Multiple Intelligence

Building Character and Competence through Multiple Intelligence

The theory of multiple intelligences is very intriguing and expands our horizon of available teaching/learning tools beyond conventional linguistic and logical methods (e.g. lecture, textbooks, writing assignments, formulas, etc.) that are currently being used across schools around the world. Developed by Dr. Howard Gardner, Professor of Education at Harvard University, it proposes eight different intelligences to account for a broader range of human potential in children and adults, as depicted in the Multiple Intelligence Wheel.

The Theory of Multiple Intelligence highlights the transformative way in which our schools are run. Our teachers are trained at regular intervals to present their classes in a wide variety of ways using cooperative learning, music, art and craft activities, role play, multimedia, field trips, inner introspection and much more, thus ensuring each of our children is presented the opportunity to learn in ways that are synchronous with their unique minds.

Verbal Linguistic

Communication skills are improved through creative writing, poetry, debates, public speaking, listening, storytelling, explaining, teaching, understanding the syntax and meaning of words.

Logical Mathematical

Critical thinking skills are enhanced through problem solving, classifying and categorising information, working with abstract concepts to figure out the relationships, handling long chains of reason to make local progressions, doing controlled experiments, questioning and wondering about natural events, performing complex mathematical calculations, working with geometric shapes.


One’s interdependent relationship with flora and fauna in the natural eco-system around us can be explored through camping, nature walks, bird watching, nurturing, learning about species and exploring the environment. Through this, students understand that nature nurtures, and learn how to reduce, reuse and recycle, and live in harmony with nature.


Self-reflection of one’s strengths and weaknesses is important as is being aware of one's inner state of being. Evaluation of one’s thinking patterns and understanding one’s role in the world can be developed by meditation and development of personal skills.

Visual Spatial

The visual arts expand creativity with exposure through photography, understanding charts and graphs, imagination, sketching, painting, creating visual metaphors and analogies, manipulating images, constructing, fixing, designing practical objects, interpreting visual images.


A ‘Rhythmic mind’ is developed by singing, whistling, playing musical instruments, recognizing tonal patterns, remembering melodies, understanding the structure and rhythm of both classical and contemporary music.

Bodily Kinesthetic

Beginning with the control of automatic and voluntary movement and progressing to using the body in highly differentiated ways - the skillful manipulation of one's body or an object requires an acute sense of timing and direction, as well as the ability to transform an intention into action.


Social intelligence is developed through group dynamics, using empathy, understanding other people's moods and feelings, counselling, co-operating with groups, noticing people's moods, motivations and intentions, peaceful conflict resolution and establishing positive relations with other people.

Respect, Responsibility, Cooperation

Conscious Discipline Policy

We, at Springfields believe that it is very important to inculcate conscious discipline in our students. Our Conscious discipline policy RRC goes a very long way in ensuring that our students retain the basic intrinsic human values in their interaction with others. Discipline that is enforced intrinsically and consciously from within is what lasts a lifetime. Our philosophy of conscious discipline is termed RRC which includes Respect for self and others, Responsibility for one’s actions and behaviour and Cooperation with each other for achieving optimal results from each interaction. ‍Unless the seeds of conscious discipline are sown from within, they cannot become part of character. The culture of RRC that we follow at Springfields teaches them lifeworthy learnings that make our students future-ready as global citizens of the 21st century!

In the words of Maya Angelou “I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” 


Setting the Agenda For Future Peace and Prosperity

The United Nations’ Sustainable Development Agenda, adopted in 2015, includes 17 Sustainable Development Goals (SDGs) to be achieved by 2030. The SDGs provide a framework to understand how we can move toward a more sustainable future. At Springfields, we have incorporated the UN Sustainable Development Goals into our learning environment. Throughout our lesson and activity plans, students are made aware of the various SDGs that their efforts are a part of. An example of this would be our lake cleaning activities which teach children about the environment and chemical composition of lakes and the industrial environment consider replacing with- linking this to the relevant SDG. We believe that engaging students through this immersive approach to SDGs makes them more mindful of the global impact of their activities.