The
third chapter of Multiple
Intelligences in the Classroom,
by Thomas Armstrong, focused on how to understand the actions of
students and using them to understand their developed intelligences.
One of Armstrong's beliefs is that there are many ways to develop an
appreciation for the abilities of a student. By paying attention to
their actions the teacher may find hints into what their
learning style may be. The author jokingly comments that by paying
attention to the way that a student misbehaves can grant insight into
their most developed intelligences; though he says it with humor,
ultimately, it is a reliable tool that can be used to establish a
base for your understanding. Armstrong does not believe that there is
a “mega test” that can perfectly identify a person's learning
style. However, he does believe that by using smaller, more focused,
tests the results will be more accurate (as long as they are fair to
all learning styles). Beyond the classroom, teachers can use parents,
friends, and out-of-school activities to learn more about the
students.
All
of the above information is relevant to the classroom. Having read
this chapter, I have a better understanding of actions that I will
witness in the classroom. For example, when a student acts out in
class by doodling on the desk, they may not simply be misbehaving, but
showing signs of spatial intelligence; as a teacher it will be
my responsibility to incorporate these learning styles into my plan
too.
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