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Multiple Intelligences Theory

Teachers who have the capacity to control their classrooms are able to produce the setting where studying is the focus. There are many hypotheses on how to become optimistic and encouraging classroom supervisor. Even as all of these presumptions are dissimilar and give emphasis to various features of discipline and manners, all have demonstrated to be precious methods for developing supervision in the classroom (Waterhouse, 2001).

This is a third grade that contains ten boys and thirteen girls. The ages range between eight and nine. It is a general education class with one lead teacher in it. It is a culturally diverse class with students of many different multicultural backgrounds, ethnicity, race and religion. The location of the school is in suburban, middle class area (Stone, 2005).

In the third grade the classroom layout will be that of tables arranged in the main part of the classroom. It allows them to move freely without the distractions of frivolous furniture lying about.   I chose to use tables instead of individual desks because I felt that if students are in need to share their belongings, there would be fewer mishaps of jealousy, the feeling of “mine” and individualism versus community. Students will learn how to respect, share and gain a sense of belonging. The seating arrangements will rotate throughout the year, but will as often as possible be boy/girl, boy/girl, as with eight and nine year olds they tend to naturally gravitate to their own gender according to Chip Wood. The tables will be color-coded to permit group activities in addition to proper line up habits (Marzano, 2005).

Curriculum wise, I will use trade books of both fiction and non-fiction in addition to textbooks to give the students a better perspective and a more well-rounded view of the material presented to them. Eight and nine year olds have much more interest in the world around them at this age, so it is imperative to give them several perspectives in order to give them a sense of empathy to the material they are learning. Reading and Writing Workshops will be the main focus of the first four weeks of school in addition to the implementation of the once a day Morning Meeting and the one a week Class meeting (Medina, 2007).

It is important to focus on Howard Gardener’s Multiple Intelligences Theory in that the classroom will incorporate and which touches on all of the intelligences in order to better educate my students. It is imperative to encourage my students to realize what types of students they are in order to help them to discover the best methods to focus (Wood, 2007).  

The students should be well-exposed to reading and writing skills throughout the week. In reading tests, for instance, every student’s tallies for the Reading Test will offer three types of information: a general score, one of four ability ratings: superior,  capable, below proficient, not capable; information about how well the scholar achieved on all of the reading standards measured by the test (Stewart, 2005).

With being eight years old, students are “full of energy, imagination and little sense of their own limits”. Physically, they need to release their energy and often seem “somewhat awkward”. Their social traits often involve sharing, which is why I promote the implementation of tables rather than desks and they “adjust well to change; bounce back fast from blunders or discontent” (Marzano, 2003). This is why I feel the appropriateness of notifying my class that it is okay to make a few blunders and how to learn from them. Cognitively, eight year olds have “a limited attention span, are impatient and full of ideas”. Students at this age need to be challenged and need to be spoken to in short sentences. That is why I feel the need to cover only one rule and one routine a day, and to reiterate myself throughout the day to make sure that they understand (Petty, 2001).

To make sure all the learners feel at home and at ease, the teacher should try to identify their names and likes immediately, and have casual discussions with them. The teacher should really strive to assert that the learners’ interests, strong points and cultural backgrounds are important and appreciated. The teacher should also treat all learners impartially, and intermingle and correspond to them to make them feel supported. The teacher has an obligation to give the students a listening ear. Every student should be awarded some measure of respect. Another very important aspect is that the teacher should respond to possible issues arising from student’s behavior by staying tolerant and composed. This will surely add to a calming and hospitable classroom setting (Tauber, 2007).

Nine year olds in the class have to become socially “more individualistic”, according to Wood. They “often feel worried or anxious and complain about fairness issues”. They are also “impatient, moody and critical”, according to Wood. This is why the group layout works best with nine year olds. I will allow them to push away the individualism that they are facing and encourage them to work together to feel less critical of themselves. It also helps to remove the unfairness that they feel as no one is singled out. In their physical manner nine year olds are “better coordinated and push their physical limits which make them tire easily”. Cognitively, nine year olds are “industrious and intellectually curious, they are beginning to see the fairness and justice in the world, but have trouble with understanding abstractions”. That is why trade books in addition to text books help these students in the understanding the world around them.  These texts also allow for them to explore new theories to allow for new opinions and perspectives (Denton, 2000).

Eight and nine year olds need to be kept busy, encouraged frequently, and often reassured. By incorporating the Gardener’s Multiple Intelligences along with the Wood’s physical, social and cognitive patterns of children in these ages, students help to promote a bright, entertaining learning area that touches on all of Gardner’s Multiple Intelligences. Along with the team learning and support of their peers this will be an effective learning environment (Yisrael, 2012).

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