2. What questions can teachers and parents ask each other or think about to establish a collaborative effort in working with a child?

a) How does the child learn?  Is his approach visual, tactile, kinesthetic, etc. ?

Dr. Howard Gardner’s work seeks to show us that we are all unique, children included, and teachers are able to teach our children in a way that honors  uniqueness.  Dr. Gardner is currently Professor of Education at Harvard Graduate School of Education; was Professor of Neurology at Boston University School of Medicine; and Co-Director of Harvard Project Zero, a long-term study of human intellectual and creative development.  

The following is how Dr. Thomas Armstrong, www.thomasarmstrong.com, describes the work of Dr. Gardner.  “Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. Unfortunately, many children who have these gifts don’t receive much reinforcement for them in school. Many of these kids, in fact, end up being labeled ‘learning disabled,’ ‘ADD’ (attention deficit disorder), or simply underachievers, when their unique ways of thinking and learning aren’t addressed by a heavily linguistic or logical-mathematical classroom. The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more (see Multiple Intelligences in the classroom). The good news is that the theory of multiple intelligences has grabbed the attention of many educators around the country, and hundreds of schools are currently using its philosophy to redesign the way it [sic] educates children. The bad new is that there are thousands of schools still out there that teach in the same old dull way, through dry lectures, and boring worksheets and textbooks.  The challenge is to get this information out to many more teachers, school administrators, and others who work with children, so that each child has the opportunity to learn in ways harmonious with their unique minds (see In Their Own Way )."

If the school is open to implementing different learning techniques in the classroom, take the time to communicate your perspective about how your child learns with the teacher. Not only does this save a teacher a lot of time in the beginning but also saves a child from feelings of insecurity. Example:  A child may be tactile defensive and experiences stress when presented materials in that manner.

One site from Portland State University Psychology Department provides more information about his work and is provided below. 

b) What steps are taken in your child's environment to respect the type of intelligence that represents your child's learning style?  If he/she is a naturalist, then is there a place in the curriculum for the wonders of nature?

"To treat all children the same is not to treat them equally." 
Mel Levine, MD

www.thomasarmstrong.com

www.psy.pdx.edu/PsiCafe/KeyTheorists/Gardner.htm

www.allkindsofminds.org/ - Dr. Mel Levine’s work