PRINCIPLES AND STRATEGIES OF TEACHING IN HEALTH EDUCATION Flashcards
1
Q
process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits
A
EDUCATION
2
Q
deliberate efforts designed to bring about certain desirable ends in an individual.
A
TEACHING
3
Q
showing or helping someone to learn how to do something
A
TEACHING
4
Q
organized, purposeful
A
TEACHING
5
Q
giving instructions, guiding in the study of something, providing with knowledge, causing others to know or understand things.
A
TEACHING
6
Q
a process to meet specific aims, fulfill the needs and interests, and cope with the living process
A
LEARNING
7
Q
an integrated, ongoing process occurring within the individual, enabling him to
A
LEARNING
8
Q
acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction
A
LEARNING
9
Q
6 Important Elements / Factors of T - L Process
A
Teacher Learner Classroom Curriculum Materials of instruction Administration
10
Q
mastery of the subject/field
A
TEACHERS’ QUALITIES: Professional
11
Q
understanding of the learner
A
TEACHERS’ QUALITIES: Professional
12
Q
understanding of teaching principles and skill in the use of techniques for their implementation
A
TEACHERS’ QUALITIES: Professional
13
Q
understanding and appreciation of the teaching profession
A
TEACHERS’ QUALITIES: Professional
14
Q
Intelligence
flexibility, creativity, resourcefulness
A
TEACHERS’ QUALITIES:
PERSONAL: Intellectual
15
Q
Sociability, friendliness, cooperativeness
Sense of humor, cheerfulness, enthusiasm
Manner, courtesy
A
TEACHERS’ QUALITIES:
PERSONAL: Social
16
Q
Pleasing personal appearance, pleasant voice
A
TEACHERS’ QUALITIES:
PERSONAL: Physical
17
Q
Sympathy, kindness, helpfulness, patience
emotional stability, self-control
A
TEACHERS’ QUALITIES:
PERSONAL: Emotional
18
Q
Integrity, trustworthiness, honesty, loyalty
Fairness, impartiality, tolerance
A
TEACHERS’ QUALITIES:
PERSONAL: Moral
19
Q
Teaching skills
A
- Identifies specific needs, interests and capacities of individual students and provides adequately for these.
- Analyzes and identifies specific learning tasks.
- Shows evidence of mastery of subject matter.
- Provides varied learning experiences for the development of communication, for work, and for interpretative and other basic skills involved in the learning tasks.
- Selects, prepares, and utilizes instructional materials and aids effectively in achieving teaching goals.
- Selects appropriate available community resources and uses these effectively in the teaching-learning process.
- Motivates the lessons and asks questions effectively to develop critical thinking and creativity.
- Creates and tries out appropriate strategies and materials that meet the peculiar needs and problems of the students.
- Communicates ideas effectively.
20
Q
Guidance skills
A
- Shows interest in students’ problems and needs and helps them meet them.
- Provides for the maximum involvement of students in the learning activities.
- Stimulates and compliments students to elicit positive and active interaction.
- Functions effectively as a member of the teaching group.
- Help students develop self-discipline in and through the learning process.
21
Q
Management skills
A
- Prepares adequately for the days’ learning activities.
- Starts learning activities promptly.
- Provides a permissive and stimulating atmosphere that encourages students to raise questions and suggest alternative solutions to problems.
- Administer tests effectively and returns corrected papers and other students’ work promptly.
- Achieves teaching objectives to the optimum degree possible for the particular subject, lesson, or activity within a reasonable period of time.
22
Q
Evaluation skills
A
- Uses specific criteria for the accurate evaluation of individual performance.
- Selects, evolves and utilizes criterion-referenced tests.
- Analyzes and interprets evaluation results.
- Utilizes evaluation results as a basis for improving instruction.
23
Q
PERSONAL AND SOCIAL COMPETENCIES
A
- Observes the Teachers’ Code of Ethics and other pertinent rules and regulations of the school service.
- Sets the example in moral and ethical behaviour to pupils, peers, and the community.
- Shows honesty and integrity in all his activities.
- Accepts and performs leadership roles competently in the school and in the community.
- Accepts the followership role whenever the need arises and assumes this intelligently
- Shows evidence of professional and cultural growth
- Gets along well with students, the school staff, and the community without compromising rules of propriety
- Participates actively in cultural, professional, and other community organization activities.
- Shows evidence of mental health and stability.
- Shows evidences of sound physical health.
- Observes proper grooming and attire at all times.
- Shows creativity and resourcefulness in his performance.
- Prepares and submits neat and accurate reports on time.
- Observes official time and is ready to serve beyond the call of duty when the need arises.
- Uses free time wisely.
24
Q
THE TEACHER’S JOB
A
- Guiding the learning process
- Counselling and guidance
- Sponsoring extra class activities
- Working with parents and the community
- Professional responsibilities
25
general understanding of other branches of knowledge
TEACHERS' QUALITIES: Professional
26
THE ETHICS OF THE TEACHING PROFESSION
1. Relationship with the state
2. Relationship with his students
3. Relationship with his associates
4. Relationship with parents
5. Relationship with school officials
6. Relationship with non-teaching personnel
7. Relationship with the community
8. Relationship with the profession
27
ROLES OF TEACHERS
1. Manager
2. Counselor
3. Motivators
4. Leader
5. Model
6. Public Relations Specialist
7. Parent-Surrogate
8. Facilitator
9. Instructor
28
The subject of the schooling process
THE LEARNER
29
Two classifications of the learner
1. Pupil (elementary level)
| 2. Student (above elementary level)
30
The person receiving instruction or lessons from a particular teacher
THE LEARNER
31
THE LEARNER BY NATURE: With varied
```
Interests
Intellectual preparedness
Emotional stability
Task readiness
Levels of aptitude
Degree of maturity
```
32
Place where formal learning occurs
Standard classroom
Outdoor space
THE CLASSROOM
33
Offer a wholesome venue for learning activities
THE CLASSROOM
34
Conducive to T-L process
| Stimulating climate
GOOD CLASSROOM
35
Conducive to T-L process: (UNDER)
Its activities are well-organized
Mutual sharing of responsibility in establishing & maintaining a state of order & democratic living
Pleasant & hygienic conditions prevail
36
- location, size, shape, construction of the room itself
- the furniture in the room
- instructional supplies or resources for learning
- provisions for lighting, heating & ventilating
- acoustics of the room
- provisions for sanitation, cleanliness & orderliness
Physical Environment
37
Patterns of behavior, the interaction pattern, qualities of interaction, and attributes that help the learners think clearly, critically, and creatively
Intellectual Climate
38
The general atmosphere should be characterized by intellectual activities and pursuits for excellence
Intellectual Climate
39
3 types of Social climate:
Autocratic
Laizzez faire
Democratic
40
the teacher makes all the important decisions, directs all the activities, and evaluates student progress in terms of arbitrary standards.
AUTOCRATIC climate
41
each learner operates as an individual, strives for recognition of his own achievement, and develops little regard for the rights and accomplishments of others.
LAISSEZ-FAIRE climate
42
the goals are established by group participation and plans are made on the basis of cooperative group planning
DEMOCRATIC climate
43
there is a great deal of cooperative teamwork resulting from a wide circle of communication
DEMOCRATIC climate
44
Pertains to the emotional adjustment and mental health of the children
Emotional Climate
45
To foster the right kind of emotional climate, teachers must see that the personality needs of the learners are met in the classroom
Emotional Climate
46
Learners need to feel secure in the group. They must have opportunities to make decisions and become increasingly self-directing
Emotional Climate
47
Comes from the Latin root “currere” which means “to run”
THE CURRICULUM
48
In educational usage, the “course of the race”, became “course of study”
THE CURRICULUM
49
refers to formal list of courses offered by a school
Academic curriculum
50
planned but voluntary activities that are sponsored by the school.
Extra curriculum
51
unplanned learning activities that are natural by-product of school life; informal part of the curriculum; 3R’s – rules, regulations, and routines, to which the school must adapt.
Hidden curriculum
52
various resource available to the teachers & learners which help facilitate instruction & learning
THE MATERIALS OF INSTRUCTION
53
Audiovisual aids
2-dimensional materials
3-dimensional materials
Audiorecording materials
Projected materials
54
Two-dimensional materials
Flat pictures
| Graphics
55
universal language
Flat pictures
56
mechanical drawing
Graphics
57
Three-dimensional materials
Model Diorama
Realia Puppets
Mock-up
58
Audio-recording materials
Recordings
| Radio
59
Projected Materials
Still Projection
Motion pictures
Educational television
60
Defined as the organization, direction, coordination, & control of human and material resources to achieve desired ends
ADMINISTRATION
61
Principal function is to provide optimum educational opportunities for all children in school such as the school plant, equipment and supplies, finance, curriculum, faculty, and other support personnel.
ADMINISTRATION
62
A means toward the achievement of instructional objectives.
ADMINISTRATION
63
Functions of School Administration
1. Seeing that all school money is economically expanded and accounted for
2. Preparing the school budget
3. Selecting and purchasing school sites
4. Planning, erecting, and equipping the school buildings
5. Operating the school plant and keeping it in an excellent state of repair
6. Selecting, training, and supervising teachers
7. Providing supplies
8. Providing textbooks
9. Assisting in curriculum construction
10. Organizing an instructional program
11. Keeping the public informed of the aims, accomplishments, and the needs of the schools
12. Keeping school records and accounts
64
5 Phases of
| Learning Process
1. Unfreezing
2. Problem diagnosis
3. Goal setting
4. New Behavior
5. Refreezing
65
The individual becomes ready to consider changes in knowledge, skills, attitudes & behavior.
Unfreezing
66
The forces supporting the need for change & the forces working against the changed needs are identified and presented
Problem diagnosis
67
The desired changes in knowledge, skills, attitudes, and behavior are stated specifically.
Goal setting
68
The individual learns and practices those newer knowledge, skills, attitudes, and behaviors which are desired.
New Behavior
69
The newer learnings have been found to be beneficial and are assimilated into the individual’s ongoing framework of knowledge, skills, attitudes, & behavior.
Refreezing
70
CHARACTERISTICS
| OF LEARNING
1. Learning is developmental.
2. Learning is interactive.
3. Learning is basic.
71
diff. stages of development
1. native capacities
2. degree of maturation attained
3. previous experience
72
reaction
1. verbal communication
2. perceptual discrimination
3. reinterpretation of old concepts
4. behavioral manipulation
5. habit learning
73
a matter of forming an association between stimulus & responses
habit
Learning is basic.
74
7 PRINCIPLES OF GOOD PRACTICE IN
UNDERGRADUATE
EDUCATION
1. Encourage student-faculty contact
2. Encourage cooperation among students
3. Encourage active learning
4. Give prompt feedback
5. Emphasize time on task
6. Communicate high expectations
7. Respect diverse talents and ways of learning
75
As facilitator of learning
1. Provides the conditions of effective learning.
2. Seeks to meet the needs and interest of the learners.
3. Helps to create conditions for openness, respect, trust, acceptance, confrontation and self-evaluation
4. Places emphasis on the uniqueness and brights of the individual.
5. Seeks feedback which will improve his effectiveness as a facilitator of the learner
76
collaborative learning, study groups, group projects
| not competitively
Encourage cooperation among students
77
Enabling students to actively manipulate the content they are learning
Encourage active learning
78
ensuring that students know how much time they spend for learning
take studying and practice seriously
using time efficiently
Emphasize time on task
79
challenge that hold out to learners
Learners should be told that they are expected to work hard.
Specific expectations should be clearly stated.
Communicate high expectations
80
Types of Intelligence:
```
Linguistic
Logical-mathematical
Spatial
Musical
Bodily
Kinesthetic
Interpersonal
Intrapersonal
```
