7. Type –Bodily
MULTIPLE
INTELLIGENCE
Description- body movement
control
Roles- dancers, actors, sports
people, acupuncturists
Tasks- demonstrates a sports
technique
Learning style- Physical
experience and movement
7
8. MESSAGES • 1 TO teach all
ABOUT MI IN CLASSROOM
concepts/subjects using all
the intelligences at least 7
ways
• 2 It suffices a certain
intelligence –
running/moving
8
9. • 3 Use of materials
associated with an
intelligence as
background
.4 Evaluation/grading
without regard to
context-relative strength
in one and weakness in
other may be
erroneous/premature
9
10. 3 positive
• 1Cultivate those
ways
skills and
capacities that are
valued in
community and
broader society
eg. English
speaking
10
11. • 2 approaching a
concept, subject
matter/discipline in
variety of ways.
Eg.key
concepts, generative
ideas, essential
questions Not
necessarily 7 ways
11
12. • 3 out comes are-
*multiple windows in a
classroom
*student beholds that
teacher is expert
*Pluralistic approach
opens the possibility
of learning
12
13. • 3 Personalization of
education
We all are not the same ,
We all do not have the
same minds,
Strengths are taken into
the minds and not
ignored.
13
16. EMOTIONAL
INTELLIGENCE
• Is a way of
understanding and
shaping how we
think, feel and act.
16
17. EMOTIONAL • We all feel similar
INTELLIGENCE emotions
• Have similar bodies
• Have similar minds with
similar thoughts
Each of it put differently is
what makes everyone
an individual
17
18. EMOTIONAL
INTELLIGENCE • It is believed that human a
soul
• Understanding our soul
and how it connects and
interacts with personality
could be called Spiritual
Intelligence.
18
19. • Our emotions are affected
EMOTIONAL by our thoughts and by our
INTELLIGENCE
physical bodies.
• Those emotions affect our
thoughts and our physical
bodies.
• There is no separation
between these 3.
19
20. • Intellectual intelligence
EMOTIONAL allows us to solve logical
INTELLIGENCE
problems.
• Spiritual Intelligence allows
us to address and solve
problems of meaning and
value ….to place us in a
wider meaning giving
context.
20
23. EMOTIONAL
INTELLIGENCE Don’t worry that children
don’t listen to you.
Worry that they are
watching everything you
do.
23
24. EMOTIONAL
INTELLIGENCE
• Children learn from adults
the way be and not much
what they say.
• Behaviours we
demonstrate every day play
a larger part in the
educative process.
24
25. EMOTIONAL
INTELLIGENCE
• Children of all ages are very
perceptive.
• They observe- consciously
and unconsciously and they
model
25
27. EMOTIONAL
INTELLIGENCE
• More than IQ emotional
awareness and abilities
determines your success
and happiness.
• Increased EQ skills reduces
discipline problems.
27
29. EMOTIONAL
INTELLIGENCE
People in good mood are
better at reasoning and
creative problem solving
Improved EQ skills increase
‘on task’ behaviours
29
30. EMOTIONAL
INTELLIGENCE
• A 3 part model at EI
that can help us to
understand and apply
30
31. EMOTIONAL • 1 Know ourselves
INTELLIGENCE
• 2.Make choices
• 3. Make a positive
difference to the world
around us/develop
emotional wisdom
31
33. • 1 Do I appreciate children?
EMOTIONAL
INTELLIGENCE
• 2.Do I have self
knowledge?
• 3.Am I open?
• 4. Am I warm?
• 5. How accepting I am?
33
34. • 6. Do I support?
EMOTIONAL
INTELLIGENCE
• 7. Am I flexible?
• 8.Am I empathic?
• 9.Do I show respect?
• 10. Am I accountable?
• 11. Do I set and move
towards goals?
34
37. SCHOOLING
EMOTIONS
Let the student feel how are
they today?
1 no means spirits are low
10 no means spirits are high
37
38. SCHOOLING
EMOTIONS
• Sujata
10; I’m excited,it’s strurday
Priya
6; happy, I got 1 toast.
Anish
9; excited, today it’s a
match
Its all about how the child
feels on the day
38
39. • Self science is-
SCHOOLING
EMOTIONS
• Life skills/social
development/emotional
learning/personal
intelligences
• Any one - an adult/ 5th
grader needs help being a
self observer when they
are upset.
39
40. • CONCERN OF THE DAY
SCHOOLING
EMOTIONS
• Do you want to talk about
why you feel that way?
• What’s troubling you do
you want to air?
• Chance for creative options
for handling it?
40
41. SCHOOLING • Troubles vary with
EMOTIONS grades of class and
they keep it with
them ,obsessing
about them in night
and in the day it
becomes topics in
self science.
41
42. SCHOOLING
EMOTIONS
• The more ways you
know to respond to
an emotion the
richer your life can
be.
42
43. • Today’s lesson is
SCHOOLING
EMOTIONS
• Identifying feelings
• Being able to name feelings
• Distinguish between them
• Is the key emotional skill.
43
47. • Facial – muscle recipes for
SCHOOLING each emotions.
EMOTIONS
• Introductory psychology
course
• Give lessons/stories
teaching emotions, plan it
to discipline students who
misbehave.
47
48. • TRY THIS
SCHOOLING
EMOTIONS
• Guess a no between 1- 10
• Emotional time table of
development
• Feeling cube to say when
they had such feeling-circle
time
48
49. SCHOOLING
EMOTIONS
• STOP LIGHT METHOD to
develop emotional literacy.
• It helps.
49
50. + RELATION SHIPS
• HOW TO ESTABLISH +
RELATIONSHIPS IN YOUR
CLASS?
50
51. + RELATION SHIPS
• Examining our selves
• Examining our language
• The power of praise
• We are human too
51
53. DEMYSTIFICATION
• Demystification
• Parents need to be present
• We tell their strength
53
54. TYPICAL
SCHOOL
• WITHIN ELEMENTRY
PROBLEMS
SCHOOL
• 4 major categories are
1.Aggressive/disruptive
behaviour ( grade 3 on)
2. ADH (hyperactivity)
3. LD
4. MR and multiple
educational handicaps
54
55. TYPICAL
SCHOOL
PROBLEMS
• Test /performance anxiety
(grade 6 on)
• Depression
• Ask counselor for list of
questions to identify the
problems
55
56. CO OPERATIVE
LEARNING
• CO OPERATIVE LEARNING
is a group work.
BUT
All group work is not
COOPERATIVE LEARNING
56
57. CO OPERATIVE
LEARNING
CO OPERATIVE TRADITIONAL
LEARNING LEARNING
Positive Positive
interdependence interdependence
is structured not structured
57
58. accountability for accountable for
CO OPERATIVE
self and team self and not for
LEARNING mates team mates
Team membership Team membership
is heterogeneous is homogeneous
Team building No team building
activities promote activities
1 trust
2 commitment
3 cohesion
58
59. CO OPERATIVE Team mates One team mate
LEARNING share is the leader
leadership
responsibilities
Social skills are Social skills are
1 taught lacking
2 practiced and
3 processed
The teacher The teacher
continually
1 monitors groupwork does not do
2 documents 1 monitoring
observation
3 provides feedback
2 provide feed
back
59
60. CO OPERATIVE 5 BASIC ELEMENTS OF
LEARNING COOPERATIVE LEARNING
1 Interdependence
2 Accountability
3 Face – to – face
interaction
4 social skills
5 processing
60
61. CO OPERATIVE • ROLE OF TEACHER
LEARNING
• 1 Making decisions before
the lesson begins
• 2 Setting the lessons
• 3 Monitoring and intervening
during group work
• 4 Evaluating the product and
process
61
69. DOS N • DOS
DONTS
• Take attendance of your class
also in subject
period, lab, lib, play
ground, music, arts.
• Ask for absent students
• Check the student
• Listen to a students
problem, write in your diary
and solve it. A repeation of
problem is a concern bring it
to the notice of coordinator
69
70. DOS N • DO your work in time
DONTS • Have empathy for all
• DONTS
• Talk in groups during
assembly, in the corridors,
• leave your class and go to
other class, lab or staff
room
70
71. DOS N • Reach late to class
DONTS • Be rude to any one
• Hide student’s behavior to
be in his/her good books
• Support wrong doings of
students
• Cover the colleague's short
comings
• Feel bad if your colleague
reminds your responsibily
71
72. THOUGHTS
• Children do not fail, they only indicate failure of
the school.
• Make provisions -- not restrictions, adjust to the
need of the child.
• All good practices of teaching are practices of
inclusion.
• Learning together is beneficial to the child.
• If you want to teach ,learn from the child .
• Identify strengths not limitations.
72
