The classroom teachers in the FSM have their own method or strategies for delivering a lesson from day to day. Some of their strategies were repeated or mono-strategy. Even the experience educators have his/her ways of teaching. There are lots of arguments on ways to help learners achieve the goal of a lesson. In the textbook, Teaching and Learning through Multiple Intelligence Third Edition, there are effective strategies developed to assist students in their learning. These strategies were called application in the textbook (Campbell, Campbell, & Dickinson, 2004). Reviewing the articles on FSM National Standardized test, the results of students pass the test still at the bottom level. The number of passing is measuring in percent which shows that there are many students who fail the test than the students who pass the test (JEMCO Report, 2009). The teachers who are certify to teach in the FSM schools also below the average level. The teacher’s qualification is higher in Pohnpei than the other three states in the FSM. Kosrae State has 29% of teachers who are certifying to teach, Chuuk State has 23%, and Yap has 7%.The percentage of Pohnpeian teachers who are certifying is 72% (STANDING COMMITTEE REPORT NO. 16-88, 2010). This looks fine but we need 100% percent of teachers, who are teaching in the public schools, to be certifying for teaching in order to meet the goal for the FSM National Department of Education. There is a link between teachers certification and students performance on the NST which answer the question why students in the FSM did not perform well on the National Standardize Test. The teacher certification policy made by the government stated that all teachers should at least achieve an Associate degree of Arts or Associate of Applied Science degree or above (FSMDOE, 2012).
The results of both NSTT and NST are way below the average level. Few schools in the FSM had achieved the goal for the NDOE. Specifically, the private schools always won over the public schools. Probably, the problem exists because, teachers at the private schools are examples of doers and teachers from the public schools are examples of waiter. The private schools teachers seem to be hard-workers because the school administration pressed the staffs for the benefits of the students. They help student with every available option for delivering lessons to students. The teachers from public schools describe as waiter because they are waiting for the specialists to provide them the options to use for teaching. This might be untrue for some public schools but true in most. Considering the multiple intelligences by Howard Gardner, teachers will be able to come up with effective strategies for transmitting clear information between students and the teachers.
Teachers in the FSM have their own method of teaching. Most of the methods used by the teachers considered ineffective because students find themselves having hard time decode the messages....