MI+Chapter+2+Block+2

[|Synthesis - MI C2 B2] The two major parts I took out of the chapter was the ways in which I can help myself make up for weakness in some intelligences. I know my strength and my weakness and I feel one of the most important things I need to do in order to be prepared to teach is too learn techniques that will limit the effect my weakness have on my student and I think this chapter is a good start point. I think the other thing this chapter does is to give some ideas on ways to create situations that can bring out intelligences in students and develop them. I believe as a teacher I need to create experiences that will bring out parts of my students they will need in their everyday life and using multiple intelligences falls into that category. || intelligence. || The second chapter in the multiple intelligences book discusses how to find out what intelligence is one’s strongest and how to possibly utilize all of them in the classroom. Each person has their strong points in the eight intelligences, but a teacher must be able to use all eight of them while in the classroom. There are many different ways to determine what one’s strongest intelligence is. The majority of the ways to do this is by taking a simple test or inventory. Once a person knows what their strong points are, they can start to work on the areas that need improvement. Teachers must be able to use all eight intelligences in the classroom because they will be teaching to students that will have a strong point in much different intelligence. If a teacher does not know how to teach certain intelligence, then they could ask students or other teachers to help out or give them advice in how to teach that intelligence. Multiple intelligences can be trained depending on the person and how they grew up. People can even be scared off from learning certain intelligence by being shunned by a parent or teacher for doing something related to that intelligence. Also, someone could grow up learning one intelligence, but if they grew up with different parents or in a different culture, they could learn a completely different intelligence. There are many different factors that play a role in which intelligences people become strongest at during their lifetime. Teachers must be ready to teach to all of them.  This chapter seemed to really jump off the pages. The different situations that were discussed in this chapter that could potentially affect what kind of intelligence a person is best at, is absolutely amazing. The examples that were used, such as Mozart growing up with a very rich and musical family or potentially growing up with tone deaf parents and in Puritan England, and the child growing up on a farm versus a 62nd floor Manhattan high-rise apartment, were very detailed and gave a lot of information in such few words. This chapter really opens the eyes of readers into how the childhood and the culture a child grows up in plays a huge role in the intelligence that child is best at. Even if one event in a child’s life didn’t happen, or happened different could potentially affect the outcome for this child’s intelligence. This chapter does an excellent job explaining all of this. In chapter two of Multiple Intelligences Armstrong touches on the importance of comparing the intelligences to teaching styles and asking others for help with intelligences you may struggle with. Armstrong also discusses the impact biological endowment, personal life history, and cultural and historical background has on ones development of specific intelligences I found the effects of biological endowment, personal life history and cultural and historical background on the development of intelligences to be extremely interesting. The example given in the text is of Mozart being born into a family that was willing to support his talent, as well as his being born in a very musical era. It makes me wonder which intelligences are being enforced more than others in today’s society, and it also brings to my attention the fragility of the intelligences. It seems that they can be enhanced or suppressed extremely easily. Given how easy it is to shape an intelligence it seems it would be easy to manipulate and shape a growing child. Children are like sponges and they pick up just about everything extremely quickly. Given this fact, with the proper coaching from a young age, theoretically, anyone should be able to become proficient in anything.
 * **Names** || **Abstract** || **Reflection** ||
 * Barnes Mckell || Chapter 2 discussed the importance of seeking help as a teacher for different ideas and strategies when teaching to all of the intelligences. This chapter encouraged teachers to seek out to other teachers, and students for different styles of teaching. This chapter also talked about ways intelligences could be enhanced and ways intelligences might be deactivated. They called these factors crystallizing experiences and paralyzing experiences. Crystallizing experiences are those that give kids a proclivity to a certain intelligence. Paralyzing experience are experiences that cause kids to shy away from specific intelligences. Most importantly, this chapter touched on the fact that there will be outside factors causing students to be inclined to some intelligence and unfamiliar with others. || The most important thing I found this chapter to talk about was the importance of recognizing that there will be outside factors having impacts on some intelligence for students. I also like how this chapter encouraged teachers to use outside resources such as other teachers and students to get a better understanding of how to teach to certain intelligences. We also need to recognize that some students will have paralyzing experiences to some intelligences and that is when we need to be encouraging to help develop those intelligences that have been discouraged. ||
 * Brennick Christopher || The second chapter of the MI book looks at ways to assess your own multiple intelligences. Then the chapter goes over what is some ways you maybe able to tap resources to help make up for weakness in certain intelligences. The last part of the chapter goes over some factors that can help to either grow intelligence or help to shut it down. ||
 * Columbia Laura || In chapter 2 of //Multiple Intelligence// (Armstrong, 2000) entitled "MI and Personal Development," we are first introduced with the importance of knowing what your strengths are and how you learn the best. Especially as an educator, knowing how you learn and what your intelligences are, will greatly help you as you encourage your students to learn. A small MI inventory for adults is offered, where you can check off and make notes about the different characteristics of each intelligence. A good point is made about your intelligences as a teacher. Even if you do not have all of the intelligences, it is important to look into resources around you. A perfect example was given in the book, even if you aren't musically inclined, you can ask a music teacher to help you incorporate music or rhythm into your teaching. The same is true for other intelligences, such as talking with the physical education teacher about different activities. Another option that is given is asking students to help. Students that have intelligences in areas that you do not can be an asset to the group and encourage more learning from the students. Other areas that can assist you are technology. Incorporating technology into learning can expand peoples intelligence in one area, and broaden other's abilities in another section. Though there are some barriers in developing you Multiple Intelligences. Genetic factors as well as brain injury can hinder the development of certain intelligences. As well as people and events that have shaped your life. Encouraging parents can help intelligences to develop, as well as the time and place you were born and grew up. All of these factors can affect the development of intelligences. Also mentioned are certain experiences that can affect the development of intelligences. These are called crystallizing experiences and paralyzing experiences. Crystallizing experiences occur when a person encounters an event that inspires them. On the other hand a paralyzing experiences occurs when a person is discouraged in their development of intelligence. Overall, it is important to take into account all of these factors when dealing with the different learning styles of your students. || I found this chapter to be very helpful. I believe it is extremely important to know how you learn and especially where you struggle. By understanding your weaknesses you can identify with students who struggle with the same things. I also found the part of about using your resources to be very helpful. As a teacher I want to remember that I cannot be too proud to ask for help. Especially asking for help in an area that I struggle in. It seems like a very good idea to ask students to help out. By having students help out it encourages them to develop their own intelligences, while helping others grow theirs. I think it is also important to remember the other factors that can play a part in a student's development. Not only genetically, but environmentally. Some families do not encourage their child's intelligences. As a teacher I want to remember the importance of being patient and understanding with a student, because I may not know all of the factors that are dictating their behavior. While reading about the crystallizing experiences and paralyzing experiences, images of middle and junior high came back to me. I want to make my classroom a safe place. I want to be an encourager who helps students develop themselves and explore new options. I do not want my classroom to be a place where paralyzing experiences occur. As a teacher, there is a lot of power in our hands. We can encourage or discourage simply by our words, body language and actions. Overall, this chapter really encouraged me to learn more about myself, as well as my students and their learning styles and intelligence. ||
 * Coombs Kayla || Before using any type of learning in a classroom, one should first apply it to himself or herself as educators and learners because one cannot be fully committed to using a theory unless he or she has gained understanding from experience of that theory. When using the multiple intelligences, it is important for the teacher to understand his or her own multiple intelligences, so that they are able to see how they use each and how that affects their role as educator. One must examine the intelligences, like taking surveys, to find out which intelligences he or she uses most, and reflect on why that may be. One may not use specific teaching methods because they personally would not learn that way. But one has to consider those learners that would. One can use resources like asking other colleagues how they incorporate certain intelligences, or asking students to help out in ways that would benefit the students. Given the chance to develop, one can strengthen his or her intelligences. Many factors affect how people use some intelligences more than others, like: where they grew up, who their family is, what their culture is, and their access to various resources. || This chapter is significant for prospective teachers and current educators as it asks one to look at how they teach and how they learn, and how the two are connected. Some of the important ideas in this section had to do with whether or not one is incorporating all intelligences, and how to do so if not. It was also interesting to realize why some people may use some intelligences more than others. It made me consider the fact that because I grew up spending a lot of time with my family, perhaps that is why I apply the interpersonal intelligence more than the others. Or, how I grew up in a loud environment at home, so I must have adjusted my learning style to be a musical learner, who likes to have sounds and music in the background during some homework activities. ||
 * Cummons Michael || Chapter 2 of MI is all about understanding your role as an educator of learners. What are you good at? What are you not so strong in? When looking at your students, you must first understand who you are as a learner. You must use resources to strengthen your weaknesses and use resources to strengthen your strengths as well. By doing this, you can relate to your students, as far as their struggles and strengths aslearners. Use your colleagues' expertise. You can also ask your students to come up with a list of where teachers go wrong in teaching their students. Using technology to aid you can also be a beneficial tool. You must assess yourself as a teacher as far as what your strongest intelligences are. This chapter says to look at your biological endowment, personal life history, and cultural and history back round when accessing yourself. This chapter talks about "crystallizing events and paralyzing events. Crystallizing events are measures that positively affect your intelligence(s), while paralyzing events negatively effect your development of intelligences. || This chapter made me realize that you must recognize your own weaknesses as a teacher, as well as your own strengths, in order to connect with how your students learn. Looking at the events that helped you or hurt you can help you to put students in situations where they can further their intelligences. You can also use this to further your own intelligences, which can help you be a better teacher. Looking at my own experiences, I see that certain events in my life have hurt my learning. For example, not having good math teachers when I was young hurt my development of math-logical
 * Damboise Kelley || It doesn’t do teachers any good to understand multiple intelligence if we can’t evaluate and find out how the majority of our students learn. Tests must be administered to assess multiple intelligence. However, these tests are not used to identify whether a student is a slow learner or an advanced learner; they are only used to find out what the best way is for a student to process and understand information. The tests ask questions about how a person would respond in certain situations. For instance, a question might ask a student if they enjoy listening to music while working on homework. If the student answers yes on a majority of the questions phrased around music they would probably fall under the category of musical intelligence. Why is it important to figure out a student’s multiple intelligence? After finding out what multiple intelligences a student possesses then it becomes essential to develop not only the areas that they are doing well in, but the other areas of multiple intelligences that a student do not score high on. The book talks about three different categories that help to develop multiple intelligence; they include biological factors, personal factors, and cultural or historical factors. Biological factors usually incorporate genetics that are passed down from generation to generation, or brain damage that has occurred. Personal factors include those individuals who have an effect on a person’s life. Lastly, cultural or historical factors relate to the environment in which a person is raised. These factors also play a part in crystallizing and paralyzing experiences. Crystallizing experiences are those moments in life when an action is positively encouraged, which allows a person to fully develop his or her multiple intelligence. Therefore, a paralyzing experience usually occurs when a child is scolded or receives negative feedback dealing with a certain situation. Other factors that influence both of these experiences include: having access to certain resources, familial factors, and situational factors. Depending on where a person lives or how much money the family makes can limit the amount of access to resources they have; such as a guitar instructor, or a sports coach. When parents or other authority figures pressure the student or child into become something they don’t want to this is familial factors. Situational factors relate to family death or situations that can over take dreams and ambitions. || As a young girl I took music lessons five days a week for nine years; I was a good player, maybe a little slow when it came time to sight read music, but I could create beautiful melodies. My parents supported me year after year in my music education classes, but then suddenly when I began talking about music school, and wanting to attend a university where I could continue playing in an orchestra, they began putting down this idea. Maybe it was because they understood that to make it in this world as a musician would be extremely difficult, and they probably didn’t want to see me struggle. My band instructor continued to reaffirm the fact that I probably shouldn’t go to a music school, as well, because I couldn’t exactly sight read at the level of most other kids my age. I gave up music four years ago when I began attending UMF, and I always wonder if I would have been good enough to make it in a music school. What if my band director had taken the time to develop the multiple intelligence section that made me rather slow at sight reading? I think that teachers and parents need to understand just how powerful positive encouragement can be. Great people in history have arose because they had someone in their life expose them to something they were talented in, but as easy as it is to build someone up it is also just as easy to bring them down. Paralyzing experiences, such as the incident that occurred with me, can potentially ruin a students or child’s ability to further his or her multiple intelligence development because they will shy away from activities where they have received negative feedback. ||
 * Kelley Kathleen || Chapter two in //Multiple Intelligences// first began by discussing how the first thing that we need to do as teachers is to learn about our own learning styles. Before we can help others, we need to figure out what helps us learn first. In the reading there was an inventory created to see which intelligences were most and least popular. Armstrong states that the multiple intelligence model can be used to analyze your learning strengths as well as weaknesses. He also believed that all intelligences could develop into a fairly high level of mastery if given the time and direction. However, there are certain circumstances that may limit the development of certain intelligences such as your biological makeup to your background. An example would be Mozart. The chapter concluded by discussing certain factors that may activate or deactivate certain intelligences. For examples: scary experiences, access to mentors, geographical factors. || The section about this chapter that I enjoyed the most was the intelligence inventory. The statement that was made about how intelligence surveys can be used to point out your weaknesses and strengths was really great and stuck out in my mind when I was reading it. I also liked how the author gave different strategies that could be used in class to help combat your weaknesses such as engaging your students help with the area of intelligence you make me lacking. I also never really thought about how all intelligences can be developed equally up to a certain point. It makes me wonder what happened in my life or in my biological composition that makes me less bodily kinesthetic than logical or more interpersonal than naturalistic. ||
 * Knowles Christina || Chapter two allows us to think about our own intelligences. It explains that in order for us to teach others, we have to understand how we learn. This chapter also gives us ideas on how to get help with lessons; one of the examples is to ask a co-worker. We also need to consider the environments our students are in when we teach them; we need to know some of their family life, cultural background and where our students live; all of these factors into how a student should be taught. || This chapter is very helpful because it explains that when teaching a student we should not only think about the different types of intelligences but also other factors. I also thought that it was very helpful to suggest getting ideas from both teachers and students. ||
 * Mourkas Margaret || In this chapter the author talks a lot about the teacher’s own personal multiple intelligences. It also states that before a teacher implements a teaching method centered around a certain intelligence, that teacher should stop and think about the method and how they personally would respond to it. The teacher should make sure that they are knowledgeable about the intelligence and know what to do with it. If they are not then the intelligence/method should not be used in the classroom. If we as educators are not comfortable with the method/intelligence itself we are less likely to be able to commit to using it in our classroom. The chapter also described what could hinder an intelligence such as, biological endowment, personal life history, and cultural and historical background. It takes only negative person or experience in one’s life to hinder our ability to enhance a certain intelligence. || As stated above, it only takes one negative person or experience in one’s life to hinder our ability to enhance a certain intelligence. Because of this negative experience or person our mind and body shut down when asked to use that intelligence. It brings up negative memories and feelings therefore we as the students do not want to participate. As a teacher we should explore this option when a student does poorly in a certain subject area or on certain projects. If this is the case the teacher should show the student how to subject or project can be fun. Show the student a more positive way of thinking about the subject or project, this way the student will want to learn and have fun in your classroom. Also, if we as teachers are not capable of explaining or performing certain activities dealing with different intelligences in our classroom then we should not use them. We should be almost experts before we can use the intelligence/method because we are more likely to continue using the intelligence/method if we are more knowledgeable then if we are not. ||
 * O'Neil Christopher ||  ||
 * Richardson Cassandra || In order to fully develop your most dominant intelligences, you must first identify them. As far as teaching with the intelligences you are not proficient in, asking colleagues who display a higher reign over those intelligences, or even students who display similar characteristics, will allow you to plan lessons that are well-rounded and interesting to each learning category. Proficiency in the eight (nine, including existentialism) categories is due to one or more of three factors; past life experiences that may or may not have encouraged work in an area, culture and historical background, and genetic or hereditary factors that one has no control over. The concepts of nature versus nurture are not applicable in the case of multiple intelligences, because each category could be influenced by either of the two concepts, and is not necessarily limited to either. || The idea that you can develop certain characteristics about yourself, or even that certain proficiencies you have are determined by where and when you were born and what kind of environment your parents created for you is scary, to be honest. I wonder exactly how many millions of people lived and died without tapping into their full potential, all because of the time, place, and how they were raised and schooled. This puts a lot of pressure on modern teachers now that we’re aware of this fact, because it’s now at least partially (if not almost wholly) up to the teachers to help children develop in positive ways. On the one hand, I would love to be at least a little responsible for encouraging someone to hone a skill and have them turn into a respectable surgeon or famous philanthropist, but on the other hand, I don’t know if I’m ready to have that kind of responsibility. It may come back to the idea that teachers have to have advanced interpersonal skills, and therefore that is their contribution to the world’s community. ||
 * Trundy Monique ||  ||
 * Webb Christopher || The second chapter of MI discusses knowing what type of teacher you are and deals with identifying our own strengths and weaknesses. It gives several tips such as asking fellow teachers to help you with ideas, asking the students for ideas and input, and using available technology to assist in teaching. The end of the chapter talks about two main types of experiences, they are called crystallizing experiences and paralyzing experiences. Crystallizing experiences are defined as specific moments in a person’s life when their intelligence is sparked and they begin developing it. A paralyzing experience is the exact opposite of a crystallizing one; it is when a person experiences something which turns them away from a specific intelligence usually because of fear, shame, or humiliation. || This chapter really helped me understand that the students are not the only ones learning in the classroom. Every day I teach I will also learn something new about myself or my students. I could also have crystallizing moments and maybe even inspire some of my students and influence them to have them throughout my career. I now understand how much little things can affect how we develop and how are intelligences grow or don’t because they weren’t nurtured. I hope that from reading this book I will be able to make my classroom a place where students feel comfortable expressing their ideas and opinions even if they don’t in other settings. I feel it will help me better understand how I can compensate for something a student has a deficiency in, e.g. if they don’t have access to a computer at home I will give them more time at a laptop at school to finish their work or accept a handwritten copy of an assignment rather than a printed one.  ||
 * West Simon || This chapter discusses the point that if a person is planning to be a teacher and incorporate the theory of multiple intelligence into their classroom that they should have an understanding of their own intelligences. The chapter points out that developing a profile of a person’s multiple intelligence is very complex, and that standardized tests only scrape a small part of the spectrum. The chapter also focuses on how to incorporate all forms of intelligence into your classroom, and that if you happen to have intelligences that you are unsure of how to incorporate, to ask a colleague who may have developed that intelligence to assist you. Since the eight intelligences are so complex and diverse it is easy to find different people with varying strengths. The chapter also retouches chapter 1’s teachings of how a person is able to develop their other intelligence to satisfactory level. In contrast to chapter 1, this chapter discusses how family upbringing can have a large impact on the development of the different intelligences, and how some traumatic events in one’s past may also hinder those developments. || I feel that this was another important read because it focused on how to take this knowledge of multiple intelligence and apply it to the classroom, which in retrospect this entire course is about applying knowledge to the classroom. I feel that the chapter brought up some very important points, especially in saying that one should develop their own profile of multiple intelligence before trying to make it a strong part of their teaching environment. ||