Chapter 3 MI

Chapter three initiates with the discussion of finding a student’s strongest intelligence and basing the content around that intelligence.  The book indicates that it may be easier to identify the strongest intelligence based on how a student misbehaves because it will be a “cry for help” in a manner that they are comfortable with.  In addition to misbehavior, the book suggests seeing what students do during free time. From the reading I can see observing the student would be helpful in all areas based on watching what they choose to do.  As a teacher I should be watching (in non-stalker manner) the after school activities they join, preferences for assigned homework, etc.  The chapter encourages this by looking at grades, talking with other teachers or parents, and looking over the work the students have submitted.  I think the biggest impact this chapter has on my classroom is to work on observation skills.  This ties in with the theme of the class paying attention to all of our senses.  By tailoring our classroom lectures and activities to each student’s favored intelligence, we can better educate different learning styles.  I think that some of this observation of students is a little disconcerting.  Looking over the checklist I would feel a little uncomfortable if my teacher noticed that I hum occasionally to myself or that I put my hands all over something I have just seen.  I guess in terms of setting up the perfect learning environment could be worth it but it seems a little excessive.