My program is over. And now the feeling of happiness and disappointment overwhelms me. However, I want to express my deep gratitude to my PDP teacher, who went all this way together with us.

Our program lasted only 20 weeks and these 20 weeks were the happiest days of my life. Yes, PDP contributed many changes in my knowledge as well as in my personality. It taught me many things to succeed in my career. After the courses teaching become easier for me, because I have much to organize my lessons with fun and profit. I feel more comfortable and easier in the classroom, wherever I go. I have confidence in my teaching way and firm approach to deal and work with the students.

I learned the way to keep my students active in the lesson, I learned to involve more activities in my lesson, also I learned to get my students involved in what I am doing. The grades, where I teach are full of active students. And each time, after the lesson I hear, at least, one of them saying “Thank you for the lesson”. It makes me glad, even if something went wrong with my activities.

However, one of the most important thing that PDP gave me is a chance to have more Friends. Actually, I have many friends, but I mean here foreign friends. It is a good way to learn more about the world you live in. MY PDP teacher is my best friend, who was a perfect example of keeping in touch with so many people at a time.

Today with smile on my face and sadness in my heart, we had a graduation ceremony. When our teacher made a speech and mentioned each one of us and characterized independently, I thought how much we had to tell her about. She called us change agents, but the real change in all of us was made by her. I hope all of us will follow the way she taught us. It will be a good time to meet and remember all the things we were introduced for the first time. To that time, I guess we will turn from young and inexperienced teachers to modern and mature professionals. As my teacher said, if one of us will strip away from what she/he learned from our ever-happy and active teacher, it would mean she failed with some of us. Of course, it would be sad even for us for how much strength was put to our professional skills.

I have even more to tell you about my program, my knowledge, experiences and impressions from the program. However, I will show you what happened today in my next post. So, I end my writing here with a happy-sad mood on my face.

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It is interesting that many Western teachers pay a great attention to Multiple Intelligences. It is rather unusual phenomenon in comparison with Kazakh teachers. I don’t wonder even if there are teachers, who know nothing about these intelligences. I am sure that those, who know, do not take it seriously. After visiting Birmingham Grid for Learning and passing their MI test, I found out following intelligences in myself. My highest score is Intrapersonal, and it means that I am 100% myself smart. Next comes my visual/spatial intelligence, it equals to 25 out of 25. It is, definitely, like me, because sometimes I try to remember a thing or story drawing a picture in my head. It helps me a lot to remember necessary things I don’t want to forget. If I plan to do something, I imagine these tasks in a form of pictures. Sometimes, my one day actions form the whole museum of pictures.

The same happens with numbers: trying to remember one’s mobile phone number or service code numbers, I associate them with something I know well. For instance, I used this technique to remember 622047. I transferred it to the following sentence “Zhulduz is in bus #47”. (Recoding works like this: Zhulduz is my student, who lives in Room 622 and bus#47 is the bus that dorm students use most of all.) That’s why my logical intelligence stands before my interpersonal abilities, which are followed my kinesthetic and linguistic intelligences. The MI test proved again that I am not musical at all, and it is true. I can listen to music and that is only thing I can do with it. The results of MI test satisfied my curiosity about my multiple intelligences and I find them reliable to use in the classroom. It is ok to use it with our students, but it will be more interesting if a teacher tries to define her students’ MI by simple observation in a span of several weeks and later to compare own results with MI results. It is my point, however, I trust, but I always check it.

If you want to define the intelligences you possess follow the link
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/choose_lang.cfm

MI test is interesting even for us, adults, and that was the main reason for me to read MI Basics thoroughly. Reading the theory, we meet MI and IQ terms several times. As I have noticed these two terms compete with each other trying to prove importance of only one.
It becomes obvious from “MI theory challenges the notion of IQ in at least three significant ways. MI maintains that: (1) several intelligences are at work, not just one; (2) intelligence is expressed in our performances, products, and ideas, not through a test score; and (3) how the intelligences are expressed is culturally defined.”

MI test is a tool to define our MI, IQ is a tool to measure our MI.
We use different intelligences at a time. Concerning potential isolation, I think that it is impossible to isolate our intelligences from each other, they work well, when they work together. The problem of autism is very essential in MI. Yes, it is true, sometimes we see a boy, who is good at Maths, etc., but he is not so talkative at all. I define it as a process, where some intelligences are actively working, while others keep remaining passive and even come to die. What I like most about MI theory I read is explanation of all eight intelligences we possess. If you take MI test, and define your MI, you can read more about it (them) in the theory. You will ,definitely, get deeper understanding of your abilities after reading MI Basics.