Assignment Two
2.1 Gardner and others have emphasized the different learning styles of students. How would you use the theory of one Psychologist to effectively engage a particular preferred learning style?

I strongly believe that Howard Gardner’s theories’ regarding multiple intelligences is for my teaching the most valid one. It is of great help to assimilate this knowledge into strategies for helping children to learn. It is ideal for my subject to teach each student to their orientation towards their viewpoint of the world. Gardner points out that if a student tends to express strongly one or the other intelligence he/she should be encouraged to develop these abilities. Also, all assessments of abilities should measure the different forms of intelligences besides the linguistic and mathematical intelligences. Another point I would like to emphasize is that we are of international diversity in the classrooms these days and the people of different nationalities even within one country have different intelligences and learning modalities.

My subject almost demands of me to include different intelligences. In the course of many years of teaching Eurythmy I have been fascinated with all the different learning methods and seeing when a student really understands what the task is and in which way it needs to be presented before the “penny drops”.
Eurythmy is a subject which embraces through movement many of the intelligences Gardner identified. So for example, if in secondary school one learns about the curve of Cassini, it is a great experience to make it visible in three dimensional space. For that we need to have a clear picture and an imagination in our thinking of the curve. Now we will explore how we can make it visible and how we make the three stages of the curve flow from one to the next. We can create it in the space by using an even number of people. Once we have figured out how to walk it without bumping into each other, we can then superimpose a second Cassini curve in a 90 degree angle to it. So we have one curve in the direction North / South and the other in the direction East/ West. It is a great experience for the students to be able to move -with 20 people- a form which is normally abstract and see the development from the oval shaped form at the beginning, then changing into a figure of eight and at the end into the circles. The mathematical formula turns into a social activity, which needs absolute concentration from everybody to move in the correct way and make a harmonious form out of it. One also could continue to create it so that the newly found circles start to begin again and end up in another two circles. And afterwards one could take it even further to discuss in groups what this form has to do with us and if there is something in us that does the same. Maybe one could briefly enter the content of Biology to discover that every cell in us is created out of one into two. So it might end up to be a picture of growth as a whole.

For some students the Cassini curve in the math’s lesson makes no sense at all, so in doing it through movement, it creates a living picture and sparks enough interest to encourage students to look for other abstract forms they could imagine to move with a group. The mathematical intelligence is experienced through the visual/spatial intelligence and if one accompanies the movement with music we also nurture the musical/rhythmical intelligence. To do the form harmoniously and correctly, one needs the bodily/ kinesthetic intelligence. To be able to understand how to move the form correctly, one creates groups who discuss how to move it or one draws it on the blackboard or puts marks on the floor where to go or not to go.
The task described above shows a social, democratic and goal- centered aspect. It links together with Dreikurs’ theory about the ‘Preventive Strategy’ in all eight points. It develops in young people a deeper understanding in education for their learning.






Part two
You were provided with a one page overview indicating the relative control level of teachers in the classroom. Do you agree with this overview? Does it provide a means to manage the diversity in your classroom? Is it implying that you should use different methods of management with different students?

The provided page gives a good overview of the different discipline models. The theory by Skinner and Lee Canter shows a simple solution to a complex problem. It puts the teacher into an authoritarian position with a hierarchical structure. The management discipline theory gives instruction and as much information as possible to the students which does not leave a harmonious balance between learning and teaching. I would use this theory rarely. In case of an extreme situation, or an emergency, I may need to be absolutely authoritarian for a short time, as a strictly temporary measure.
My aim is to have a fantastic relationship with the students and to engage them in the subject. It is important for me to establish a leader role with the students and form a relationship with them. I aim to bring a wealth of understanding about how to empower students and establish connecting habits. Choice Theory and Reality Therapy bring a good framework for meeting the needs of pupils. The five needs of Reality Therapy are essential to consider.

Of great importance is what is happening in the classroom environment. It will effect as much of the cognitive as the affective domain. Positive feedback from students in a friendly classroom environment shows how important it is to establish positive teacher-student interaction.
For example if the students give feedback like this:
This teacher talks with me.
I do additional work and enjoy the class.
I know what has to be done
I know what has to be done in this class.
I cooperate with other students when doing assignment work.
I get to use the equipment as much as other students.

http://www.channelviewpublications.net/erie/014/0003/erie0140003.pdf


A positive environment creates an atmosphere conducive to empowering the student to learn faster, more effectively and lets him/her have more fun. The core elements and tools one can use to enhance this are described by Bobbi DePorter through “Accelerated Learning”.

http://www.newhorizons.org/strategies/accelerated/deporter.htm



The increasingly difficult part of teaching concerns the students with different behavioral problems. The pain module, shown by Carl Rogers, gives a clear insight into the challenge. It is of absolute importance to face problematic matters and to help relieve those students of the emotional pain in order to nurture positive further development, meaning and direction in their present lives.
The most important task for the teacher is to build up a consistent plan developed out of the different views, for example from Bloom, Gardner, Glasser and Dreikurs and then tailor it to the needs of the class and the environment of the school. The strength of education lies in the flexibility of taking different approaches and merging them with the needs and personalities of each student.
Education is an awakening process of what is already in the learner, rather then impressing concepts and facts onto the mind from outside. This is a path that needs guidance and practice. An experienced teacher will take the time to build up a relationship (Dreikurs) with the student, to develop mutual respect to be able to guide the student along the path to becoming a free thinking human being.