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Kelsea Trefethen
Chapter 8 of MI was focused on giving examples of all the different ways you can incorporate each of the eight multiple intelligences into every aspect of classroom management. I was excited to read this chapter since I am currently working on a classroom management assignment for another class. All of the suggestions made me realize that you can do just about anything with the MI Theory. This chapter gave me confidence to adapt any assignment or activity to meet the needs of all the different learning styles. At the beginning of the chapter the book was emphasizing the ineffectiveness of verbal approaches to get the attention of the students’. I feel as though the number one reason verbal approaches do not succeed anymore is because they are overrated. Just about every teacher uses verbal queues to quiet his or her classroom. The teachers who can affectively gain a classrooms attention are the one who use creative techniques. Not only does it grasp the class’s attention because it is out of the norm, the students want to be apart of it because it is creative and new. One of the ideas I really liked was the transition songs. The book suggested teachers queue different transitions through song. Each type of transition (lunch, free time, end of class, etc.) would have it’s own song. The students would know what to do once the song started playing. I think this would make for smooth transitions. Also, I love music. I am going to take advantage of any chance I get to play music in my classroom. The one suggestion I didn’t agree with was having a countdown visible for students. This would target logical/mathematical learners. I think this would be very distracting for both the students and the teachers. Some students would probably devote class time to watching the countdown and the second time was up they would make it known. I honestly plan on not even having a clock easily visible for my students.

Leanne Fasulo
The eighth chapter of //Multiple Intelligences// explores the MI theory and classroom management. The first section the chapter touches upon is gaining the attention of a class during the beginning or a transition period. Teachers will traditionally use a linguistic approach such as commanding attention with words, but a lot the times that will fail. This is because the teacher’s voice becomes lost in the sounds of all the other students’ voices. This is especially true to students with ADHD. A teacher should try to use different approaches using the MI theory to gain the attention of the students. The book suggests that teachers should try something like start teaching the lesson and let the students correct their own behavior. Another couple ideas are to write the time that has been lost on the board, or send out a noise of an animal. These ways are better at gaining attention then just commanding it. For behavioral problems it is important to address it using the MI theory. Sometimes a student could benefit from one of their weaker intelligences, but if that intelligence is creating the problem it is better to go with one of their strengths. The book gave an example of a student who was acting out, because of their low reading and writing levels. The book explained that if a teacher gave that kid an assignment that had to do with reading or writing to correct the behavior it would only make it worse. I thought this chapter did a really good job of showing some ideas on how to use the MI theory and classroom management together as a prospective teacher.

Johnny Buys
Chapter 8: MI Theory and Classroom Management Armstrong already drew attention in an earlier chapter that student’s misbehaviors usually reflect their intelligence strength and their demand for it in the classroom. Multiple Intelligence Theory applies to particular facets of classroom management. For example, using different intelligences to gain student attention is more effective than limiting teacher techniques to such linguistic tools (113). Attention to how particular intelligences can be used to reach all students can also assist teachers for transitions. One such example includes familiar keys based around an intelligence theme for different transition such as recess, lunch, dismissal, and break (114). Multiple Intelligences can also be effectively used to present classroom rules in a meaningful way that can reach and make a memory-guaranteed impact (116). Multiple Intelligences can also efficiently help form teams for group projects (117). Individualized attention for student management is also reflective of Multiple Intelligence Theory as Armstrong points out, “ there will always be students who—because of biological, emotional, or cognitive differences or difficulties—fail to abide by them,” and “no one discipline approach is best for all kids” (117,118). This becomes important to remember as depending on situations working with students’ strength or weak intelligences may be the action for management. Confounding factors in the classroom are also something the Multiple Intelligence Theory is sensitive that can be easy for teachers to forget and even avoid. Recognition of these external influences can be the necessary advantage a teacher can give the student to encourage their understanding and growth.

Christina L Quach
Chapter 8 discussed MI theory being incorporated into classroom management. The chapter talked about getting the attention of students. This information surprised me. Armstrong said, “From a multiple intelligence perspective, the use of mere words to quiet a class—a linguistic approach—might be seen as the least effective way to gain the class’s attention (113).” Another part of this chapter that stuck out to me was the part about students participating in making rules in the classroom. This subject I have not figured out because I also feel like it is important to have consistency. To allow students to make rules in one class, may make them question why they cannot do it in another teacher’s classroom which can cause problems. I am sure there are times this can work, but once again, I think consistency is important. I also thought the forming of small groups was an important subject. This approach has shown to create groups that work very well together. I have had only one teacher that I can remember that took an approach other than telling us to quiet down. He did something very similar to an example in the book. He would not say a word, but he would count the time we were wasting by not paying attention. He would write it on the board, and it helped us respect the time he was giving us. I had recently spoken to someone about how they gain attention of students in their classrooms. He said to me that he tries to spark an interest in his students. When reading this chapter, I immediately thought of that. The book gave great ideas of incorporating multiple intelligences, and with my professor’s advice I now have a great tool that I can use when I am a teacher.

Kyle Kuvaja
Chapter eight of //Multiple Intelligences in the Classroom// describes how knowing the multiple intelligences can help with classroom management. Armstrong uses an example of how MI theory can be used to get the attention of students in a classroom. Teachers could put their finger up to their lips to tell students to be quiet if they are kinesthetic learners or use a stop watch to keep track of wasted time. The rest of the chapter looks at how to use MI theory when transitioning between ideas or classes, discussing rules, forming groups, and managing individual students. One of the most important lines of the chapter is when Armstrong mentions that “MI theory can greatly affect students’ behavior in the classroom simply by creating an environment where individual needs are recognized and attended to throughout the school day” (120). MI theory is simply one tool of many that should be used for the benefit of the student. The MI chapters always seem to be more useful to me than the UbD/DI chapters. I feel it is important to realize there are many ways to apply the knowledge of MI theory in the classroom. Armstrong discussed how it can be used to help with delivery of lessons in other chapters, but it seems so simple that people who tap into some intelligences more than others may require teachers to use various managing styles. I will most likely use this in my classroom. If someone is a visual learner than I will be sure to give them visual references when telling the class to be quiet or give them a poster of rules to refer to.

Kalib Moore
Chapter 8 of //Multiple Intelligences// discusses different tips and tricks for teachers to use to maintain classroom management to each of the eight different intelligences. A few examples of classroom management issues were "Gaining Students' Attention, Preparing for Transitions, Communicating Class Rules, Forming Groups, and Managing Individual Behaviors. (Armstrong 111-119) I found these tips to be very useful and straightforward. Going into the chapter it was easy to predict what the chapter was going to obtain because I have become use to the same writing style Armstrong uses. He proposes a theory, explains how it can be used within each of the intelligences, and sums it up. Overall I found the chapter to be very useful and interesting. With the use of pre-assessment, it should be easy to determine in which intelligences I am going to need to focus in on when attempting to communicate with my students.

Tyler Oren
 Chapter eight of //Multiple Intelligences// by Thomas Armstrong deals with integrating the theory of multiple intelligences into classroom management and student management techniques. Armstrong jumps into the chapter with little introduction and begins his chapter with techniques that cater every intelligence to use in the classroom to gain a class’s attention and focus, and lists them off into sections for each intelligence. With linguistic students Armstrong suggests that instead of asking for their attention try writing on the board for it, it is a much more pleasant alternative to screaming at them. My personal favorite suggestion included Armstrong’s musical suggestion by gaining attention by clapping a short rhythmical phrase, getting their attention and then asks that they repeat it, a basic checking for understanding that requires their full attention be on you.  Typically when a teacher is gathering the attention of the students it is to prepare to transition the classroom, Armstrong follows a similar style and next introduces methods for transitioning a classroom for each intelligence. For musical learners he suggests short music clips that express the transition well, as an example he chooses “Food, Glorious Food” from //Oliver!// to indicate the transition to lunch time. Armstrong understands that even a teacher who effectively integrates a differentiated classroom will still have students that misbehave and introduces the section with the reminder that “no one discipline is the best approach for all kids” and goes on to suggest measure to adjust a student’s behavior based on their primary intelligences.

Evgeni Bouzakine
Chapter eight focuses on the ways to manage the classroom using the eight intelligences. A familiar topic we have covered in other books. Classroom management is a very important area that, we as teachers need to work on constantly. How do we utilize Multiple Intelligences into classroom management? I think it could be possibly about gaining students attention as one of the ways. It interesting how many ways teachers can grab a student’s attention. Making a loud noise or playing loud music. But I think the traditional way to translate the classroom into another topic is effective enough to work for me. I find it is important to keep your student attention throughout the whole class day. The chapter also mentions group assignments which I found to be only a little helpful. I do find most of the suggestions in the classroom to be geared more towards elementary schools, but that could just be me. I would only try some of the attention grabbing exercises but I do not find them practically useful in my classrooms, but I will keep them in mind. I think that keeping the lessons going and taking a break for a minute or two to regain their attention is the way to go.

Brittany Blackman
Chapter eight explains how to incorporate the MI theory into classroom management. The first concept they cover is ways to get students’ attention at the beginning of class with the theories. You could write on the board to be silent instead of screaming it, because students can’t differentiate between voices (linguistic). For musical you could clap your hands or play some music. I had a teacher that put her thumbs up and waited for everyone else to put their thumbs up, which is kinesthetic. Spatially, you can flick the lights. Naturalist might pay attention if an animal sound played when it was time for class. The last three are my favorite examples. The third is for intrapersonal, which was to just teach the lesson and have the students be responsible to pay attention on their own. This made me laugh because clearly you can only do this with very responsible students. The second favorite was for interpersonal, where the teacher whispers in a students’ ear that it’s time to start, and have them whisper in each other’s ears to start. I liked this idea because it seemed very cool, but you would also need responsible students for this to work. My favorite (or course) is the mathematical approach. This is where you time the amount of time that they wasted while talking and write it on the board. I like this because of the number approach, but also because it could motivate your students to see how small they can keep that time. They use these same general ideas for other things as well, such as transitions, forming groups, and even class rules. I think these are all fantastic ideas, and it actually made me feel more comfortable in incorporating the intelligences into my classroom.

Richie Johnson
//Multiple Intelligences in the Classroom//, chapter eight, is more about classroom management through Multiple Intelligence theory. Armstrong provides ideas of how to tailor classroom management in order to meet all individual intelligences. It is interesting to see how, though verbal communication is completely necessary, there are many other ways of getting points across to students. For example, in one of the first notions of the chapter Armstrong explains how using the verbal-linguistic approach to quieting down a noisy class is not very effective to students who are not of that the verbal-linguistic nature. This strikes me, as I never even considered other ways of gaining attention from the class. Had my teachers in the past, I am certain that I would have had more focus in many instances! This chapter continues to make me think outside of the typical realm, and that is a very good thing! It is so important for teachers to recognize and consider many theories, I think. Anyway, the rest of the chapter continues on in this fashion. The bit about “forming groups” through MI theory is particularly interesting to me- it makes so much more sense to group students based off of intelligences rather than by the various other silly ways people have used in the past (though those methods still have their place).
 * //Multiple Intelligences in the Classroom//: Chapter 8**