Luana Durston

I believe in teaching the whole student. As a teacher, my role is to meet each student where they are at and guide them to reach their goals using the strengths they already have as well as supporting them to develop the areas that need strengthening. To do this I need to know my students and their families. It is important to build a professional relationship based on trust. 

This is a very important responsibility and one I believe I am developing strongly to be well prepared.

I have organised my lifestyle so that I am living in a way that is based on Gardner's theory of multiple intelligences. It is essential to walk the talk. If I am to convince my students that it is beneficial to read and enjoy learning, to grow in confidence by risking to try etcetera then I need to do likewise.

I already believed in this without realising that it was a theory. When I was pregnant with my first child, I was 19 years old. I was in the middle of my Performing Arts Diploma. At this point I made a decision that I was going to reach my goals with my baby. Ever since February 2002 I have been developing my multiple intelligences and have seen the benefits of it in my own life.

Witnessing in my own life how developing multiple intelligences is effective I am convinced that this is what I will bring into my classroom. The essential element to Gardner's theory is that students need to trust me and this can happen by building very strong and wholesome relationships - not only with their peers but their teachers too.

The New Zealand Curriculum identifies that effective pedagogy to creating a supportive learning environment is best when children feel accepted, when they enjoy positive relationships, and when they are able to be active, visible members of their learning community, (Evans et al, 2009, pg 34). 

Gardner’s theory of multiple intelligences is a theory I embrace.  Gardner concluded that intelligence is not unitary and dismissed the idea of general intelligence, and proposed eight independent dimensions: linguistic, logico-mathematical, musical, spatial, bodily-kinaesthetic, naturalist, interpersonal, and intrapersonal.   Gardner emphasised that cultural values and learning opportunities have a great deal to do with the extent to which a child’s strengths are realised.  It draws attention to the need for teachers to cater for diversity as children have different needs and interests.