Human Intelligences and Teaching Children
Human Intelligences and Teaching Children
Human Intelligences and Teaching Children
According to Gardner’s theory of human intelligence, humans can be classed into eight different categories regarding abilities and how they process data. This includes logical-mathematical, visual-spatial, interpersonal, bodily-kinesthetic, intrapersonal, naturalistic, musical-rhythmic, and verbal-linguistic (Edwards 11). The different intelligences are the reason why people excel at different activities, some in sports, others in mathematics and science, and others in music. Therefore one must identify their smartness to explore their abilities, and their weaknesses to understand where they need improvement.
Based on Gardner’s theory, my strongest intelligences are interpersonal, verbal-linguistic, and bodily-kinesthetic intelligence. I am strong with interpersonal skills, often making it easy to interact and have meaningful relationships with anyone around. I am quick to read people’s emotions, motivations, and moods, which makes it easier to notice when someone is getting aggravated or pleased with what is going on. Secondly, I am verbal-linguistic intelligent because I understand how the use of words can be a solution or a deal breaker. Communication is a vital tool that enables crucial decision-making, especially when considering other people. It helps pass crucial messages effectively, whether verbally or in written form with the tone specific words bring. That is a strength I possess since I even find things like public speaking easy to do and often get positive feedback whenever involved. My last strength is bodily-kinesthetic. My hand-eye coordination and agility are brilliant since I have been sporty since a very tender age. I made the school team since junior school in swimming, basketball, and tennis, and I just enjoy being active.
On the other hand, I also have weaknesses. I am especially not strong at being naturalistic. I struggle with biology and other natural sciences, and I am not into any activities that connect with nature like farming and geology. Secondly, I am not a strong visual-spatial individual. Images, illustrations, and fashion things often pass by. I may have a clue or like some, but I do not find it fun or something I would indulge in over long periods. As for musical-rhythmic, I am only good with the rhythmic aspect due to my body-kinesthetic smartness, but not entirely adept in music. However, I understand basic music as something assimilated since childhood hence I enjoy part of it. I believe the only way to improve on my weak areas is to engage more in those activities. Avoiding them increases the likeness ability, and thus embracing them and being actively involved helps grapple with some aspects.
Lastly, I believe a teacher of young children must have interpersonal, verbal-linguistic, bodily-kinesthetic, and some musical intelligence. To deal with children, one must understand their emotions, moods, things that make them happy, and things that are not especially welcome. This helps to design school activities to make them fun and encourage students to engage. Also, verbal-linguistic smartness helps the teacher in effective communication with the children. The teacher understands which communication method or the choice of words children can understand more easily, or even to woe them into doing something they do not feel interested in. It is always about how something is communicated to attempt. Music and movement for children are crucial for creativity and mental capacity development (Edwards 4). Therefore, musical and kinesthetic intelligence is very relevant, even in its basic form, to enable the teacher to guide the children, demonstrate some skills, and ensure active participation to benefit the children.
Work Cited
Edwards, Linda Carol. Music and Movement: A Way of Life for the Young Child. Boston, Pearson, Cop, 2013.
