Issue
#10-Yes
This argument reminds me of what we were talking
about in the last class period about students’ self-concept and self-esteem. I think letting students practice their
abilities and strengths in the classroom can help a student feel more confident about themselves. These abilities and strengths
are Gardner’s
multiple intelligences, we use them everyday. In this argument I agree with Seana that Gardner’s Multiple Intelligences
can transform the ways in which teachers teach and students view them-selves. I believe in promoting these intelligences in
the classroom can make our students feel that they belong and that they really are good at things.
The list about changes education would have to
make to incorporate the multiple intelligences in Taking Sides I totally agree on (219). I do believe the traditional classroom
is focused on logical-mathematic and linguistic intelligences. While I do think they still need to be strongly implemented
I do not think it should be the center. I do think we would have a better and bigger chance of getting students at grade level
or above if we taught eight or nine multiple intelligences. In order to do this however we would need a curriculum that is
focused on the intelligences as well. And it would have to include everything on that list, service learning projects, assessment
on intelligences, discoveries and action. Or in our own lesson planning, try to incorporate activities that can reach all
of the intelligences.
Another reason I believe it is important to incorporate
these intelligences is because it helps give students a guide to what they are interested in, what they like to do and what
would be a great career for them? I think if you started in the elementary years small relaxed tests about the multiple intelligences
for a student it could possible avoid self-esteem problems and actually help them become the person they should be.
One negative point to saying yes to the argument
however is having the students recognize their intelligences and then completely not interested in the intelligences that
are weaker. In the book they use a great example of a girl who loves to read so in math which she is not as good at buries
her head in a novel (221).
All
of these ideas multiple intelligences and incorporating them into the classroom is what I have been taught the past year and
a half at UNM, how am I not suppose to say yes to this argument? Not because UNM is right but because in my opinion it is
right. The biggest reason why I say yes to this argument is because it gives the student a chance to say, “I am smart
in a number of ways”.
Reflection #6
I am currently doing a 10 day solo pre-teaching
experience where I teach one lesson everyday for 10 days. I have been doing a history unit with them about the westward expansion
and although I am not very strong history I am enjoying the unit. The class I am working with our fifth graders and very well
behaved fifth graders on top of that. I haven’t had a lot of behavioral problems in my teaching so far so it’s
tough saying exactly what I do for management strategies.
I try to teach to them as a whole class really
short. I think students have a harder time focusing when the teaching is teacher directed. If I have a disruptive student
I usually just look at them or say there name to get there attention and that usually works fine. After the short teacher
directed time I break them off into whatever they are working on for the day. I walk around just about the whole time to keep
the students on task. I also walk around to help individual students if they need help. If the students start getting loud
I usually just tell them to quiet down, and it seems to work pretty well. What I have noticed my cooperating teacher does
if there is a student who is misbehaving, or a group, she will take them out into the hall very silently and just have a short
talk with them. When the students come back they seem very well behaved. I would do this exact thing if given the opportunity.
I think my management style is Authoritative;
I try to keep the attention off of me and put more of the attention on the students. I walk around and monitor and help them
when needed but try to be more a facilitator at these times than anything else. Before each lesson though I tell them what
my expectations are, and most fulfill them. I think what has helped during my time with these fifth graders is the material
we are learning is interesting and fun. I think management is not really a necessary focus when the students are engaged and
learning. I also teach at my church every Sunday with second and third graders, that on the other hand is a whole other topic.
Hopefully I can try to implement what my management style is for the fifth graders and try to put it in the Sunday school
class.