 Those less endowed with natural talent can still become good teachers given the

Teaching and Learning proper education support and desire to succeed

Dimensions of the Educational Process
Process of Being an Effective Teacher
1. Substantive – Pertains to what is taught and what has to be learned. 1. Knowledge of educational theory and research
2. Procedural – Pertains to the different practices or standard operating procedures being 2. Willingness to learn new roles and teaching method
followed. 3. Ability to reflect on one’s own performance
3. Environmental – Pertains to all of the setting which maybe used for learning experiences
which can be:
 Autocratic - The teacher has little freedom to explore her area of interest and Effective Teaching in Medical Technology
to use the methods which best lead her and her students toward the 1. Professional Competence
attainment of their objectives  Enjoy his Professional Competence
 Democratic - The teacher is free to contribute to her specialized knowledge  Shows genuine interest to his patient
and capabilities to the common goal of the school as well as for her own  Displays confidence in his professional abilities
teaching goals  Excites student’s interest in the profession
 Psychosocial - This correspond to the following:  Develops a thorough knowledge of subject matter
1. The number and type and organization of personnel  Maintains and expands knowledge through reading research clinical practice
2. Other students from allied health fields and continuing education
3. Patients  Polishes clinical skills throughout his or her career
4. The kind and size of institution
2. Interpersonal Relationships
4. Human Relation - Refers to the learner-teacher, administrator group of learner’s patients  Taking personal interest in the learners
and their interactions.  Being sensitive to the feelings and problems of the learner
 Conveying respect for them
Teaching  Alleviating their anxieties
 Allowing learners to express their points of view
 It is a mixture of arts and science  Creating an atmosphere in which they feel free to ask questions
 Starts with the experience of a learner  Conveying a sense of warmth
 It is concerned with the growth and development of the whole personality of the  Being fair
student

Learning Today’s Student is Tomorrow’s Colleague

 Process of apprehension clarification and application of meaning
 Entails the use of mental function
Health-related Program Students are often plagued by:
 Includes mental activities wherein knowledge skills attitude and appreciation and
 Lack of self confidence
ideas are acquired resulting into modification of behavior
 Fear of making mistakes while learning which leads them to experience high level of stress
 Too much anxiety interferes with the ability to learn
Good Teaching
Empathic Listening
 An effective teacher does not become effective by just imitating former good  Listen to the learner
teachers. although following a good role model can be helpful.  Try to see the world through their eyes
 Some people have inherent qualities that increase the likelihood of their being good  Respect the learner
teacher  Care about their concerns and try to understand the world as learners experience it
  Clearly communicating expectations
Acceptance  Provides timely feedback on student’s progress
 Accept learners as they are whether you like them or not  Corrects student’s misconceptions
 Affirm learners are worthwhile people even though they are different from yourself  Being fair in the evaluation process
 Enhance their self-esteem  Gives examination pertinent to the subject matter
 Convince them that you have faith in their desire and ability to learn
 Honest Communication
 Creates a comfortable atmosphere
Availability to Students
 Learners need to know the teacher’s thoughts regarding the topic and the learner’s  Being there in stressful situation
abilities and performance  Helping students in laboratory related work
 Identifying the learner’s responsibilities in the learning process  Giving appropriate amounts of supervision
 Students accept criticism of their work if the teacher has established an honest and caring  Freely answering question
relationship with them  Acting as a resource person during clinical learning experiences
 Learners should be told at the beginning of instruction what they should do if the
instructor is not available
Personal Characteristics
Effective Teaching Identified by Non-Health
Related Programs Students
1. Teaching Clarity
 Mosaic of behaviors that teachers use in order to make what is to be learned
intelligible comprehensive and learnable
 Repeats information and then summarizes
 It has the following characteristics
• Logically organizes instruction
• Explain what is to be learned
• Uses simple terms
• Assess students understanding
• Give examples
• Allow students to have time to think about what is being taught
2. Time on Task
 Effective teachers provide students with relevant academic activities and see to
it that the students spend an adequate amount of time actually engaged in these
learning activities
Teaching Practices 3. Class Time Management
 Mechanics methods and skills in classroom and clinical teaching  Instructors make sure students know what they expect
 Teaching subject matter in a stimulating way and inspiring learner interest  They make certain that students know what to do if they need help
 Teacher’s Style  They follow through with reminders and rewards to enforce rules
 Personal Interest in the Subject 4. Questioning Technique
 Thorough knowledge of the subject matter  Effective teachers ask appropriate questions in a manner that ensures
 Personality participation and facilitates mastery of academic content
 Use of variety of teaching strategies  Questioning focuses on both facts and abstract thinking
5. Comprehension Instruction
 Effective teachers emphasize independent learning and learning to learn
Evaluation Process
  They teach students to apply concepts solve problems and monitor their own
comprehension
6. Groupings
 Effective teachers are also able to group students for individualized and small
group discussion
 They are able to work with more than one student or group at a time
7. Level of Cognitive Instruction
 Most instruction for low achieving students emphasizes mechanical role learning
 Effective teachers try to move toward high order thinking skills and independent
learning by motivating students to learn and by using appropriate materials and
activities

Teaching Style
 This is an outgrowth of the teacher’s personality and character
 It is a process by which the teacher delivers the subject matter to the student
 This maybe the primary cause of the student’s boredom or excitement

7 Principle of Good Teaching Practice

1. Encourage student faculty contact
2. Encourage cooperation among students
3. Encourage active learning
4. Give prompt feedback
5. Emphasize time on task
6. Communicate high expectation
7. Respect diverse talents and ways of learning