Teach English in Xinzhou XiAng - Anqing Shi

Multiple IntelligencesI chose this topic on Multiple Intelligences (MI) because I am interested to know more about the benefits of its theory in achieving positive results in the learning process. Likewise, I would like to be benefited by its theory in improving my method of teaching english as Second Language. The succeeding paragraphs were information I have gathered from my readings on MI theory and these somehow have enlightened me as to its effectiveness in the learning process. Howard Gardner (1993) suggests that human intellect has 9 areas which we all have in greater or lesser degrees individually. These areas are verbal/linguistic, visual/spatial, body/ kinesthetic, logical/mathematical, musical, interpersonal, intrapersonal, environmental and naturalistic. Many teachers including myself know something about this theory but it is not that clear as to how it could be of help to us in developing effective method of teaching english as Second Language. I, for one, am aware of the fact that every class that I have handled is composed of students coming from different cultural background, social status with different personalities, interests, strengths and weaknesses. Over and above these, all of them display different learning styles. How then can I as an english teacher benefit from MI theory? First and foremost, I must have an adequate knowledge of the principles and application of MI theory. It is said that MI could be used as an initial step in order to investigate the diversity which exists in every classroom (K. Currie). In other words, MI can be used as a tool in assessing student?s different learning styles. In this regard, as an MI teacher I must have variety of activities at hand that can unravel my pupil?s potentialities. Research of Karen Currie revealed that the younger the learners, the more physical activity they tend to need and the more they need to make use of all their senses. Thus, after having known the strengths of my students, I would be able to determine what appropriate approach to use based on MI teaching styles. For example, I want to teach my students to make sentences using correct grammar. To elicit this response from my students, I can use a method that appeals to their visual-spatial and environmental intelligence. This is done by showing them pictures about environment or any visual clues. The students then will be asked to say something about the clues presented. I can also present lessons that appeal to their verbal/linguistic (e.g. I will divide my students in groups and have them debate a current issues) and musical intelligence (e.g. I will teach them a song that is related to the lesson being discussed) or other combinations representing the intelligence each student falls. Furthermore, I can also give them activities that will tap other intelligences such as body/kinesthetic (e.g. I will give them a pantomime activity and the class will guess what job is being mimed); interpersonal intelligence (e.g. teaching them lesson on social awareness. They will role play the proper actions to do and words to say in a particular situation); logical/mathematical (e.g. each group of students will be given a problem to solve as a group); intrapersonal intelligence (e.g. After reading a story, students will be asked to write down the moral lesson they learned. This activity is appropriate for higher level) Having armed with the knowledge and applications of MI theory, I am challenged to apply its principles in my daily english lessons and at the end of the day, see how effective it is in achieving positive results in the school performance of my students. Moreover, I am challenged by diversity that exists in every group of students I handle. Diversity takes away monotony in my work as a teacher. These are just a few of the many benefits I get from learning MI theory.