used in a variety of ways for management and discipline. I liked a lot of examples they gave because they seemed more effective then simply sending a child to the office or giving them detention which usually just makes them resent you. ||
 * West Simon ||  ||