Jack was a 10-year old student who struggled with motivation and focus during his first month in the SMARTree English program. Over the next 12 months, through emotion coaching tailored to his needs and teaching methods aligned with his multiple intelligences, Jack showed significant improvement in his attitude and engagement. Samples of his speaking and writing from his first and twelfth months demonstrate increased English skills and positive participation in class. His teachers observed that the biggest change was Jack's newfound confidence and motivation for learning English.

1. English Output Case Study
Motivate Stage Month 1 to Month
12 of Enrollment
Effect of Emotion Coaching & Teaching Guided
by through Multiple Intelligence Awareness

2. W h a t i s S M A R Tr e e E n g l i s h ?
SMARTree English is a comprehensive five-year language learning program for young
learners. The program combines the engaging platform of tablet computers with proven
teaching principles. It has been designed and tested with children by a group of dedicated
and experienced English language teaching professionals.
The SMARTree English program strives to maximize learning opportunities by combining the
best teaching practices and technology. It uses an integrated approach to language learning
and includes strands of integrated speaking, integrated writing, and integrated reading.

3. Overview
On the following pages, you can view the
output of one 10-year-old student who has
been enrolled in our program for just over
one year. This written and spoken output is
from his second month (Motivate A) and
twelfth month (Motivate B) of studying in a
SMARTree English Learning Center.
During the student’s first month studying at
SMARTree, teachers reported that the
student was difficult to control in class.
He had a rebellious attitude, was not
interested in joining in classroom activities,
and was unable to focus for any length of
time.
Over the past 12 months, Jack’s language skill has shown improvement. While that
improvement is somewhat marginal when compared to his classmates, the significant
improvement shown by Jack has been in his attitude towards his classmates, his
teachers, and studying English. The drastic changes seen in Jack are a direct result of
the SMARTree Emotion Coaching program and the specific training that SMARTree
Center Coaches receive related to helping students such as Jack.

4. Student Profile
Here is the profile of Jack, our case study student, at the time that he began studying
English at a SMARTree English center.
Age
10
Grade
Elementary 3rd Grade
English Learning
Experience
Student had been enrolled in private English academies
on and off for 3 years.
Detailed Description
At his entrance to the SMARTree program he could read
the words according to phonics rules but had difficulty
reading story books. The student would sometimes
refuse to continue to read. His entrance examiner
recorded the opinion that the real issue was not his poor
performance or skills but a lack of motivation.
Coach’s Comments
Jack’s MMTIC and MI test results helped me a lot to
understand him and figure out better learning approaches
for him. I thought his distraction and poor performance
were because he had no motivation to learn English.
Thanks to SMARTree, which provided systematic emotion
coaching and specific teaching tips suited for his learning
style, he became able to focus for longer periods of time
and began to enjoy learning. He loved the Reading
classes in Motivate level, especially the Magic Adventure
series. Nowadays, he actively joins in class activities and
his concentration spans longer and longer periods of
time. From the portfolio output, we can see the
improvement he has made not only in language
proficiency but also attitudes towards learning.
Learning Style
• Myers-Briggs Type Indicator (MBTI) result of ESFP
• Multiple Intelligence: Logic/Mathematical area, Naturalist,
and Visual/Spatial area are well developed.
Verbal/Linguistic area is comparatively under-developed.
MBTI is a questionnaire designed to
indicate how people perceive the
world and make decisions.
Children who are classified as ESFP
are often described as spontaneous,
resourceful and outgoing.
They prefer to learn through handson experience and tend to dislike
book learning and theoretical
discussions. Because of this,
students with ESFP personality types
sometimes struggle in traditional
classroom settings. However, they
excel in situations where they are
allowed to interact with others or
learn through direct experience.
Specific teaching and parenting tips
based on each students’ individual
Multiple Intelligence type are provided
by SMARTree Centers. Through case
studies such as Jack’s, these tips are
being further developed and refined.

5. Emotion Coaching
SMARTree students start every class by answering questions related to their mood and temperament. These
questions help teachers prepare to coach the students towards success.
According to Dr. John Gottman1, children who have parents and teachers who use emotion coaching learn
about emotions in healthy ways. As a result, these children tend to do better in school, make stronger
friendships, and may even get sick less often.
Dr. Gottman prescribes five-steps for guiding children in how to respond to their feelings. All five of these steps
are covered with students at SMARTree Centers.
STEP 1: Be Aware of Emotions
STEP 2: Connect with your Child
STEP 3: Listen to your Child
STEP 4: Name Emotions
STEP 5: Find Solutions
1Gottman,
John Ph.D. Raising an Emotional Intelligent Child, 1998.

6. Multiple Intelligence
According to Dr. Howard Gardner’s book Frames of Mind: The Theory of Multiple Intelligences, we have several
different ways of learning and processing information. He called these relatively independent information
processing capacities multiple intelligences. He identified eight intelligences: linguistic, logical, musical,
visual/spatial, kinesthetic, interpersonal, intrapersonal, and naturalistic. Multiple Intelligence theory has helped us
to understand our students and to develop our teaching guide. At SMARTree centers, students take an MI Test when
entering and re-tests are taken on regular basis. Guides to develop other intelligences and suitable learning tips are
provided. A coach can check student’s MI result from the coach tablet as shown below for our case study student,
Jack.
Jack has strength in logic/mathematics,
naturalist, and visual/spatial intelligences.
Conversely his verbal/linguistic area is
comparatively under-developed. This type of
student enjoys playing games or solving
puzzles that need logic. Jack often looks for
patterns, logical sequences, or order in
things. He is sensitive to color and likes to
draw.
It would be easier for him to remember
words paired with images or stories with
colorful pictures. Teachers at SMARTree are
trained to care not to judge his distraction so
quickly. He may be organizing his thought
about the story he just read while drawing.
He will yield higher level output in a relaxed,
student –centered setting.

7. Motivate A Speaking
Portfolio:
Click to
listen.
This output is from the student’s second month studying
English through SMARTree. From the audio, it can be seen that the
student is not interested in the studying process as he is late to begin
to recording, and thus cannot finish most of the lines within the time
allotment.

8. Motivate A 2 Reading
Portfolio:
Click to
listen.
This output is from the same month as the previous Portfolio. It
provides further evidence of the student’s disinterest in the tasks at
hand. Jack plays with his microphone and yawns during the
recording before his teacher comes over to encourage and support
him.

9. Student Progress
For a period of ten months, Jack’s teachers all monitored his
progress carefully, and worked together to encourage all of
Jack’s effort and to give him positive feedback and gentle
suggestions for improvement.
Monitoring his daily Emotion Coaching check-ins, and
remaining vigilantly aware of Jack’s Multiple Intelligences, his
teachers provided Jack the best possible environment to feel
safe and supported while learning a foreign language.
The following two Portfolio pages represent Jack’s output
after a year of studying at a SMARTree English center. While
the audio output shows improvement in Jack’s overall
English ability, Jack’s attitude and motivation levels are the
most significant changes according to his teachers.

10. Motivate B Speaking
Portfolio:
This output is from the student’s tenth month studying
English through the SMARTree English system. While there are still a
few missed words in the recording, a clear difference in the student’s
attention level can be discerned. The encouragement and positivity
from his teacher is key to his success.
Jack
Click to
listen.

11. Motivate B 6 Writing
Portfolio:
This output is from the same month as the previous Portfolio page. In
this audio, the student’s attitude and positive feelings towards his
lesson can be felt through the playful way that he reads the story. At
the beginning of his studies, this student would often refuse to read
aloud in front of other students.
Jack
Click to
listen.

12. Conclusio
The evidence of Jack’s English skill improvement is clear, but all his teachers and his
n
parents say that the biggest change has been in Jack’s attitude towards learning English.
After twelve months of enrollment at SMARTree English, he has become equipped with a
more positive attitude toward learning and towards his classmates. Due to the
individualized coaching attention he received at SMARTree and the emotional awareness
built into the SMARTree program, the student has gained confidence in English, but more
importantly he has become a member of his class. He joins in with his friends and teachers
to complete activities together, and in general has a more positive and engaged attitude
towards his own education.
Jack’s SMARTree coaches and his parents are all very proud of his progress and
improvement. With continued careful attention to Jack’s emotions and some catering
towards his Multiple Intelligences, Jack is sure to achieve success in his future English
language acquisition efforts.

13. Thank you for your interest
in
.
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