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 This intelligence involves individual work whereby the learner relies upon herself/himself. �Metacognition [sic], or thinking about thinking is employed as the student mulls over content to come to a conceptual understanding of its meaning, application and relevance, rather than to merely recall it� (Thompson & Thornton, 2002). However, Elias and Weissberg have shared, �if children are not aware of their feelings, they will find it difficult to make reasoned decisions, control impulsive actions, or say what they really mean� (2000). �High intrapersonal intelligence is evident in learners who understand their own strengths, weaknesses, moods, desires, goals, and objectives. Such individuals can reason on higher levels, evaluate their own thinking, concentrate, and understand themselves in relation to others� and being aware of their own feelings (H. M. Prescott, 2001; Hoerr, 2002b; Kaschub, 2002; Gardner, 1993). Educators need to "encourage" the child to ponder about new "experiences" and share "how" he or she "feels and offer" the child a number of opportunities �to explore� different concepts and topics on his own (Hoerr, 2002b; Mills, 2001). Thompson and Thornton have identified �meditation� helps �to awaken and utilize this intelligence� (Thompson & Thornton, 2002). The students need to analyze �their action and behaviors, ponder about what they can do differently, and how come � (Thompson & Thornton), which leads to inner reflection and hopefully to a transformation, this is also a process that have been taught within eastern psychology and within systems of yoga. For example, For example in a biology lab, the learner ponders upon how "they could have used, and how they could have completed the lab more successfully" (Thompson & Thornton) or other assignments such as Literature Review. In addition, the children can be given a quite time to reflect �perhaps on paper in a journal, or in small groups or with a partner seated near by� (Thompson & Thornton). As such it will not only helps those who have high intrapersonal intelligence, but �also will help those who are more comfortable asking others or working in groups to come up with questions that they can address to others� (Thompson & Thornton). Questioning is another strategy that is "imperative if one is to improve" in one�s comprehension of the concepts in the "classroom and laboratory" (Thompson & Thornton)  |
| I can say what I like or dislike | It is hard for me to learn something that I do not like |
| I like to play by myself | I like to play video games |
| I write in my diary often | I like to explore my feelings and emotions |
| I know my strengths and weaknesses | I prefer to have my own space | I like to share or express my feelings | I ask a lot of questions before I agree to do something |
