MI Chapter Two

This chapter talked mostly about how we as adults and educators, before we teach our students how to bring their multiple intelligence into the classroom, we must first determine our own multiple intelligence and how we bring that into our classroom. My favorite part of the chapter was the part that talked about how they might be events in someone’s life that cause a certain intelligence to not develop, or flourish as much as it could have, because that intelligence was shot down. It made me think, as a teacher, that we should encourage students to flourish in their intelligence and that shutting down something they might be passion about, might hinder that intelligence from flourishing properly.

I also loved what the author said about how we can bring intelligences we aren’t as comfortable with into the classroom, such as asking students to draw on the board if we feel like we aren’t visual or spatial, who asking teachers for help if their area of intelligence differs from yours and getting ideas from one another if your areas of intelligence are different.

Another one of my favorite things the author talked about was how something like geography, or economy could influence what someone’s major intelligence was. Someone who grew up as an only child and was homeschooled, probably doesn’t have a very strong interpersonal intelligence, which they might have had, had they grown up going to school and had brothers and sisters. It really was interested to think about how an outside source could influence something that seems so internal.