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Teachingd Flashcards

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
Q
  • A collaborator
  • Has the ability to help peers to
    implement new ideas.
  • Can demonstrate a lesson, coteach, observant, and effective in
    giving feedbacks.
A

Classroom Supporter

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26
Q
  • 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.
A

Learning Facilitator

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27
Q
  • 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.
A

Mentor

(Becoming a mentor takes years of experience to master the expertise of teaching)

28
Q
  • 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

A School Leader

29
Q
  • 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.
A

Catalyst for Change

30
Q
  • 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

A Constant Learner

31
Q

What are the Principles of Good Practice in Education

A
  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
Q

Interaction of the faculty is the most important factor
in student motivation and involvement.

A

Encourage Contact Between
Students and Faculty

33
Q

Work collaboratively not
competitively

A

Develop Reciprocity and
Cooperation

34
Q

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

A

Encourage Active Learning

35
Q
  • 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.
A

Give Prompt Feedback

36
Q

looks ahead towards
future guidance on how to do it better

A

Feed back and Feed Forward

37
Q

Allocating realistic amounts of time means effective learning for students and effective teaching for faculty.

A

Emphasize Time on Task

38
Q

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.

A

Communicate High Expectations

39
Q

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.

A

Respect Diverse Talents and
Ways of Learning

40
Q

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.

A

Teaching

41
Q

An interactive process that promotes learning

A

Teaching

42
Q

A system of activities intended to produce learning

A

Teaching

43
Q

Mixture of an art and science

A

Teaching

44
Q

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

A

Learning

45
Q

What are the dimension in the teaching learning process

A
  • Teaching objectives & Learning Needs
  • Teaching-Learning Process
  • Instructional Content
  • Teaching Strategies
  • External Conditions
  • Inter- & Intra-personal relationships
  • Outcome of Health Education Process
46
Q

Asks the question, What do the students need to know?

A

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
Q

Deliver structured lessons
which incorporate a series of
clear steps and transitions
between them, scaffold
learning to built students’
knowledge and skills

A

Teaching-Learning Process

48
Q

Should Contain:
- Visuals that establishes the
purpose of the lesson
- Organization of the lesson
- Modeling to the teacher’s
performance expectations

A

Instructional Content

49
Q

Asks the question how do i teach it

A

Teaching strategies
(The relationship between
what is taught and how it
is taught is critical in order
to maximize student learning)

50
Q

a social connection or affiliation between two or more people.

A

Interpersonal Relationship

51
Q

Relationship that you have with yourself

A

Intrapersonal relationship

52
Q

knowledge and understanding of facts, ideas, concepts, principles, rules, meanings and definitions

A

COGNITION CHANGE

53
Q

attitudes, appreciations, interests, ideals, values, likes
and dislikes, beliefs, conduct-controls, philosophies

A

ATTITUDE CHANGE

54
Q

motor abilities, manipulative skills, bodily movements,
vocal skills, dramatic abilities, athletic skills, adaptive
skills

A

BEHAVIOR CHANGE

55
Q

WHAT ARE THE PROCESSES THAT DETERMINE THE EXTENT TO WHICH A PERSON MAY BE PERSUADED
TO CHANGE

A
  • Attention
  • Comprehension
  • Acceptance
  • Retention
56
Q

What are the barriers to change

A
  • Cultural barriers
  • Social barriers
  • Psychological barriers
  • Language difficulties
57
Q

What are the barriers to TEACHING

A
  • 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
Q

What are the obstacle to LEARNING

A
  • 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
Q

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

A

Learning critical thinking

60
Q

is essential in our classrooms because it
is inherent like how work is accomplished in our civic
and workforce lives

A

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
Q

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

A

Collaboration

62
Q

Successful individuals are those who have?

A

Creative skills

63
Q

to assess their vision and those of
others

A

Analytical intellectual skills

64
Q

to carry out their
vision and persuade people of its value; and wisdom,
to ensure that their vision is not a selfish one

A

Practical intellectual skills

65
Q

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

A

Teachings (3 decks)

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