CHAPTER 1

TheInterpersonalIntelligence

Web of the Interpersonal Intelligence 8
The Interpersonal Intelligence by Laurie Falk 9
Lesson Plans:
Picture This! 12
The House We Built 15
Making Museums 16
Getting to Know You 18
Masai Jewelry 19
Rainforest Simulation 21
Gold Rush Inventions 27
Unfairness on Purpose 29
Activities to Support the InterpersonalIntelligence 31Identifying the Interpersonal Intelligence in YourStudents 32Children's Resources 36Teachers' Resources 39

Web of theInterpersonalIntelligence

Student Quotes

"Having a strong Interpersonal Intelligence isnot only about interacting with others, but alsothinking for and about others."

"I'm Interpersonal because I get along withpeople. I share my markers with my brother andmy games with my sister."

"I'm Interpesonal because I like to work ingroups and hear someone else's point of viewand what they are thinking."

"I love to be around people, and I like tofigure things out by talking with others."

Characteristics

• Enjoys cooperative games, demonstrates·empathy toward others, has lots of friends,is admired by peers, displays leadershipskills, prefers group problem solving, canmediate conflicts, understand and recognizesstereotypes and prejudices

Famous People

BARACK OBAMA is the forty-fourthpresident of the United States and the firstAfrican American to hold that office.

ELEANOR ROOSEVELT advocated for socialreforms that helped the disadvantaged.

OPRAH WINFREY is the host of an internationallysyndicated talk show and considered one ofthe most influential women in the world.

MAHATMA GANDHI was the preeminentpolitical and spiritual leader of India during theIndian independence movement.

Adult Quotes

"The best way to cheer yourself up isto try to cheer somebody else up."—MARK TWAIN

"Emotional intelligence emerges as amuch stronger predictor of who will be mostsuccessful, because it is how we handle ourselvesin our relationships that determineshow well we do once we are in a given job."—DANIEL GOLEMAN

The InterpersonalIntelligence

BY LAURIE FALK

In understanding the development of children, there has long been adebate of nature versus nurture. How much comes with a child on theday of birth? How much can we teach? By and large, the answer to thenature/nurture debate is that both matter. This is true for all of the intelligences,including the Interpersonal Intelligence—the ability to understandpeople and relationships. We, as educators, belong to the set ofnurturers in a child's life, and the school setting offers a prime locationfor development of the Interpersonal Intelligence—a very importantintelligence indeed!

When babies are born, they are by necessity egocentric creatures. Beforelong, though, they embark on interactions with parents and caregiversthat begin their interpersonal journey. Throughout their development,children are constantly learning about themselves and how they areconnected to the outside world. This interplay between the developingIntrapersonal and Interpersonal intelligences and relationships with selfand with others continues throughout life, but its foundations are set inchildhood. We are social animals, and a sense of belonging is critical toour emotional health and well-being. However, the rules, norms, andexpectations of social interactions are very complex. Add innate temperament,varied family backgrounds, and cultural diversity to the mixand the task of teaching the Interpersonal Intelligence can seem almostoverwhelming. But this need not be the case.

There are some important facts about the development of the InterpersonalIntelligence to keep in mind. First, much of this happensorganically as human beings constantly interact with each other in manysettings throughout life. This development of social learning is obviouswith younger children. For example, one expects very young childrento learn that verbal expression is more appropriate than physical aggression.One need only to watch a group of four year-olds and their teachersto see this skill being taught and progress being made. This kind ofteaching is critical to the development of social skills. The school settinggives the adults a chance to intervene and use those teachable momentswhen interpersonal interactions are not going according to standards ofacceptable behavior. It is imperative that we attend to child-to-child andchild-to-adult interactions and use the opportunities that present themselvesto teach children appropriate behaviors in real time. However, itis not just young children whose social interactions need to be observedand corrected—the fourth grade student who makes fun of anotherstudent needs adult intervention just as much as the four-year-old does.

This experiential teaching tool is invaluable; it can seem time-consuming,but it is time well spent. Regardless of a student's age, we need to intervenewhen the opportunity presents itself; after all, we are also teachingwhen we ignore inappropriate behaviors.

In addition to using teachable moments, the development of an InterpersonalIntelligence should also be taught from a planned curriculum.Specific interpersonal lessons are no different than math or linguisticlessons. If something needs to be learned, it must be consciously taughtand reinforced. For example, a teamwork lesson would include instructionon the rationale for working together in groups, the specific steps todoing so successfully, and explanations of the interactive process. Thenthere would be a practice activity on teamwork. But this is not a one-timelesson or practice session. Teachers must give students many opportunitiesto practice all the skills needed for successful teamwork and acknowledgethe students when they are using these skills appropriately. Additionally,they must allocate time for student reflection. If students are tolearn from their experiences, it is important that they consciously thinkabout what happened and their role in it.

Just as in teaching mathematics or history, reflection is best if it is donein different ways. Certainly there are times when a group discussionprovides students with the chance to process the lesson together and toengage in a group activity where insights can be shared. At other times,however, individual reflection can take place by writing in journals or byreflecting on a few questions during quiet time allocated for thinkingabout what the lesson means to them. Reflection should happen oftenso that it becomes automatic and so that students develop the habit ofevaluating their feelings, behavior, motivation, and performance. Thisprocess gives students the means to internalize their experiences andconnect their Interpersonal and Intrapersonal intelligences.

The number and variety of interpersonal skills to be mastered are significantand complex. Respect, cooperation, empathy, compromise, caring,assertiveness, negotiation—these are but of few of the interpersonalskills we need to teach. And if they are to be internalized and learned,they cannot be taught and practiced just once. There is a critical...