MI+B1+Chapter+8

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Darren's Abstract
There are a variety of [|techniques and resources] teachers have access to. This chapter gives many different ways to get the students' attention. There are also examples of transitions, of how to communicate class rules, how to form groups, and managing behaviors. The catch, however, is that the book presents different ways of doing of fulfilling these techniques by using the MI theories. For example, rules can be written for linguistic learners, but they can also be given specific gestures for kinesthetic communication or set to songs for kids that are musically inclined. The chapter provides tips for applying the MI theories to each necessity--like forming groups or transitioning the class--of the classroom.

Darren's Synthesis
For most of us, the best part about this chapter was the different examples it gave to hook and manage the students in our classes. Instead of standing at the front of the class and asking for quiet or standing silent and waiting for a response, playing music or showing the students a video could grab their attention. Bringing an animal to the classroom could quickly attain the attention of the students. In fact, [|entire lessons or units can incorporate music], or teachers can simply use it as a tool to help focus the kids. When a teacher falls into a pattern, one way of doing things, the rest of their plans, cutting edge or not, is compromised. For example, if I utilize the same ineffective behavioral management techniques, I will continue to elicit the same response. If, however, I constantly vary the way things are done, it will keep the students guessing. It will help me to keep the students on their toes. Another reason why it is important to cement the students' attention is that distractions--[|especially as laptops are introduced]--can make it hard for the teacher if they are not able to hook the kids. This not only keeps the kids guessing and (hopefully) focused, but it also provides me with the opportunity to see what does and doesn't work on a wide spectrum of experiments.

Unrelated video--[|Twitter and technology in the classroom...]

**Amy**
CH. 8 When we think of a “perfect” classroom, we imagine students sitting quietly, never arguing as to whose opinion is right, giving full attention to the teacher, and every student turns in assignments on time. In reality, a “perfect” classroom is non-existent, but a manageable one is far from impossible. A few effective methods for gaining students’ attention and running a smooth, peaceful learning environment are as follows: Prepare for transition, communicate classroom rules, allow for group and/or individual work, manage individual behavior to avoid causing a disturbance within the rest of the classroom, and taking a more broad perspective (MI 75-79). Transitioning smoothly from one thing to the next, regardless of what the “thing” might be, is important for maintaining order in the class. One example given in the book states that, musical transitions between topics, and activities can cue the learner and make them aware of what they will be doing next, and it is interesting because it appeals to musically intellectual individuals. As for classroom rules, students don’t typically care too much about reading over the three pages of rules and guidelines given to them by the teacher. Therefore, the rules should be expressed in a variety of ways ranging from the linguistic approach of hanging the rules on a big poster board to the bodily-kinesthetic approach of designating a body movement to a specific rule. When rules are demonstrated in fun ways they can be very effective. The primary concern in chapter eight was how to effectively organize a manageable classroom environment by using individuals’ interests as a means for constructing significant understanding of the issue at hand.

Jennifer
I found the phenomenon that when a teacher calls for silence and students do no readily differentiate the teachers voice from others, to be really interesting and yet I was a little confused. Do teachers not know this? because they continue to do it. Some of the more effective ways of gaining students attention like clapping a rhythmic phrase is a good way. Though some ways I have actually tried and maybe it was just the class or me, but it did not work at all. For example I just started teaching the class and hoped that the students would take it upon themselves to start listening, but I taught a forty-five minute class, and no student paid any attention. It would be important to try a lot of different strategies and see which ones work best. Other areas of classroom management where the MI theory can be used is creating and presenting class rules, forming groups, and managing individual behaviors. For all these things, taking into account the students intelligences and development is very important for having a well-managed classroom and a good classroom environment.

Brian
The key to running a successful classroom is structure. To keep our classrooms and classroom behavior in check, it starts with our own organization. An unorganized teacher sets a poor example, and loses respect from their students. To run a classroom successfully, we must also establish an order, both in our lessons, and in our mini-society that is our room. Keeping your students informed on where lessons will take them, and when new content will be presented will help keep them on task, and also with their own organization. By giving our students goals we successfully encourage curiosity and provoke more and better learning. Having some class rules is an easy way to keep students at bay. However, we can further delay the bombardment of harassment and misbehavior if we also display our rules in a productive manner. Applying the MI theory to the class rules and how it’s displayed can make a huge difference. In essence we want to stretch the MI theory to every corner, every nook and cranny, of our school systems, starting from the classroom working outwards.

Damian
Who hasn’t heard that age old adage reciting the definition of insanity? //Repeating the same behavior expecting different results.// If a teacher’s methods aren’t working and they continue to use them, hoping for change, they are going to be sorely disappointed. Gain the classes attention through setting a strong precedent out of the gate. Use something other than audio cues to gain attention. How many bus drivers turn the lights off as a cue for students to cease talking? Using noise to stifle more noise seems ridiculous. If you wanted someone to turn the lights down in a particular room for you would you ask them by shining a flashlight at them? Effective classroom management comes down to the teacher and how well they have done in gaining the respect of their students.

Darren
I hadn't considered that classroom management could also be //categorized// into the multiple intelligence model, but it certainly makes sense. The beginning of this chapter is very informative and interesting. The list on ideas to keep a class focused by using different intelligences was something I didn't think of beforehand. I certainly think that this is effective strategy; kids don't necessarily respond to verbal cues or when a teacher is silent and waiting. Music could be used to cue the start of class, along with body signals, writing time that is being lost on the board, or--my favorite--bringing an animal into class. However, I thought the ideas presented for creating an MI-themed transition were less than convincing. I don't think the best way to transition into lunch is to show students pictures of kids eating lunch. That section of this chapter seemed like a stretch, but I thought that the tips for starting class and for forming groups were interesting and contained some good ideas.

George
This part talking about applying MI to classroom management. Some students don't respond to the same old verbal or written cues that teachers have been using for years. Most clam up and wait for the mutiny to end instead of trying something else. The book used the example of the teacher trying to get a class to quiet down and pay attention. My favorite response was to use a shrill animal noise, akin to something I saw in an episode of the Simpsons. Along the way I picked up the talent to make a noise akin to a pterodactyl, I can't wait to use it. However the chapter wasn't all about trying to reign in a class. It had points about using MI to help in classroom transitions so students aren't thrown off by a sudden change. It also came up with some pretty awesome ways to make work groups which I might use in the middle school classroom.

Cassandra
This discussed ways to make transitions easier for students using cues. I personally think it's a little cheesy to put up a picture and play music when the students are switching gears, but it would definitely work and be okay to do with children. Teens wouldn't like being treated like a little kid by doing this. I do, however, like the idea of having preordained groups so that group time happens quickly without the drama. This would make managing the transition between group work and solo work faster and easier. However, the "communicating" through signs to have the students transition is just a little cheesy for me. I don't want my kids to think I'm trying to treat them like kindergarten kids.

Andy
Well, this chapter provides a few more ideas for the hook of our lessons! They were giving examples for getting the classes attention at the start of class, but some of them would work well just to get the class engaged for the start of a new lesson and new content. The idea of creating unique transition was a cool idea to me. I would have never thought to put music to different times of the day so kids know when something is about to happen or just a nice reminder. The other part of this chapter that is great are the ideas they offer to form groups. Being a learner who enjoys movement they suggested having the students hop on one foot, and then find three to four other people who are hopping on the same foot. That is just a great idea, personally.

Zack
According to this chapter the best way for me to have results with my students is to make sure that I am meeting every single one of there needs. That includes the need for their type of the MI chart. As a teacher I must manage my classroom and to effectively do this I need to make sure that I cater to all of my students needs. This means I must be willing to introduce into the classroom a music and naturalist type approach to what we are learning. If I am unable to do this it will be impossible for me to be able to keep up with what my children are doing. A classroom that is well managed is a classroom that is well rounded. There is no two ways about it, if I can not cater to their needs my needs as a teacher to have an effective teacher will be nell and void.

Sean
Something this chapter made me think of was back when I was with Mr. Burrell at Mt. Blue, something he would do at the beginning of every class is play music that fit the time period they were studying. This got the students attention in a heartbeat and they immediately focused on the teacher, mostly to ask them to turn that 'weird music' off. It still had the desired effect though, in that the students were paying attention to the teacher and were ready to listen. By my third week, I was starting to do the same sort of thing. I'd turn on his music, or just something else equally random. Something one of my middle school teachers did that was particularly effective, mostly because it just proved how insane she really was, was take the trash can and put it on her head while she shouted at us to be quiet. Very crude and strange, but still effective, as we shut up like we were put on mute or something.

Dan
My favorite part from chapter 8 was learning about communicating class rules for each of the intelligences. It gave me insight on setting up my classroom, to opening day activities, how to deal with misbehaving students from each intelligence. If there is one thing you need to be sure of is that there will come a time when you class misbehaves. There is no right or wrong way to dealing with this but the hints given in the book are a great tool for your teacher "bag of tricks". For communicating class rules to the intelligences, it would be cool to be able to communicate kinesthetically if a student is breaking a rule, or giving the students a chance to write what they think class rules should be at the beginning (linguistic). If you have a student with a kinesthetic intelligence who has broken a rule have them learn techniques for handling the situation better (breathing, muscle relaxation). I will surely use these techniques in my class.

Liz
Chapter 8 of Multiple Intelligences is interesting. It is about the use of the multiple intelligences to gain classroom management. It is really the ability of the teacher to use the different MIs to engage the classroom. It suggests a variety of ways to do so and while some seem crazy others seem to be worth a shot. It is not about the lameness but the effectiveness; if it works continue with it. Armstrong continuously suggests the use at different times and like my books previous owner I can see some of these suggestions as a bit hazardous in a classroom setting. I can see ones I would like to attempt to use in my classroom. For some teachers it is a chance for them to use their MI to get their class motivated.

Ethan
This chapter gives us great ideas for how to successfully manage a classroom. The key is structure. Just like how students will fail without clear set goals, they can also fail when a classroom has no clearly set structure. An unorganized teacher may not be able to keep their students under control or effectively teach to all the intelligences. I found the different ways to get a classroom under control effectively to be most interesting. The idea of writing words on the board or timing how long it takes the class to be quiet and writing them on the board at thirty second intervals were quite interesting. Of all the things mentioned in this chapter I feel it all starts with getting a class under control. Many of the practices mentioned in this chapter I will use in my own classroom. I would find it especially interesting to play a recording of a shrill birds whistle to the class to capture their attention.

Josh
Chapter eight discuses many ways to manage your classroom. There are many little things a teacher can do that are meant to get the classes attention at the beginning of each lesson. This chapter gives some great examples of how to do this effectively, and how to use methods that involve one or more multiple intelligences. These are meant to be used during transitions that occur before instruction or when the class gets in to small groups, and before activities. Things such as turning the lights off when students get too loud or having some your own sort of thing to do to quiet a class down is helpful. In my experience it takes much more than words to get the full attention of a group of students.