Invitation to education & Theory of Multiple Intelligence’s……

The theory that I would like to discuss and implement in my classroom is called an Invitation to Education. This theory was proposed by Purkey & Stanley (1991) stating that when we invite students into learning, we engage in what the authors call “Invitational Education.” This resonates with my values due to the 4 elements that make up this theory, which is trust, respect, Optimism, Intentionality, which all leads to building relationships with students. Some strategies that I can use in the classroom that align with this theory is Take 10. Taking 10 minutes with each student to get to know and understand them on a different level other than academics will build trust and respect in the classroom on a more intimate level. I would also implement the strategies of mindfulness in the classroom to intertwine with this theory by having students stay grounded and learn how to take action on what they believe and focus on at that moment.

A second theory that I aspire to use is the theory of multiple intelligence, first presented in 1983 by Howard Gardner. This suggests that the traditional notion of intelligence based on IQ testing is far too limiting (Armstong). This theory was presented to empower learners instead of limiting them to one way of learning. Gardner’s work in psychology and human potential led to the development of the nine different intelligences. The first intelligence is (Verbal linguistic intelligence), which is well developed verbal skills and very sensitive to meaning and rhythms of words. Second, (Logical mathematical intelligence), ability to think abstractly and discern logical and numerical patterns. Third, (Spatial-visual intelligence), ability to think in images and pictures. Fourth, (Bodily-kinesthetic intelligence), ability to control one's body movement and handle objects skillfully. Fifth, (Musical intelligence), ability to produce rhythm and pitch. Sixth, (Interpersonal intelligence), ability to detect and respond to the moods and desires of others. Seventh, (Intrapersonal intelligence), capacity to be self-aware and in tune with oneself. Eighth, (Naturalist intelligence), ability to recognize plants, animals, and other natural elements. Ninth, (Existential intelligence) Capacity to think deep and tackle deep questions about human existence.

This theory aligns with my value of being the best version of yourself. I believe that each child has a strength about them that is naturally invested in them from birth and I want to implement that in my classroom as much as possible. Making sure the child works on themselves may even develop a new intelligence during the process. A strategy that I would use for this theory which would also be considered an area of growth for me is performing formative assessments. This may take more time and knowledge to become more creative on how I would assess each student and their category of intelligence. Making sure each assessment is culturally and accessible for every child would be a challenge for me, however not impossible.