1.) I would model positive emotional understanding, regulation, and empathy as I interact with my students and respond to their emotions. I would also make it a point to incorporate discussions about emotion into my lessons. For example, if we're reading Charlotte's Web, we could talk about how Wilbur felt when Fern took him to her uncle's. I would also provide opportunities for students to express emotions in a safe setting such as role-plays, storytelling, and other drama activities. These types of activities would also help students to consider others' feelings and emotions. Finally, when conflicts or other emotional situations arose in the classroom, I would take time to talk with students individually about how they handled the situation and how they could have reacted more positively.

2.) I see Gardner's theory as more useful as a teacher because it includes intrapersonal and interpersonal intelligences. While some people might not think it's a teacher's job to help students better understand themselves and the people around them, I believe a good teacher wants students to not only succeed academically, but to succeed in life. Gardner's theory seems to cover a person's whole capacity for learning, and not just the academic or problem-solving aspects.

3.) I really don't think IQ testing is very useful because it measures things other than cognitive ability (like reading skills and test-taking strategies), and they are only aimed at measuring a certain part of intelligence versus a person's whole learning potential. Also, because people grow and develop at different rates, assessing a person's ability at a certain point in time may not accurately predict future potential.