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Teachingd Flashcards

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1
Q

is one aspect of the Medical Technologist or
allied health professional’s role

A

Teaching

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2
Q

a complex and challenging profession in
which an effective teacher makes countless daily decisions.

A

Teaching

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3
Q

“Teaching is the
process of attending to people’s needs, experiences and
feelings, and intervening so that they learn particular
things, and go beyond the given.”

A

Mark K. Smith

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4
Q

“Teaching is the noblest profession in the world,”

A

David O. Mckay

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5
Q

In the teaching profession, the teacher is never tired of learning and have to carry on self learning and awareness to keep himself abreast of the latest trends in his area of specialization and becomes a
global educational standard.

True or False?

A

True

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6
Q

Teachers are one of the most influential and powerful forces for equity, access and quality in education and key to sustainable global development.

True or false?

A

True

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7
Q

These teachers have an
extraordinary and enduring
impact on the lives of their
students

A

Effective
(Teach life of students)

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8
Q

What are the qualities of an effective teacher

A
  • Positive
  • Prepared
  • Organized
  • Clear
  • Active
  • Patient
  • Fair
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9
Q

What are the qualities of an effective teacher (2)

A
  • A good communicator
  • Has good subject knowledge and real interest in teaching
    -Has a pedagogical
    knowledge
  • Can recognize the needs of learners
  • Has a range of teaching strategies
  • Knows how the teaching
    environment is organised
  • Attend to their own development
    and learning
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10
Q

is a key part of
developing and sustaining
relationships in the classroom.

A

Communication

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11
Q

Roles of teacher in INSTRUCTIONAL role

A

Plan and organize courses

Create and maintain a desirable group

Adapt teaching and preparing the instructional materials

Motivate the challenging students

Teaching, which consists of a complex role involving a series of activities

Evaluating all the planned learning and teaching activities and student outcomes

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12
Q

Roles of teacher in FACULTY role

A

Chairperson, secretary or member of one or more committees

Counselor

Researchers

Resource persons

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13
Q

Roles of teacher in INDIVIDUAL role

A

Plays a personal role as a member of a family, a community and a citizen

Dignified and distinct personality

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14
Q

According to R.M. Harden & Joy Crosby, what are the 6 general roles of a teacher

A
  • Informational provider
  • Role model
  • Facilitator
  • Assessor
  • Planner
  • Resource developer
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15
Q

What are the 2 roles designated for FACILITATOR

A

Mentor and Learning facilitator

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16
Q

What are the 2 roles designated for ROLE MODEL

A

On-the-job role model and Teaching role model

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17
Q

What are the 2 roles designated for INFORMATION PROVIDER

A

Lecturer and Clinical or practical teacher

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18
Q

What are the 2 roles designated for RESOURCE DEVELOPER

A

Study guide and Resource material

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19
Q

What are the 2 roles designated for PLANNER

A

Curriculum planner and Course organizer

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20
Q

What are the 2 roles designated for ASSESSOR

A

Student assessor and Curriculum evaluator

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21
Q

What are the roles and function of a Teacher

A
  1. Resource Provider
  2. Instructional Specialist
  3. Curriculum Specialist
  4. Classroom Supporter
  5. Learning Facilitator
  6. Mentor
  7. A School Leader
  8. Catalyst for Change
  9. A Constant Learner
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22
Q
  • Share instructional materials
    Textbooks
    Web links
    Journal articles
    and other up-to-date materials
    Lesson plans
    Assessment tools
  • Knows how to utilize data and resources.
A

Resource Provider

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23
Q
  • Helps colleagues implement effective
    teaching strategies.
  • Knows to explore and apply
    methodologies appropriate for the
    class.
  • Uses research-based classroom
    strategies.
A

Instructional Specialist

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24
Q
  • Has an excellent understanding of
    content standards.
  • Link the contents of the curriculum
    together.
  • Consistent in using standard curriculum,
    use of common pacing charts.
  • Uses common and standardized
    assessments
A

Curriculum Specialist

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25
* A collaborator * Has the ability to help peers to implement new ideas. * Can demonstrate a lesson, coteach, observant, and effective in giving feedbacks.
Classroom Supporter
26
* Learn with and from one another. * Facilitate professional learning opportunities. * Works for the improvement of learning. * Aligns classroom instructions. * Fill the gap in student learning.
Learning Facilitator
27
* Serving as a mentor for other teachers. * A role model to acclimate new teachers to the teaching environment. * Advise peers about the instructions, curriculum, procedures, and practices of teaching.
Mentor (Becoming a mentor takes years of experience to master the expertise of teaching)
28
* Enable the improvement of the team by serving in a committee, supporting school initiatives, and representing the school on community development. * Shares the vision of the school by aligning his/her professional goals. * Understand the need of building a community. * Empower other teachers and cultivate leadership skills. * They have a vision and a plan. * Professional workers.
A School Leader
29
* They are committed to continual improvement. * They pose questions to generate analysis of student learning. * Encourage risk-taking amongst their peers and their students in order to grow fully and effectively.
Catalyst for Change
30
* A life-long learner. * They are humble in their knowledge, but confident in their abilities. * They are endless curious professionals who never stop pursuing improvements, never stop questioning, and never stop learning. * Use what they have learned to help the students achieve utmost learning.
A Constant Learner
31
What are the Principles of Good Practice in Education
1. Encourage Contact Between Students and Faculty 2. Develop Reciprocity and Cooperation 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
32
Interaction of the faculty is the most important factor in student motivation and involvement.
Encourage Contact Between Students and Faculty
33
Work collaboratively not competitively
Develop Reciprocity and Cooperation
34
Students must talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives.
Encourage Active Learning
35
* Students need help in assessing existing knowledge and competence. * Give the students a chance to reflect on what they have learned, what they need to know more, and how to assess themselves.
Give Prompt Feedback
36
looks ahead towards future guidance on how to do it better
Feed back and Feed Forward
37
Allocating realistic amounts of time means effective learning for students and effective teaching for faculty.
Emphasize Time on Task
38
If expectations are well communicated with the students or faculties, they will put extra effort to achieve these expectations; therefore, giving them self-fulfillment on what they have done.
Communicate High Expectations
39
not only limited to the difference of ethnicity, race, sexual orientation, cultural and socioeconomic background, but also the diverse learning styles, all forms of intelligence, experiences, preparations, external environment, health, values and goals.
Respect Diverse Talents and Ways of Learning
40
It is the process of attending to people’s needs, experiences and feelings, and intervening so that they learn particular things, and go beyond the given.
Teaching
41
An interactive process that promotes learning
Teaching
42
A system of activities intended to produce learning
Teaching
43
Mixture of an art and science
Teaching
44
involves mental activity by means of which knowledge, skills, habits, attitudes, ideals, appreciations and ideas are acquired, retained and utilized resulting in the progressive adaptation and modification of behavior
Learning
45
What are the dimension in the teaching learning process
* Teaching objectives & Learning Needs * Teaching-Learning Process * Instructional Content * Teaching Strategies * External Conditions * Inter- & Intra-personal relationships * Outcome of Health Education Process
46
Asks the question, What do the students need to know?
Teaching Objectives & Learning Needs (Setting and communicating clear lesson goals) (Must provide challenge) (Explains the connections between learning goals, learning activities and assessment tasks)
47
Deliver structured lessons which incorporate a series of clear steps and transitions between them, scaffold learning to built students’ knowledge and skills
Teaching-Learning Process
48
Should Contain: - Visuals that establishes the purpose of the lesson - Organization of the lesson - Modeling to the teacher’s performance expectations
Instructional Content
49
Asks the question how do i teach it
Teaching strategies (The relationship between what is taught and how it is taught is critical in order to maximize student learning)
50
a social connection or affiliation between two or more people.
Interpersonal Relationship
51
Relationship that you have with yourself
Intrapersonal relationship
52
knowledge and understanding of facts, ideas, concepts, principles, rules, meanings and definitions
COGNITION CHANGE
53
attitudes, appreciations, interests, ideals, values, likes and dislikes, beliefs, conduct-controls, philosophies
ATTITUDE CHANGE
54
motor abilities, manipulative skills, bodily movements, vocal skills, dramatic abilities, athletic skills, adaptive skills
BEHAVIOR CHANGE
55
WHAT ARE THE PROCESSES THAT DETERMINE THE EXTENT TO WHICH A PERSON MAY BE PERSUADED TO CHANGE
* Attention * Comprehension * Acceptance * Retention
56
What are the barriers to change
* Cultural barriers * Social barriers * Psychological barriers * Language difficulties
57
What are the barriers to TEACHING
* Lack of time to teach * Lack of competence or confidence with teaching skills * Lack of motivation * Low priority to patient and staff education * Environment – conducive
58
What are the obstacle to LEARNING
* Lack of Time – rapid discharge+ amount of information * Presence of illness * Low literacy * Hospital Environment * Personal Characteristics of the learner * Extent of behavioral changes
59
leads students to develop other skills, such as a higher level of concentration, deeper analytical abilities, and improved thought processing such as: * Reasoning Effectively * Using Systems Thinking * Making Judgments and Decisions * Solving Problems
Learning critical thinking
60
is essential in our classrooms because it is inherent like how work is accomplished in our civic and workforce lives
Collaboration (When students work collaboratively, the group can generate more knowledge, making collaboration a key ingredient to student success in today’s global society)
61
Collaborate with Others * Demonstrate ability to work effectively and respectfully with diverse teams * Exercise flexibility and willingness to help make necessary compromises to accomplish a common goal * Assume shared responsibility for collaborative work, and value the individual contributions made by each team member
Collaboration
62
Successful individuals are those who have?
Creative skills
63
to assess their vision and those of others
Analytical intellectual skills
64
to carry out their vision and persuade people of its value; and wisdom, to ensure that their vision is not a selfish one
Practical intellectual skills
65
Communication * Students must be able to effectively analyze and process the overwhelming amount of communication in their lives today. Thus, students are expected to: * Communicate Clearly * Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills * Listen effectively * Use communication for a range of purposes (e.g. to inform, instruct, motivate, and persuade). * Use multiple media and technologies, and know-how to assess the impact and their effectiveness a priori. * Communicate effectively in diverse environments

Teachings (3 decks)

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