MI Chapter 3

Chapter 3 of Multiple Intelligences in the Classroom focuses on the student rather than the teacher. Once a teacher understands their own multiple intelligence strengths and weaknesses, they can be implemented on the classroom. The chapter mostly gives ways to access student multiple intelligences. It tells us that these "proclivities" begin at a very early age, so early that they've probably already gain some primary form of learning before they even begin their schooling careers. The chapter also makes it clear that there is no  "megatest" for multiple intelligences to tell you with absolutely certainty where your student will excel, or where their weaknesses lie. Some of the ways it suggests observing them for their intelligences, however is to watch the way that they misbehaves (as these are usually associated to their intelligence strengths), to know how they spend their free time, to look at school record, talk to other teachers and parents, and ask the student.
Knowing this information about a student drastically changes the way that you teach them, so finding them out as quickly as possible is really very important to the classroom. The chapter was very helpful giving such inventive ways to find out, outside of just giving them a test. Searching their past and their records, and observing them closely gives you and even more in depth view of the student. Finding these out also lets you be aware of what you can do as a teacher to accommodate them, and, if you are weak in that area, seek help from other teachers and students.