week 3

• Professional Competence


  • Teacher’s adherence to personal standard of excellence and self-development
  • Possession of mastery of the subject matter
• Teaching Practices


  • Ability and skill in utilizing appropriate methods and techniques
• The Wealth of Nations was written in 1776
• It is a flawed assumption that people usually act rationally
• Principles of Teaching and Learning

  • When the subject matter has meaning and clear structure, learning proceeds rapidly
  • Readiness is a prerequisite for learning
• Interpersonal Relationship with Students

  • Ability to relate well with students
  • Sensitivity to their feelings and problems
  • Respect for their rights
  • Fairness in evaluating students' performance
• Concept of Learning

  1. Learning involves considering the outcome of choices and recognising the net benefits

  2. Selecting choices with the highest benefits
• Students must be motivated to learn
• Concept of Learning

  Learning involves considering the outcome of choices and recognising the net benefits, selecting choices with the highest benefits
• Personal Characteristics


  • Personal magnetism that motivates students to learn, enthusiasm, self-control, and personal discipline in complying with rules and standards
  • Patient, flexible, sense of humor, and caring attitude
• Evaluation Practices


  • Clear communication of expectancies
  • Timely feedback on students' progress
  • Correcting errors tactfully
  • Fairness in grading tests
• Purposes of Health Education

  • Designing, implementing, and evaluating educational programs that enable families, groups, organizations, and communities in achieving, protecting, and sustaining health
• Principles of Teaching and Learning

  • When the subject matter to be learned possesses meaning, structure are clear to students learning proceeds rapidly
  • Readiness is a prerequisite for learning
  • Students are motivated when they attempt tasks that fall in a range of challenge
  • When students have knowledge of their learning progress, performance will be superior
  • Behaviors that are reinforced (rewarded) are more likely to be learned
  • Directed learning is more effective than undirected learning
  • Problem-oriented approaches to teaching improve learning
  • Students learn what they practice
  • Supervised practice that is most effective occurs in a functional education experience
  • To be most effective, reward (reinforcement) must follow as immediately as possible
  • Students are motivated through their involvement in setting goals and planning learning activities
• Principles of Good Teaching Practice

  • Respects diverse talents and ways of learning
  • Gives prompt feedback
  • Encourages student-faculty contact
  • Encourages cooperation among students
  • Encourages active learning
  • Communicates high expectations
  • Emphasizes time on task
• Good Practice Encourages Student-Faculty Contact


  1. Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement

  2. Faculty concern helps students get through rough times and keep on working

  3. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans
• Good Practice Encourages Cooperation Among Students

  1. Learning is enhanced when it is more like a team effort than a solo race

  2. Working with others often increases involvement in learning

  3. Sharing one's own ideas and responding to others' reactions improves thinking and deepens understanding
• Good Practice Gives Prompt Feedback


  1. Knowing what you know and don't know focuses learning

  2. Students need appropriate feedback on performance to benefit from courses

  3. In getting started, students need help in assessing existing knowledge and competence

  4. In classes, students need frequent opportunities to perform and receive
• Good Practice Encourages Active Learning


  1. Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers

  2. They must talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives

  3. They must make what they learn part of themselves
• Learning to use one's time well is critical for students and professionals alike
• High expectations are important for everyone--for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated
• How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis for high performance for all
• Good Practice Communicates High Expectations
• Students need the opportunity to show their talents and to learn in ways that work for them
• Feedback


  • Knowing what you know and don't know focuses learning
  • Students need appropriate feedback on performance to benefit from courses
  • Students need help in assessing existing knowledge and competence
• Students can be pushed to learning in new ways that do not come so easily
• Students need help in learning effective time management
• There are many roads to learning. People bring different talents and styles of learning to college
• In classes

  Students need frequent opportunities to perform and receive suggestions for improvement
• Getting started


  Students need help in assessing existing knowledge and competence
• Expect more from students and you will get it
• Allocating realistic amounts of time means effective learning for students and effective teaching for faculty
• Time plus energy equals learning. There is no substitute for time on task
• Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts
• Major barriers to teaching include

  • Lack of time
  • Low-priority status given to teaching
  • Lack of confidence and competence
  • Questionable effectiveness of client education
  • Documentation difficulties
  • Absence of third party reimbursement
  • Negative influence of environment
  • Lack of motivation and skills
  • Stress of illness
  • Readiness to learn
  • Complexity, inconvenience of health care system
  • Denial of learning need
  • Lack of support from health professional
  • Extent of needed behavior changes
  • Literacy problem
• Good Practice Respects Diverse Talents and Ways of Learning
• At various points during college, and at the end

  Students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves
• Good Practice Emphasizes Time on Task