In Their Own Way: Discovering and
Encouraging Your Childs Multiple
Intelligences by Thomas Armstrong
It Just Makes Sense
Does your child have a favorite subject, activity, or hobby? Children learn
in multiple ways, and educator Thomas Armstrong has shown hundreds of
thousands of parents and teachers how to locate those unique areas in
each of our children where learning and creativity seem to flow with
special vigor.
In this fully updated classic on multiple intelligences, Armstrong sheds
new light on the eight ways to bloom, or the eight kinds of multiple
intelligences. While everyone possesses all eight intelligences, Armstrong
delineates how to discover your childs particular areas of strength among
them.

The book shatters the conventional wisdom that brands our students as
underachievers, unmotivated, or as suffering from learning disabilities,
attention deficit hyperactivity disorder, or other learning diseases.
Armstrong explains how these flawed labels often overlook students who
are in possession of a distinctive combination of multiple intelligences, and
demonstrates how to help them acquire knowledge and skills according to
their sometimes extraordinary aptitudes.
Filled with resources for the home and classroom, this new edition of In
Their Own Way offers inspiration for every learning situation.
Personal Review: In Their Own Way: Discovering and
Encouraging Your Childs Multiple Intelligences by Thomas
Armstrong
The Education Products Information Exchange shockingly reported, 80%
of the content in school textbooks was known by students before they
studied. If the content was known then education meant time consumption
and rising tides of mediocrity. A national education reaction was
expressed in the book "Nation at Risk" providing the following
recommendation: 1) rigorous grading 2) more standardized tests 3) better
textbooks 4) and adherence to English, Math, Science, Social Sciences,
and Computer Science. The core curriculum was designed for students to
compete against other nations but considered boring by students.
What does 500 million standardize test mean? First, standardized implies
keeping someone out. Standardize tests force sterilization of alleged
defective individuals. In 1930, standardized tests were used to keep
immigrants out of the U.S. One should be asking themselves, "Is formal
testing the best way to determine competency?", "What do these tests
measure?" and "Do these test encourage fault finding rather than
discovery of strengthens?" Business maximums absolutely focus on
strengthens rather than weakness to survive. Businesses manage
weakness. What doesn't the educational system do likewise?
Standardizing tests are faulty in their construction, represent poor subject
selection, and faulty in research design. 500 million standardize tests
means significant defect!
Learning Disability implies a specific neurological disorder. Interestingly,
no biological neurological correlation has been proven indicating learning
disorder students have a problem. So no biological proof exists that these
student's brains are different. Diagnostics do not access the students
learning style. Instead, the learning disability diagnostics are used to pick
and pry for weakness administered by certified qualified experts. These
qualified experts do not have comparable academic qualifications such as
Phds in professional psychiatry or psychology. Yet the experts are making

professional assessments about the student education capabilities.
Experts diagnose to the following disabilities: dyslexia, hyperactivity,
dysfunctional auditory, sequential memory, attention deficit, reading
difficulty, math block, underachievement, and overachievement.
Learning Disability is revolutionary in scope, 50% of the students are
labeled with a certain degree of learning disability, including overachievers.
Perhaps these students just learn differently and the mere suggestion that
one model for learning applies to all students is irrational. For example,
Norman Geschwind, observed those "dyslexic" students, "probably a
mythical made-up term", have: unusual drawing and artistic skills, a strong
mechanical aptitude, and above average special dimension capability. A
learning diagnostic revolution has permeated the education system.
Students are required to sit for long periods of time and decode long
complicated instructions. Teachers talk too much, 1/5 of the day is spent
in teacher explanations and instructions. Too much talking "at" and not
"to" the student; too much money interest, $1.5 billion in textbook sales
ensure that product is politically and culturally marketed and declarative
statements help ensure students believe absolutely; too much task
analysis, task analysis represents a fragmented approach to learning
where each activity is broke in parts and performance measured against
the parts. The end result is a current count of 2 million students labeled as
having a learning disability. The percent increase of 21.5% in 1977 too
40.9% by 1983 suggests more students need special education services
and these services need federal additional funding. Few of these
educationally handicapped children ever make it back into mainstream
education.
Contrarian's evidence builds up. Any contradictory evidence is viewed with
skepticism and rejection, but gradually contrary evidence builds until such
time it cannot be rejected. Teachers teach from their lesson plans.
Lesson plan educational training ignores the multiple intelligence of the
student. The huge number of "Home-Schooler's" and their movement
suggests evidence that learning intelligence models have become an
issue. The problem is not the system structure: public verse
charter/private nor public verses home-school, but in the ignorance about
learning intelligence.
Can the system really have so many learning disabled students? A new
learning model must emerge. Many parents feel they need to motivate
their children to learn. Perhaps learning starts by determine the type or
combination of intelligence types, your child exhibits: linguistic learn best
by saying, hearing, and seeing words; logical learn best by forming
concepts and looking for abstract patterns and relationships; spatial learn
through images, pictures, and color; kinesthetic learn by touching,
manipulation, and movement; musical learn through rhythm and melody;
interpersonal learn best by relating and cooperating; intrapersonal learn
best when left too them selves. Learning how to get your c

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