Chapter 2- MI

I learned in this chapter that when I are having trouble with a certain intelligence that I lack, as an educator it is my responsibility to still find ways to teach incorporate it into my class lessons. A way of doing this is by asking my students to help out. It they are great at music or love nature, ask them to demonstrate or show the class something about that subject. I also learned that MI theory can allow me to “activate” neglected intelligences that I may not be nurturing or paying any attention to. It is not good to label intelligences as “strong” or “weak” because there is room for growth. I was also very fascinated to learn that some intelligences don’t develop if we are not in the right place, family, or culture. What could have been a great intelligence may never be touched in a different environment. In addition we can have crystallizing experiences that encourage the growth of an intelligence, or a paralyzing experience that hinders further development in a certain intelligence. This all relates to me and the classroom because I know it is my responsibility to identify what I struggle with and find ways to improve it. I think that it will be a very hard, yet a beneficial challenge, to admit where my weaknesses are and ask my students to help me address my weaknesses by showing me their strengths.