The second chapter of Multiple Intelligences in the Classroom discusses implementing the multiple intelligences (MIs) in your own life in order to accurately use them in the classroom. It explains that this is a necessity of commitment, as knowing it works for educators and adult learners will strengthen the dedication to using it on students. It also helps gain fluency in each of the individual intelligences, which will help to use them in the classroom. Another way that identifying your own MIs is to understand where your areas of weakness are, they use the example that, as an educator, you could have very limited spatial abilities, which makes you prone to avoiding drawing diagrams and pictures, and using graphics. However, there will be spatial learners in your classroom, meaning that you have to develop this skill more to properly instruct them.
Understanding this and how the MIs are developed (the three main ways being biological endowment, personal life history, and cultural and historical background) are crucial to teaching a diverse classroom effectively. Also important are the activators and deactivators, “crystallizing and paralyzing experiences.” These are factors that will either suppress or feed the development in a certain MI. In seventh grade I had a crystallizing experience with English, having been told by my teacher that I was a strong academic and creative writer. This is the kind of moment that I would love to be able to create for students, while dashing any possible paralyzing experiences in my classroom. Encouragement to develop intelligences and playing to a students is is important for a teacher to do, as certain moments can really affect you students’ future.
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