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Howard Gardner, was a psychological theorist on the study of human minds and the different
ways in which they are intelligent. This pursuit gained more significance when Gardner
began to become familiar with different events that happened to him and his family
before he was conceived, which was attempted to be hidden during his young years as a
toddler and throughout his adolescence. You see, Howard Gardner's brother was killed
in a sleighing accident. His brother Eric and his parents fled from Nurnberg in Germany
in 1938, trying to mask their Jewish identity. These events helped to shape his thinking
and his development. Gardner was offered to be sent to Phillips Academy in Andover
Massachusetts, but he refused and was determined to go instead to Harvard College and
stuffy under individuals. There, Howard Gardner received remarkable insights from
great psychoanalysts Erik Erikson, sociologists David Riesman, and cognitive
psychologists Jerome Bruner.

To Gardner, intelligence was virtuously that which can be of value and may help to solve
a predicament. He felt he needed to be "set upon a course of investigating human nature,
especially how human beings think." As Gardner met and worked with many and more
of these human studiers, he began to furnish his theory on multiple intelligences:
Linguistic intelligence, Logical-mathematical intelligence, Musical intelligence, Bodily-
kinesthetic intelligence, Spatial intelligence, Interpersonal intelligence, Intrapersonal
intelligence. Gardner comments upon this in his book, Frames of Mind:

People have a unique blend of intelligences. The big challenge facing the
deployment of human resources is how to best take advantage of the uniqueness
[bestowed] on us as a species exhibiting several intelligences. (pg.45)

Seeing the energy surface from Howard Gardner while he addressed his theory, benefited
me both as a supporter and promoter of individual fortes and how each one is as
significant and luminous as the other.

Having the devoted feelings of becoming a teacher is not only because it is my calling
and my duty, but because it is also my passion, or delight! I feel absolutely animated and
dynamic when I am teaching a child how to complete a certain task, and more so when I
am applauding and praising a child for his/her unique talent. I feel that every child needs
to be congratulated and seen for what they can build upon, and that they can feel strong
inside and be willing to learn and be accepting of what another child does extremely well.
I like to rave about the distinctive talents and matchless qualities of individuals and help
each one of my future kids (students) to experiment with what they can do to make and
fly their own kite! For my future students and classroom, I want to work as hard as I can
to provide patterns for kids who have spatial intelligence along with musical rhythms for
my kids who learn best to patterns of sound. Patterns with numbers and concrete steps
will be also provided for the logical-mathematical intelligent children in my classroom.
As important as these are, I also need to remember that my other kids may learn best
through language spoken at different speeds, in different expressions such as poetic,
monotone, somewhat erratic, and for others consistent in their own way. I, myself, am a
bodily-kinesthetic intelligent learner, meaning I use my whole body or parts of my body
to understand and remember things. I view this intelligence in the same way that Gardner
does; mental and physical activity are related. I want to give lessons that will motivate
my kids and help them understand how to communicate their feelings and share their
ideas about a matter to reinforce my interpersonal intelligent kids. In conjunction with
this I want to help my intrapersonal intelligent students who also see emotions, to
appreciate their own personal fears, understand how they can change and improve their
motivation and regulate their lives. I believe that within a structured curricula in schools,
you can incorporate the arts within your general studies such as math, reading, writing,
and science.