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HealthEd: HEALTH EDUCATION

2nd Semester, S.Y. 2015-2016
Handout No. 7
B. PERSPECTIVE ON TEACHING AND LEARNING
5. Principles of Good Teaching Practice in Undergraduate (Chickering and Gameson)
Seven (7) Principles of Good Practice Teaching in Undergraduate Education
1. Encourage interaction between the teacher and the learner which refers to effective
teacher characteristics and to what the teacher does in the learning environment to
motivate the student to actively participate and ask questions in the learning
process.
2. Elicit cooperation among the students to do collaborative learning through study
groups, undertaking group projects and other group activities.
3. Students should engage in active learning where they can pro-actively manipulate
the content of what they are learning by talking about the material, writing about it,
making an outline about it, applying it, asking questions about it, acting it out or just
reflecting upon it.
4. Giving prompt feedback related to class recitations, quizzes, major exams or other
written works and projects serves as a reward or positive reinforcement for a job well
done and for any commendable behavior or attitude exhibited by the learner.
5. Emphasizing time as task where the teacher makes sure that the student knows how
much time they should spend learning a particular material and by using time
efficiently (knowing how to study, do library research, or work on their projects). This
refers to proper, effective and intelligent time management.
6. Communicating higher expectations which refers to the challenge that the teacher
gives to the students response to rise up to that challenge with the teachers
encouragement and support.
7. Respecting the diverse talents and ways of learning since learners have different
learning styles which the teacher must be able to identify so that she could use
different teaching strategies, approaches and methods.
Other important characteristics of a teacher:
1. Teacher clarity deals with behaviors that teachers use to make what is to be learned
as intelligible, comprehensible, and learnable as possible.
2. A clear teacher is one who:
a. Logically organizes instruction
b. Explains what is to be learned
c. Uses simple terms in presenting new
d. Materials
e. Constantly assesses whether student can
f. Understand and follow the teachers train
g. Of thought
h. Uses examples, whenever possible
i. Uses repetition and summarization
3. Teacher style involves interpersonal, professional and personal aspects of good
teaching.
4. It also includes:

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a. A blend or form or content which is a combination of certain ways of talking,
moving, relating and thinking, scholarships, intelligence and sincerity.
b. The teaching persona which is the ability to stimulate the students interest
and enthusiasm for the subject.
c. A pleasant speaking voice.
d. The use of a variety of teaching strategies, jokes, humor.
e. Good timing wherein the teacher knows how to adapt the speed of delivery for
individual learners or the whole class and knowing when they are ready for a
new material, when stop and when to shift gears.
Characteristics of Excellent Professors
(The Carnegie Professors of the Year)
1. A strong desire to be really good through conscientious and hard work.
2. The good teacher cares about students, knows when to set boundaries, knows the
students potential and adopts the philosophy of good teaching is a form f
parenting.
3. A good teacher is concerned with more than just what the students know and is also
concerned with the students values, beliefs and relationships. In short, a good
teacher cares.

References:
De Young, Sandra (2013). Teaching Strategies for Nurse Educators. Original Edition.
Pearson Education South Asia Pte Ltd. New Jersey
Tan, Crestita B. (2009). The Nurse as Health Educator, Concepts, Principles and Strategies
in Teaching. First Edition. Educational Publishing House, Manila
Castro, Cecilia E. (2009). Teaching Strategies in Health Education with Principles of
Teaching and Learning. First Edition. Educational Publishing House, Manila