Teach English in XiangjiA Zhen - Yueyang Shi

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Multiple intelligence theory aims to the manner that people perceives the world and learn from it. Due this, teachers find the proper activity tedious and dealing with students tends to be overwhelming. On the other hand, an educator who has recognized his or her students’ intelligence could target knowledge to the learners’ strengths and interests. Once the teacher is aware of this information the class will never be the same since both the instructor himself and students are involved, enjoy the lessons and achieve meaningful learning. Multiple intelligence theory advocates that the normal or traditional concepts of intellect are not as accurate as people consider. Normally, it is reflected that a person with a high IQ is intelligent, while Howard Gardner assures in his 1983 book “Frames of Mind: The theory of Multiple Intelligence” that everybody is skillful in different fields or has developed different talents. Which means each individual is capable to perceive the world, knowledge and, even culture in a different approach. Furthermore, in the classroom environment it is notable the distinction among the students. Some of them prefer listening to the teacher while other group prefer watching pictures and a small part of them want to create a role-play. Learners do not possess any kind of disability, nor the teacher is not doing his or her job; the manner students view the subject is essential to engage their own attention to the main point of the lesson. It means that the tutor should use the intelligence in his or her favor to accomplish the set objective. Now, it is also imperative to recall that students do not just develop one intelligence; in fact, they are able to cultivate more of them. There have been discovered around of fifteen intelligence so far in Gardner’s theory. For instance, it is possible to identify a common intelligence within a group, which is not necessarily the most developed in the whole class, but could denote an enormous difference in the lessons. For instance, if the most part of the group has a bodily-kinesthetic intelligence the whole class could learn with physical games. The most relevant objective in the lessons is to create meaningful learning in the students, to achieve that engagement to the topic and wake their interest up to the subject. The strongest cue that teachers have is the manner the students obtain knowledge. Lessons and activities in the classroom should be aimed to reach a goal as well as other intelligence are developed. It is reasonable to use the most common intelligence within the class, but it cannot be the one and only method that a teacher has. The educator must not forget other the next stronger intelligence in the class. In conclusion, the essence of the theory, and a philosophy based on it, is to create a variety of activities in order to develop students’ talents in a universe of possibilities. Even if it appears challenging or demanding, a teacher is made to manage every hint he or she gets from every day in the class. Once a teacher identifies the group strengths and interests the lessons captivate students in different levels and the aim that every single teacher has is accomplished; create meaningful learning.