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Teaching strategies in education
Some teaching methods
Teaching strategies in education
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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... ... middle of paper ... ... toward advance technology. Early implementation of technology would help the nation to take few steps forward. History is changing over time. The available strategies implemented by the experts are only introduction to the modern world. Works Cited Campbell, Linda, Bruce Campbell, and Dee Dickinson. Teaching and Learning through Multiple Intelligence. 3rd ed. Arlington, Boston: Pearson, 2004. Print. FSM NATIONAL JEMCO. FSM JEMCO Education Indicators. Revised ed. Pohnpei, FSM: National Department of Education, 2009. Muricio, Rufino, Phd. "FSM TEACHER CERTIFICATION POLICY." Department of Education. N.p., 12 Apr. 2012. Web. 28 Mar. 2014. Urusemal, Joseph J., Dohsis Halbert, Fredrico O. Primo, Joe N. Suka, Claude H. Phillip, Setiro Paul, and Peter S. Sitan. "REPORT NO. 16-88." Department of Education. Standing Committee, 29 May 2010. Web. 28 Feb. 2014.
13th Ed. -. Jo Ray McCuen-Metherell and Anthony C. Winkler. Mason, OH: Cengage Learning, 2011. 428.
of the book. Boston: Pearson Education, 2012. Print. The. Madaras, Larry, and James M. Sorelle.
Education." Midwest Quarterly 44, no. 2 (Winter2003 2003): 211. Academic Search Premier, EBSCOhost (accessed April 11, 2014).
3. U.S. Department of Education Institute of Education Sciences National Center for Education StatisticsInternational Year of Statistics 2013 (Statistics2013). "Fast Facts." Fast Facts. N.p., n.d. Web. 3 Dec. 2013. .
Domenico, Desirae M., Ph.D, and Karen H. Jones. "ERIC - Education Resources Information Center." Education Resources Information Center. N.p., Fall 2007. Web. 26 Dec. 2013.
I selected interpersonal as the primary multiple intelligence for this study because he is very good at understanding people and their point of view on topics. This student is able to view others point of view even if they vary from his thoughts. He is skilled at assessing others emotions and reacting appropriately to their feelings. He has excellent communication skills in both verbal and nonverbal behaviors. He is considerate of others and enjoys working with others inside and outside of class. Very seldom is this student alone. He is well liked by his peers and works wonderfully in cooperative learning groups.
National Council for the Accreditation of Teacher Education. (2007). Professional standards for the accreditation of schools, colleges, and departments of education. Washington, DC: Author. Retrieved from: http://www.ncate.org
Kathleen Shine Cain et al. at. The. Boston: Pearson Education Company, 2011. 52.
Bridgepoint Education, Inc. Retrieved April 19, 2019. From: https://content.ashford.edu/books/AUSOC120.10.2.
Education week, 22(41) p.12. Retrieved September 28, 2003 from EBSCO database (Masterfile) on the World Wide Web: http://www.ebsco.com.
Prescott, Norman. "NVQs and teacher training: A chance for cooperation." Education & Training. 37(2): 16-21. 1995
Van de Walle, J.A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and middle school
The solutions to improve our educational system is one, stop using students for international competition. Instead of competing against other countries, we should learn from each other and help each other improve. Two, our standardized testing scores should also not be depended on for funding, which can stop the process of “Teaching the Test”. Our educational system can improve if the system stops focusing on numbers and more about our education.
Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and middle school
Going to school and getting a great education is important for a successful future in today’s world. Years ago, many children did not go to school and many young adults opted to work instead of attending college. In today’s society, gaining a high level of education is almost always mandatory for many jobs. There are many changes being done to the education system along with new items and ways of teaching in the classroom. There is a growing amount of changes in the classroom such as technology, teaching time, teaching styles, and freedom of space.