Chapter 8 MI

Chapter 8 discusses the different ways that MI can be used to manage classroom behavior. It offers examples of every different type, and encourages many different methods to be used. The Linguistic MI is the one most often used to manage classrooms and it is often the least effective. The chapter also goes into using MI's for transitions, establishing and communicating class rules, and forming groups for students. Lastly it gives a number of examples on how MI can help individual students with their issues concerning rules.

I think everyone can relate on how kids really tire of being told verbally to pay attention, and they just tune it out automatically unless the teacher gets really angry. Some of us remember that the clapping method of gaining a class's attention worked particularly well, however we all doubt that it would be particularly effective in middle or high school.
The whispering idea in which the signal to quiet down is whispered in a students ear and then passed on seems good, but we think it might take an awfully long time for all the kids to quiet down. The logical mathematical one could work, but then again, so could the intrapersonal one. It seems as though we are going to have to tailor these techniques to the different classes we have.
The ideas for getting the students into groups are rather intriguing, especially considering most people just count off by numbers or something. However, a lot of them also are for the younger ages. I can't imagine asking the high schoolers to make farm animal sounds to get into groups. (Despite as much as I might want to) A variation of the clothing or holding up digits on a ones hand seems like it might be the most effective.
Lastly, the different MI strategies to help a student cease his or her disruptive behavior are a really big help. I've always noticed that if someone, even someone who disrupts the class knows how to do something and the task isn't too unpleasant, they will probably end up doing it. Once I remember in art class I kept a kid out of trouble by talking to him the whole time, he was able to keep up on his work, and not get sent to the office. I know for a fact we would have if I hadn't engaged him in conversation. Well actually, he did a lot of the talking, I just listened. I think that is also a really effective technique, actually listening to the things your students might say, and somehow prove to them later that you remember.