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emotional intellegence..
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Recognize your Intellegence

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Every learner has their own intelligences. They have their own learning style, different way in thinking and learning something new, and different kinds of intelligences. People have to realize that they are different from another, but the differences itself makes them to be special and unique. As a learner, we should know about our intelligences. In which we are the best and can do well, and in which part we are less concern about. Here are seven intelligence that will help you to recognize yourself.

Seven Intelligences :

Gardner defines intelligence as "the capacity to solve problems or to fashion products that are valued in one or more cultural setting" (Gardner & Hatch, 1989). Using biological as well as cultural research, he formulated a list of seven intelligences. This new outlook on intelligence differs greatly from the traditional view which usually recognizes only two intelligences, verbal and computational. The seven intelligences Gardner defines are:

Logical-Mathematical Intelligence--consists of the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.

Linguistic Intelligence-- involves having a mastery of language. This intelligence includes the ability to effectively manipulate language to express oneself rhetorically or poetically. It also allows one to use language as a means to remember information.

Spatial Intelligence-- gives one the ability to manipulate and create mental images in order to solve problems. This intelligence is not limited to visual domains-- Gardner notes that spatial intelligence is also formed in blind children.

Musical Intelligence-- encompasses the capability to recognize and compose musical pitches, tones, and rhythms. (Auditory functions are required for a person to develop this intelligence in relation to pitch and tone, but it is not needed for the knowledge of rhythm.)

Bodily-Kinesthetic Intelligence-- is the ability to use one's mental abilities to coordinate one's own bodily movements. This intelligence challenges the popular belief that mental and physical activity are unrelated.

The Personal Intelligences-- includes interpersonal intelligence -- the ability to understand and discern the feelings and intentions of others-- and intrapersonal intelligence --the ability to understand one's own feelings and motivations. These two intelligences are separate from each other. Nevertheless, because of their close association in most cultures, they are often linked together.

Although the intelligences are anatomically separated from each other, Gardner claims that the seven intelligences very rarely operate independently. Rather, the intelligences are used concurrently and typically complement each other as individuals develop skills or solve problems. For example, a dancer can excel in his art only if he has 1) strong musical intelligence to understand the rhythm and variations of the music, 2) interpersonal intelligence to understand how he can inspire or emotionally move his audience through his movements, as well as 3) bodily-kinesthetic intelligence to provide him with the agility and coordination to complete the movements successfully.

Basis for Intelligence

Gardner argues that there is both a biological and cultural basis for the multiple intelligences. Neurobiological research indicates that learning is an outcome of the modifications in the synaptic connections between cells. Primary elements of different types of learning are found in particular areas of the brain where corresponding transformations have occurred. Thus, various types of learning results in synaptic connections in different areas of the brain. For example, injury to the Broca's area of the brain will result in the loss of one's ability to verbally communicate using proper syntax. Nevertheless, this injury will not remove the patient's understanding of correct grammar and word usage.

In addition to biology, Gardner (1983) argues that culture also plays a large role in the development of the intelligences. All societies value different types of intelligences. The cultural value placed upon the ability to perform certain tasks provides the motivation to become skilled in those areas. Thus, while particular intelligences might be highly evolved in many people of one culture, those same intelligences might not be as developed in the individuals of another.

Using Multiple Intelligences in the Classroom

Accepting Gardner's Theory of Multiple Intelligences has several implications for teachers in terms of classroom instruction. The theory states that all seven intelligences are needed to productively function in society. Teachers, therefore, should think of all intelligences as equally important. This is in great contrast to traditional education systems which typically place a strong emphasis on the development and use of verbal and mathematical intelligences. Thus, the Theory of Multiple Intelligences implies that educators should recognize and teach to a broader range of talents and skills.

Another implication is that teachers should structure the presentation of material in a style which engages most or all of the intelligences. For example, when teaching about the revolutionary war, a teacher can show students battle maps, play revolutionary war songs, organize a role play of the signing of the Declaration of Independence, and have the students read a novel about life during that period. This kind of presentation not only excites students about learning, but it also allows a teacher to reinforce the same material in a variety of ways. By activating a wide assortment of intelligences, teaching in this manner can facilitate a deeper understanding of the subject material.

Everyone is born possessing the seven intelligences. Nevertheless, all students will come into the classroom with different sets of developed intelligences. This means that each child will have his own unique set of intellectual strengths and weaknesses. These sets determine how easy (or difficult) it is for a student to learn information when it is presented in a particular manner. This is commonly referred to as a learning style. Many learning styles can be found within one classroom. Therefore, it is impossible, as well as impractical, for a teacher to accommodate every lesson to all of the learning styles found within the classroom. Nevertheless the teacher can show students how to use their more developed intelligences to assist in the understanding of a subject which normally employs their weaker intelligences (Lazear, 1992). For example, the teacher can suggest that an especially musically intelligent child learn about the revolutionary war by making up a song about what happened.

Toward a More Authentic Assessment

As the education system has stressed the importance of developing mathematical and linguistic intelligences, it often bases student success only on the measured skills in those two intelligences. Supporters of Gardner's Theory of Multiple Intelligences believe that this emphasis is unfair. Children whose musical intelligences are highly developed, for example, may be overlooked for gifted programs or may be placed in a special education class because they do not have the required math or language scores. Teachers must seek to assess their students' learning in ways which will give an accurate overview of the their strengths and weaknesses.

As children do not learn in the same way, they cannot be assessed in a uniform fashion. Therefore, it is important that a teacher create an "intelligence profiles" for each student. Knowing how each student learns will allow the teacher to properly assess the child's progress (Lazear, 1992). This individualized evaluation practice will allow a teacher to make more informed decisions on what to teach and how to present information.

Traditional tests (e.g. multiple choice, short answer, essay. . .) require students to show their knowledge in a predetermined manner. Supporters of Gardner's theory claim that a better approach to assessment is to allow students to explain the material in their own ways using the different intelligences. Preferred assessment methods include student portfolios, independent projects, student journals, and assigning creative tasks. An excellent source for a more in-depth discussion on these different evaluation practices is Lazear (1992).

After read this, I hope that you will learn that you need to improve yourself and the way it is not always the same as people do. We are human, and we are special. Encourage yourself and do your best to learn.

My writing :D

Techniques For Better Classroom Discipline

Maintaining good order in classrooms is one of the most difficult tasks which is faced by a teacher. Many disruptive behaviors in the classroom become serious discipline problems. Teacher should consider some effective way for dealing with classroom disruptions of almost any shape and size. Some effective classroom practices in teaching process are essential to maintain classroom control. Therefore, teacher requires some techniques to establish effective control of the classroom discipline. There are three techniques for better classroom discipline, such as focusing,monitoring, and warning.

One of the technique for better classroom discipline is focusing. This technique means that teacher will demand student’s attention before he/she begins. Teacher should unsure he/she has the attention of everyone in his/her classroom before he/she starts his /her lesson. Teacher can not attempt to teach over the chatter of students who are not paying attention. Teacher sometimes thinks that by beginning his/her lesson, the class will settle down.  However, the students may think that the teacher doesn’t mind talking while they talk. They get the idea that teacher accepts their inattention and that it is permissible to talk while teacher is presenting a lesson. It means that teacher should wait and not start until everyone has settled down. In consequence, the teacher should know that silence on their part is very effective. The teacher will punctuate his/her waiting by extending it 3 to 5 seconds after the classroom is completely quiet. After that, teacher could begin his lesson using a quieter voice than normal. Therefore, the focusing technique will help teacher to make students to sit in order to hear what teacher says in quieter classroom.

Another technique for better classroom discipline is monitoring. The key of monitoring technique is to circulate with the purpose of check on student’s progress and provides individualized instruction as needed. While the students are working, teacher should around the room. An effective teacher will make a pass through the whole room about two minutes after the students have started a written assignment. The teacher checks the students’s progress by ensuring that each student has started, that the students are on the correct page, and that everyone has put their names on their papers. Teacher also provides individualized instruction as needed. For example, guiding the students to understand the material or giving an order to the students if they are in some difficulties to do their assignments. The teacher also needs to make general announcements if he/she finds that several students have difficulty with the same thing. However, the teacher should use a quiet voice so that his/her students will appreciate his/her personal and positive attention. Thus, the monitoring technique is useful for the teacher to handle students’ problems in the classroom directly.

A third technique for better classroom discipline is warning. For this technique, teacher requires warning to control the classroom.  Teacher can use verbal or written warning. Verbal warning should not be delivered across the classroom. The teacher moves in close to the student and lets him know what teacher is expected to do. For example, if student is sitting sideways in his/her chair and keeps messing with things on another student’s desk, the teacher approaches the student and asks the student to turn around in your seat and get on with his/her assignment. Besides verbal warning, the teacher can also use written warning. Written warning are even more effective. The warning step makes student realizes his/her fault and remember it. Placing a slip on the student’s desk keeps it much closer to the student where he/she is less likely to forget and get into trouble again. It is important that the student has possession of the slip and that he/she realizes that he/she is the one in control of it. Just as he/she is in charge of the infraction slip, he/she is also in charge of his own behavior. This helps the student learn to take ownership for his own actions. When the slip is in the hands of the teacher or his/her name is on a board far away, it is too easy to think that the situation is in someone else’s hands. Therefore, this technique is the best way to discipline the students. It will help teachers to warn students in appropiate way.

In brief, some techniques, such as focusing, monitoring, and warning are needed to control the students’ discipline.  These techniques should be implemented by the teachers for better classroom discipline. It will help teachers to apply the effective control in the classrooom. However, I believe that teachers should contribute to the effective control in the classroom and decide the best way for better classroom discipline.

JOKESSS!!

There is one person in our district who is all about “No Child Left Behind”
Who’s that?
The bus driver

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The little boy wasn't getting good marks in school. One day he made the teacher quite surprised. He tapped her on the shoulder and said ..."I don't want to scare you, but my daddy says if I don't get better grades, somebody is going to get a spanking."

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Teacher: “Why are you late, Joseph?”
Joseph: “Because of a sign down the road.”
Teacher: “What does a sign have to do with you being late?”
Joseph: “The sign said, ‘School Ahead, Go Slow!’”

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The teacher of the earth science class was lecturing on map reading.

After explaining about latitude, longitude, degrees and minutes the teacher asked, “Suppose I asked you to meet me for lunch at 23 degrees, 4 minutes north latitude and 45 degrees, 15 minutes east longitude…?”

After a confused silence, a voice volunteered, “I guess you’d be eating alone.”

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Q: Why is 6 afraid of 7?

A: Because 7 8 9

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Teacher: “If you had one dollar and you asked your father for another, how many dollars would you have?”

Vincent: “One dollar.”

Teacher: “You don’t know your arithmetic.”

Vincent: “You don’t know my father.”

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Sylvia: “Dad, can you write in the dark?”

Dad: “I think so. What do you want me to write?”

Sylvia: “Your name on this report card.”

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Q: If H20 is water what is H204?

A: Drinking, bathing, washing, swimming. . .

Common UK Expressions & Slang

This first group of common UK expressions & slang are greetings and words in everyday language.

• Ace - brilliant, which means very good
• All right? - Hello, how are you?
• Barmy - mad or crazy
• Best of British - good luck
• Bite your arm off - overly excited to get something
• Blast - an exclamation of surprise
• Blimey - an exclamation of surprise
• Blinding - fantastic
• Blinkered - narrow- minded
• Bloody - used to emphasize almost anything, also bleeding or blooming
• Blow me - means something like I am so surprised you could knock me over just by blowing, “knock me down with a feather"
• Bob's your uncle - that's it!
• Bollocks - it literally means testicles but describes something that is no good
• Bomb - really expensive, really well, or really fast
• Bottle - courage
• Brill - short for "brilliant"; cool.
• Budge up - move over and make some room.
• Bum - your bottom
• Bung - throw it, bribe
• Camp - gay or effeminate behavior, camp it up - dress in drag
• Cheeky - flippant
• Cheerio - friendly way of saying goodbye
• Chivvy along - hurry up!
• Cobblers - rubbish
• Cock up - a mistake
• Cor - expression of surprise
• Cracking - the best
• Crikey - expression of surprise
• Do - a party
• Doddle - cinch, easy
• Dodgy - not to be trusted
• Dog's bollocks - really fantastic
• Duff - useless, junk, trash
• Dull - boring
• Engaged - busy
• Fagged - bothered
• Fancy - desire
• Fanny around - procrastinate
• Fit - good looking or tasty
• Flog - sell
• Flutter - a bet
• Full monty - the whole thing
• Full of beans - lots of energy
• Gander - look around
• Getting off - making out, kissing, etc.
• Give us a bell - call me
• Gobsmacked - amazed
• Gormless - clueless
• Grub - food
• Hard lines - bad luck
• Hiya - hi there, hello
• Horses for courses - to each to his own
• Hunky-dory - cool, no worries
• I'm easy - I don't care, it's all the same to me
• Jolly - very
• Kip - nap
• Knees up - dance, party
• Knock up - wake someone up
• Leg it - run, run for it
• Mate - friend
• Naff - uncool
• Not my cup of tea - not to my liking
• Nowt - nothing
• Nut - to head butt someone
• Off your trolley - bonkers, crazy, mad
• On about - talking about
• Owt - anything
• Peanuts - cheap
• Posh - high class
• Potty - a little crazy, looney
• Quite - absolutely
• Read - your major at school
• Right - very
• Ring - calling someone on the phone
• Rubbish - trash, garbage
• Rugger - short for rugby 
• Smart - refers to the way you are dressed
• Smashing - terrific
• Snog - making out, getting off
• Sorted - fixed a problem
• Stonking - huge
• Swotting - to study hard, cram
• Ta - thanks
• Taking the biscuit - out-do everything else, takes the cake
• Waffle - to talk on and on about nothing
• Watcha - Hi
• Wobbler - tantrum
• Wonky - shaky or unstable
• Zonked – exhausted