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Chapter 1

INTRODUCTION TO TEACHING

Introduction:

Teaching is an important role of health care providers, an educator of patients/clients,

staff, and students in the laboratory, in the classroom or anywhere as necessary.

Objectives:

After the completion of the chapter, the students will be able to:
1. discuss and differentiate the teaching process from learning process;
2. discuss the health education and recognize the role of health professionals as educator in
health promotion;
3. describe the dimensions of health; and
4. explain the reasons for health education activities.

A. Principles Affecting Teaching and Learning Process

Principles - guides to make teaching and learning effective, wholesome and meaningful.
- Add insights into what makes people learn
- provide a research-based and conceptual foundation for how people learn
- the fundamental basis of conduct or operation from which one proceeds from one situation to
another.

Teaching – is the transfer of learning

- an organized, purposeful, and deliberate effort designed to bring about certain desirable
ends in an individual.
- The myriad of activities like explain, ask, review, demonstrate, submits requirements,
attends official meetings/seminars, speaker, advises students as guidance counselor,
checks on attendance (Acero, Javier, and Castro, 2007), conferring with parents
- A deliberate intervention involving the planning and implementation of instructional activities
and experiences to meet the intended learner outcomes based on the teaching plan.
- an action-oriented, theoretically based process, the purpose of which is to promote learning;
it is a highly personal and social phenomenon that involves perception, internal cognitive
processing, and outward manifestations that indicate behavioral change.
- The goal of educators is to prepare students to become competent clinicians, clinical
thinkers, critical thinkers, problem-solvers and collaborators, team players, self-directed
learners and effective communicators.

Instruction – just one aspect of teaching that involves communicating of information about
specific skill (cognitive, affective or psychomotor)

Learning – a change in behavior (knowledge, skill and attitudes) that can occur at any time or
in any place as a result of exposure to environmental stimuli;
- An action by which knowledge, skills and attitudes are consciously or unconsciously
acquired and behavior is altered which can be seen or observed.
Patient Education – process of assisting people to learn health-related behaviors (Knowledge,
skills, attitudes, values) incorporated into their everyday lives

Learner learning and NOT teacher teaching – educator must NOT know only subject matter
but also her role in teaching-learning process and nature of the learner

Goal and Objective –Related Principles of Teaching

1. In teaching, must have a definite lesson objective in mind – a guide of what to teach
2. Share lesson objective with students – students must know
3. Lesson objectives must be in 2 or 3 domains in order to be considered holistic and
complete:
Holism – belief that everything in nature is connected in some way
a. Knowledge (cognitive) – for knowledge acquisition: define, identify, learn, .
b. Skill (psychomotor) – for acquisition and honing of skills: manipulate, focus, . . .
c. Values (affective) – focused on attitude and value formation: appreciate, inspire, . . .
Cognitive or skill lesson must always include the affective dimension for wholistic
learning
4. Work on significant and relevant lesson objectives – teacher’s objective must be
learner’s objective
5. Lesson objectives must be aligned with the aims of education embodied in the Phil.
Constitution and other laws and on the vision-mission statements of the educational
institution
6. For accountability of learning, lesson objectives must be SMART,
Specific, Measurable, Attainable, Result-oriented and Relevant Time –bound and
Terminal
7. Aim at the development of critical and creative thinking – that teaching strategy must
serve as a catalyst in the development of HOTS (High Orederd Thinking Skills)
Left brain – critical thinking; Right brain – creative thinking

Teaching Strategy – Related Principles of Teaching and Learning

1. Learning is an active process – give students opportunity to participate “hands-on-
minds-on” learning; learning by doing
“ What I hear, I forget.
What I see, I remember,
What I do, I understand.”
2.The more senses that are involved in learning, the more and the better the learning.

SAQ (Self-Assessment Question) 1-1

1. Name the five senses.
2. Can all of these senses be used during the laboratory activity? How will you use it?
     _________________________________________________________________

3. A non-threatening atmosphere enhances learning-

a. the physical classroom condition – lighting, ventilation, order, tidiness, painting of the
room
b. rapport, respect - teacher-student
c. let them feel belongingness in a community
d. competitive classroom spirit is damaging
e. encourage collaboration

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4. Emotion has the power to increase retention and learning- do NOT feel afraid to bring in
emotion into the classroom. Wolfe, 2001 says,”To recognize the power of emotion is an
increase in retention, …”
5. Learning is meaningful when it is connected to students’ everyday life.
6. Good Teaching goes beyond recall of information – concerns HOTS ( creative and critical
thinking)
7. Good teaching considers learners’ varied learning styles and learners’ multiple
intelligences:
a. spatial
b. musical
c. bodily-kinesthetic
d. intrapersonal
e. interpersonal
f. naturalist

Principles of Learning
1. Learning is an experience which occurs inside the learner and is activated by the
learner.
2. Learning is the discovery of the personal meaning and relevance of ideas.
3. Learning is a consequence of experience.
4. Learning is a cooperative and collaborative process.
5. Learning is an evolutionary process.
6. Learning is sometimes a painful process.
7. Richest resource of learning is the learner himself.
8. The process of learning is emotional as well as intellectual.
9. Each person is unique.
___________________________________________________________________ SAQ (Self-
Assessment Question) l-2 – “Emotion has the power to increase  retention and learning.” Do
you agree with the statement? Can you cite an example?
___________________________________________________________________

B. Pillars of Teaching-Learning Process

1. Teacher – the vital role is: a) motivating students to learn; and
b) inspiring them to get out of their comfort zones, to stretch and develop the 98% of their
brain (untapped and unused)
- Promote learning and provide for an environment conducive to learning; create
teachable moment (Wagner & Ash, 1998)
Teacher factor – determine the extent of learning influenced by: a) relationship; b) support;
and c) rapport between student and the mentor
2. Learner
3. Subject-matter
___________________________________________________________________ SAQ (Self-
Assessment Question) l-3 –How will you determine the what we call “teachable moment”?
___________________________________________________________________

The “How of Teaching”

Many educators believe that the central concern of a teacher is his methodology.

Three pertinent aspects of teaching methodology are:

1. approaches

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2. methods

3. techniques.

technique
methods
approach

Figure 1.2 Aspects of teaching methodology

Approach

1. an approach is an enlightened viewpoint toward teaching.

2. describes the subject matter to be taught.
3. provides sound philosophy and orientation to the whole process of teaching which the
selection of an instructional method is just a part and parcel of.

Method

1. is an organized and systematic procedure employed by a teacher in making students

learn.
2. consists of steps which are logically arranged aimed at achieving the specific aims
instruction, at enhancing greater teaching and maximizing learning output.
3. A teacher uses it to make the learning process a more directed undertaking and to
make it highly efficient, thus maximizing the teaching output.

Techniques

1. is a procedural variation of a given method.

2. involves a highly personalized style of carrying out a particular step of a given method.
3. implementation and that which actually takes place in a classroom.
4. usually consistent with a method and therefore, in harmony with an approach as well.

Table 1.1 Differences in the aspects of learning according to Allen and Campbell
Approach Method Technique

Axiomatic - Having the Procedural – consisting Implementing – having an

quality of a generally of a series of actions immediate applicability in
accepted principle or rule arranged logically for the the classroom owning to
used as a basis for the smooth operation of a its specificity, feasibility
whole process of particular teaching task and convenience of the
teaching teacher in using it

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Strategy

1. are employed by the teacher to direct attention, to prompt a response, to motivate, to

evaluate, to stimulate thinking or to test for transfer of information.
2. strategy concentrates and enhances effort.
3. Strategies allow for enhanced performance of academic tasks.

Teaching Strategies

1. Direct
- Example: lecture, demonstration, role play, clinical practicum and discussion are
characterized by face-to-face teacher communication and interaction.
- These are the verbal and non-verbal signs and symbols like movements, gestures
and oral communication of the teacher.

2. Indirect
- Example: film showing, multi-media, computer-based, objects, observation, books
and pamphlets contain information that is conveyed to the learner.
- Indirect strategies provide substitute experiences through intermediary channels
- The presence of a teacher may or may not be required. 

Teaching Approaches

1. Discovery approach
- 'learn by doing'
- Discovery learning takes place in problem solving situations where the learner draws on
his own experience and prior knowledge .
- Jerome Bruner is thought to have originated discovery learning in the 1960s
2. Process Approaches
teaching in which knowledge is used as a means to develop students’ learning skills.
3. Unified Approach
- means of treating relationships that exist among the significant components making up a
given body of knowledge.
- a thorough process of weaving and integrating topics into a general framework or a
conceptual scheme.

C. Dimensions of Health

CONCEPTS OF HEALTH AND WELLNESS

Health – derived from old English HAEL (heal)
- Means whole – concerns the whole person and his/her integrity, soundness of well-
being
- Holistic (total health); includes the different dimensions of health:
a. Separate influences
b. Interaction of these dimensions

Dimensions of Health:
a. Broader dimension (OUTSIDE CIRCLE)
1. ENVIRONMENTAL

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2. SOCIETAL
b. Individual Dimension (INSIDE CIRCLE)
1. MENTAL
2. SOCIAL
3. SPIRITUAL
4. EMOTIONAL
5. PHYSICAL
6. SEXUAL
Environmental

Societal

Figure 1-2. Dimensions of health

Individual Dimensions of Health:

1. Physical health – state of one’s body like its fitness and NOT being ill;
2. Mental health – positive sense of purpose and underlying belief;
3. Emotional health – ability to express one’s feelings appropriately and to develop
sustain relationships (like feeling of being loved);
4. Social health – support system available from family members and friends ( a friend
to talk to; activities in the community – “No man is an island”);
5. Spiritual health – recognition of a Supreme Being or Force; ability to put into practice
one’s moral principle;
6. Sexual health – acceptance and ability to achieve a satisfactory expression of one’s
sexuality;
Broader Dimension:
1. Societal health – the link between health and the way society is structured; includes
basic infrastructure necessary for health ( food, shelter, peace, income); and degree
of integration ;
2. Environmental health – the physical environment where people live ( housing,
transport, sanitation, pollution and pure water facilities).

WHO (1946) – defines health as a “state of complete physical, mental and social well-being and
NOT merely the absence of disease and infirmity (old);
As cited by Cottrell (2001) , acc. to Goodstadt, et al (1987)–
1. Physical Health – biological integrity, the optimum functioning of the physical and
physiological abilities and freedom from any disease or disability.
2. Mental health – (Psychological and emotional), subjective sense of well- being, or
intellectual capabilities
3. Social Health – ability to interact effectively w/ other people and the social
environment; dev’t and sustenance of satisfying inter personal relationship;
effective & efficient role of fulfillment

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4. Spiritual health or personal health – one’s belief in a transcending, unifying force
(whether its basis is in nature, scientific law, or a godlike source; or concept of self-
actualization & concern for issues w/c affect one’s value system.

Orem defined health – a state characterized by soundness and wholeness of

human structures, bodily and mental functions.

HEALTH refers to OLOF (Optimum level of functioning) of individuals, families

and communities w/c is affected by several factors in the ecosystem.

Factors in the ecosystem affecting OLOF:

1. Political factors – power & authority to regulate the environment or social climate
such as:
Safety, oppression, people empowerment
2. Behavioral – person’s level of functioning and is affected by habits, lifestyle, health
care and child rearing practices determined by one’s culture and ethnic heritage,
mores (culture and tradition)
3. Hereditary – genetically influenced diseases & genetic risk (congenital defects,
strengths, health risks (familial, ethnic or racial)
4. Health care delivery system – primary health care is a partnership approach to the
effective provision of essential health services that are community-based, accessible,
acceptable, sustainable &affordable.
5. Environmental influences –
a. menace of pollution (urban/rural milieu, noise, thermal, radiation, air, water)
milieu – group of people or activities that you live among or familiar
b. CD due to poor sanitation,
c. poor garbage collection,
d. smoking,
e. utilization of pesticides,
f. lack or absence of proper & adequate waste and sewerage disposal system and
management,
6. Socio-economic influence – family in lower income group are the ones mostly served
(employment, education, housing)

Health as a Basic Human Right is embodied in:

1. Universal Declaration of Human Right, Art. 25, Sec 1 – “ Everyone has the right to
a std. of living adequate for the health and well-being of himself and of his family,
including food, clothing, housing and medical care and necessary social services and
the right to security in the event of unemployment, sickness, disability, widowhood,
old age, lack of livelihood in circumstances beyond his control.”
2. Phil. Constitution of 1987, Art. XIII, Sec. 11 – “ The state shall adopt an integrated
and comprehensive approach to health dev’t w/c shall endeavor to make essential
goods, health and other social services available to all people at affordable cost. . . .
priority for the needs of the underprivileged, sick, elderly, disabled, women, and
children. The State shall endeavor to provide free medical services to paupers.”
3. WHO (1995) – believes that government have responsibility for the health of their
people w/c can be fulfilled only by the provision of adequate health and social
measures.
3 basic positive concepts of health :
a. reflecting concern for the individual as a total person;
b. health in the context of the environment; and

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c. equating health with productive and creative living.
___________________________________________________________________

SAQ 1-4 1. During this time of pandemic, enumerate some actions of the government in
showing their responsibilities for the health of the people?
___________________________________________________________________
Health vs Wellness
Wellness as a positive quality (opposite of illness) – integration of spiritual, intellectual,
physical, emotional, environmental and social dimensions beyond one’s control
- decision we make how to live our life ( a new health goal)
- a state of mind ( awareness of the choices available for a healthy lifestyle)
Health - determined by genes, age and other factors

D. Health Education

Health Education – concerned with designing, implementing and evaluating educational

programs that enable families, groups, organizations & communities to play active roles in
achieving, protecting and sustaining health
- a combination of learning experiences designed to facilitate voluntary adaptations of
behavior conducive to health
- contribute to health and well-being by promoting lifestyles, community actions and
conditions that make it possible to live healthful lives.

Discipline – a branch of knowledge or instruction

Profession – an occupation that properly involves a liberal, scientific, artistic education.”

Principles of Health Education - to improve the health of the community and has the major role
in promoting:
1. good health practices (sanitation, clean drinking water, good hygiene, breast feeding,
infant weaning, & oral rehydration);
2. use of preventive services like immunization, screening, antenatal and child health
clinics;
3. correct use of medication and the pursuit of rehabilitation regimens (for TB and
leprosy);
4. recognition of early symptoms of disease and promoting early referral; and
5. community support for primary health care and gov’t control measures

health educ planning:

1. what is the desired change – key problem?
2. where should health education take place – private room?
3. who should carry it out – health worker responsible?
4. how should it be done –
a. Demo – breast feeding
b. Word of mouth – oral tradition
c. Use of AV aids
d. Film showing
Characteristics of Health Education:
1. Directed at people who have influence in the community (the opinion makers)
2. Lessons are repeated and reinforced over time using different methods

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3. Lessons are adaptable and use existing channels of communication like songs, drama
and story telling.
4. Entertaining and attracts the community’s attention
5. Use clear, simple language with local expressions.
6. Emphasizes short term benefits of action.
7. Provide opportunities for dialogue, discussion, and learner participation and feedback
8. Use demonstrations to show the benefits of adapting practice

Relationship between Health Education and Health Promotion:

The primary role of health educator is to develop appropriate health education/promotion
programs for the people:
1. Planning
2. Implementing
3. Evaluating the health plans/programs

Steps in Developing Health education:

1. Assessing the needs of the target population;
2. Developing appropriate goals and objectives;
3. Creating an intervention that considers the peculiarities of the setting;
4. Implementing the intervention; and evaluating the results.

Terms Used in Health Education:

1. IEC – Information Education Communication- is the process of learning that empowers
people to make decisions, modify behaviors and change social conditions
2. IPC – Interpersonal Communication- A direct face-to-face communication between two
people or groups.
3. BCC – Behavioral Change Communication- is a process of any intervention with
individuals, communities and/or societies to develop communication strategies to promote
positive behaviors which are appropriate to their settings.

Assignment: For our next topics please read and answer the following: (Use any reference)
1. Enumerate the roles of a teacher.
2. Describe the characteristics of a good teacher.
3. Characterize the nature of the learner.
4. Search for the theories of human development.

Summary:
In this module you have learned the principles affecting the teaching-learning process to
develop the wholesome personality of the learners.

There are three pillars of learning: the teacher, the learner and the subject matter.
Teaching methodology has three aspect namely approaches, methods and tecniques. Teaching
strategies were also described.

Health was defined in different ways according to Universal Declaration of HR, Art. 25, Sec 1,
Philippine Constitution and WHO. Health was differentiated from wellness. Dimensions of health
were classified into broader dimension and individual dimension. Broader dimension such as
environmental and societal health, Individual dimensions of health were physical, mental,
emotional, spiritual, social and sexual health. OLOF is another term for health which were
affected by the factors in the ecosystem.

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Health education principles, its characteristics and steps in developing health education will give
ideas to further understanding of its importance as health care provider.

Answers to SAQ
1.1 1. Five senses – sight, smell, taste, touch, hear.
2.In the laboratory, we have to consider the laboratory precautions especially if there are
toxic substance, acids or bases? Sense of taste is a big NO, smell and touch need
CAUTIONs
l-2 “Emotion has the power to increase  retention and learning.”- Depends on the
experiences; if traumatic, it may be retained or totally forgotten; if pleasant, it can be cherished
and inspiring while studying.
1-3 “Teachable moment” – When an individual is staring at you while you are talking; When
asking questions; thru the facial expressions .
1-4 During this time of pandemic, enumerate some actions of the government in showing their
responsibilities for the health of the people?(Pls. Refer to the DOH and government
guidelines/plans) internet searching

Evaluation: Identify the term that corresponds to the description on the space provided:
_________________ 1. The broader dimension of health related to pollution and waste
management
_________________ 2. One of the multiple intelligences describing the abilities in dancing and
sports
_________________ 3. This is also called Optimum level of functioning
_________________ 4.The positive quality of a person that is an integration of spiritual,
intellectual, physical, emotional, environmental and social dimensions
_________________ 5. An approach which is described as learning by doing

References:

Acero-De Ocampo,Victorina C.,Javier-Sanchez, E., and Castro-Ocampo,H.(2017).  

Principles of teaching I. Revised Ed. Rex Bookstore, Philippines.

Castro-Estrada, Cecilla. (2009). Teaching strategies in health education with

principles of teaching and learning. First Ed.Educational Publishing House, Inc. Ermita,
Manila.

http://ro4a.doh.gov.ph/media-releases/140-featured-article/626-doh-and-calabarzon-lgus-
formulates-local-action-plan-on-road-safety-management

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