The general idea of multiple intelligences is sound, but the exact delineation of a system of classifying human intelligence by type seems to me problematic. Considering the different ways that we normally or may use our brain, and possibly even become good at using the brain in some ways versus other, it becomes important to provide activities, meaningful information and the opportunities for students to use their intelligences in different ways. It is evident that people develop equilibrium patterns of using intelligence, and associated habits of behavioral response and attitude. It becomes the challenge of the effective teacher and the effective classroom context to develop a higher level equilibrium for as many students as possible, knowing that this sense of equilibrium is psychologically and socially unique and differentiated for each individual. Dr. H. Gardner's classification of 7 or 8 forms of intelligence has utility value in being able to effectively encompass the full spectrum of human mental activities in a manner that will lead to the development of its capacities in different areas. I believe that these multiple intelligence are not as clear cut nor as separable as such a classification system may make them seem, and it is possible that development in one area can feedback into development in other areas of mental activity.

Bearing this in mind, I would strive to establish a classroom context that would provide information-activity areas covering most of the areas suggested by Gardner's scheme. To be stimulating for students, the information and activities in these different areas must be challenging but not overly frustrating. Linguistic areas could include themes on foreign languages, literature, storytelling, mythology and folklore. It can include reading poetry, short-stories, plays. Art and visual-spatial can include constructive activities and projects that allow students to work on different kinds of artistic endeavors using different media, tools and techniques. Logical and mathematical areas would include natural sciences and interesting information boards relating to numbers. Doing foreign counting and number systems is interesting for elementary age kids. I would seek to first redefine these categories to be both more realistic and better rounded. Clearly, certain aspects of activity and information may overlap between these areas, and the identification of this overlap may be important to gaining a common ground for developing a "multi-intelligence" learning system. Foreign languages, for instance, can be matched with folk music taken from different places and periods, and these can be matched to an appreciation of culture in time and history, and tied to developing a sense of history. Developing thematic units relating to various areas of science fits well into cultivating an appreciation of nature and development of a naturalistic kind of intelligence.

Art and craft/construction related activities seem to me to be an area that can combine readily a number of different forms of intelligence skills. These can be group as well as individual learning projects, and can be carried out as such as an on-going set of projects. Designing and building a building, to scale, would be an interesting group task for students to carry out.

Since I have long done gardening, I would convince the powers that be in the school to provide us the context for building a small greenhouse and garden structure, and we would maintain this throughout the year. We could conduct different kinds of experiments in relation to this project. I think it would be fun to take students camping, if not far off in the mountains or upon some field trip, then at least upon the school grounds for a night in tents, sleeping bags, etc.

At the same time, teaching units could also cover and reinforce different areas of multiple-intelligence in a similar manner. Giving students different kinds of thought problems and projects to do covering the different kinds of intelligence, both as a whole class, in groups and for homework, will provide a means for getting students to exercise and develop cognitive abilities they did not know they had. The key here, I believe, is to get students to perform kinds of activities that are new to them and that they have not done before, and allowing them enough opportunity to practice these new skills in order that they may later build upon them. I think this is a large part of what environmental enrichment is all about and the differential between kids who gain access to enriching experiences and those who do not.

Taking students beyond the normal classroom context, whether by fieldtrip or just by story-book, may be, like the magic school bus, a way for them to revisit and reevaluate normal contexts in their everyday life in a manner that will allow them to re-envision what they see in those contexts. Even planning daily walkabouts that get students to look about and see their worlds in different ways may prove helpful in this regard. Providing them new kinds of encounters, and partially mediating these encounters as a teacher, in order that they can build on past experience and make new kinds of connections with the world, are important.

Steps toward a Proactive, Positive Learning Environment

Upon whatever grade level that I may be teaching, I would be sure set up the class-room context and arrange the schedule of activities during the day in such a manner as to stimulate the curiosity and interest of the students who attend the class. Attendance in this sense would be more than just being present physically. It means being present and available mentally and emotionally. I believe that children have a natural inclination to learn new things that are presented to them in an interesting and stimulating manner.

At the same time, the teacher sets the tone and controls the atmosphere of the class. The students are either directly or indirectly modeling much of the behavior of the teacher, and the teacher therefore becomes a surrogate role model or exemplar for behavior and attitudes in relation to the world. The teacher's role becomes that of cross-cultural mediator of different experiences for the students. Under these conditions, the teacher can deliberately role play and modify character and response patterns to provide students with a wider range of possibilities.

Providing both structure and anti-structure within the teaching framework can be utilized for learning experiences. The notion of incorporating anti-structural periods and activities within a normal class framework or schedule has probably been undervalued and therefore relatively underutilized for optimization of a positive learning environment. As much or more planning and preparation can go into the implementation of anti-structural events, like parties, play activities, etc., as normal learning contexts. Doing things spontaneously and unexpectedly is also a part of this process.

Diversity of personality, ethnocultural backgrounds, experience and values certainly may all play a role in enriching the classroom context. This would entail valuing each student for the possible contributions that student may make to the overall learning process. Diversity of cognitive styles, interests and behavioral response patterns may also be used to enhance the learning experiences of the children overall. Providing interesting experiences from other people, or in terms of other people presented to the class, is a way of getting the students to think about and ask questions about the larger world beyond.

Getting students to set goals and expectations for behavior, learning and social interaction, to discuss these and to decide as a group what is important and valuable provides students with a shared framework and a common ground for developing mutual respect and tolerance to one another.

Students need to be set limits and to know what the teacher's expectations of conduct and sociability in class are. Defining the rules clearly so all the students have no ambiguity about them is important, as is consistency in enforcing them. On the other hand, the fundamental basis of all social structure is the flexibility to adapt rules to different circumstances and situations. Teaching students how to bend rules without breaking them is a way of teaching positive discipline without needing to resort to forms of negative reinforcement or punishment, and to provide students with constructive ways to test the limits of the structure with which they must deal with daily.

As an anthropologist, it would be relatively straightforward for me to incorporate a wealth of information and material into the classroom that deals with cultural differences and the different experiences of people in the world.

I think I would ask all my students to keep a journal, and we would take time each day to write down what we learned in the journal, how we felt, and the interesting things that happened.

My limited experience in teaching has taught me several things: 1. The class is a system and the students are a part of a corporate group who cooperate in the learning endeavor. This means that other students in a class may either promote or detract from the learning experiences of any other member of the class depending upon their appropriate behavior and attitudes in the class. 2. Students learn from one another, and learn by teaching one another, as effectively as they learn from the teacher. 3. A great deal of learning occurs as a result of the dynamic interplay and interaction between teachers and students. Different modular work groups can be structured, depending upon the projects and problems being dealt with, in ways that allow the groups to "get their act together" to achieve a common performance.

I would arrange the desks in different plans from time to time, with the object of the arrangements providing for students the settings for different interactions. Getting students used to an arrangement and the working system associated with a peculiar arrangement. For instance, if desks are arranged in straight rows and columns, then these rows and columns could be labeled appropriately and used as games whereby different students may participate in different activities depending upon their placement. Setting up desks on a community plan, or for role or game playing, as in a courtroom, or in a legislature, or as a group of nations, would provide to students a built in context upon which they can build further associations drawn from different sources.

In my own classroom, I would set up a series of different learning/information/activity centers around the periphery of the classroom area, and I would strive to update different centers periodically with new information. These information niches would be thematically organized on different key themes that relate to a general or particular subject matter. This would include interesting picture books relating to different themes and subjects. It would include hands on projects and experiments that groups would carry out over the course of time. Different groups of students may be assigned to different centers and to the design and carrying out of different projects at these centers. They may be put in charge of renovating or updating these centers.

I would supplement these with a class library that would have a range of interesting books for the students to use and borrow during the day. In this day and age, it is not too much to bring a suitable television and computer system to class in a manner that permits the students all to use this system. It would not be too much even to establish a portable "intelligent teaching" system that would include video and slide projection and computer coordinated sound effects. This does not have to be fancy or expensive to be elaborate. It is possible to use a bed sheet stretched over a frame for a projection screen large enough for students to see in detail. The same screen can be used for the projection of pictures, photos, as well as maps, charts, etc.

As an extension of this, the Internet provides a doorway to a wealth of information about the world that is otherwise unavailable. Internet lessons can include research on topics, an Internet scavenger hunt, etc. Having students learn to build their own website and to develop information in this website on an ongoing basis is quite useful and helpful. Of course, safe controls would have to exist to prevent students from straying toward danger zones in the Internet.

Based upon previous research and teaching, I would suggest the following kinds of class activities designed to get students to learn to listen, follow directions, think and respond using different parts of their brain, with the idea that this will feed into other learning areas and modalities of perception-cognition.

1. For instance, have students close their eyes while they are sitting at their desks. Tell them that you are going to clap your hands, and to try to remember the sequence of claps until you stop. Then, when you say go, have the students as a group, and then as different sections, repeat the sequences they have heard. Vary the pattern, and tempo, making it gradually more difficult for students. As students get better at it, have individuals try to do it, and even have a competition to see who can do it the best.

2. Have students follow sequences of tapping on the desk with their right hands and then their left hands. For instance, two right, three left, five right, and so on. Vary the pattern accordingly. They can snap fingers, tap, clap, blink, click tongues, etc, in various combinations. Play memory games that get other students to match the skills of the presenting students.

3. Have students further develop their own routines, to memorize, practice and perform these routines periodically over time.

4. Have students organize and develop "orchestral" scores based upon their activities. These can shade into dance routines, or other finger, hand or body or facial play. Provide elementary musical instruments that would allow them to further develop these patterns.

5. Have students make up skits and perform based upon the routines that they develop.