Chapter 2

ROLES, FUNCTIONS AND CHARACTERISTICS OF HEALTH

PROFESSIONAL IN EDUCATION

Objectives:

After the completion of the chapter, the students will be able to:
1. explain the different roles, functions and characteristics of health professional in
client education;
2. outline the strategies that facilitate education to learners;
3. describe the hallmarks of good teaching practices; and
4. discuss the nature of the learner.

Pre-test: Let us check if you read ahead based on the required readings as assignment
from chapter one. Write your answer on the space provided that corresponds to the
description.
_________________ 1. A characteristic of a teacher working long beyond the working
hours, not time conscious
_________________ 2. A characteristic of a teacher that can adjust to any situation
_________________ 3. A permanent change in behavior as a result of experience
_________________ 4. A quantitative change in an individual as in increase in size
_________________ 5. A type of cell concerned with heredity
_________________ 6. He said that human development undergoes series of changes
dominated by the development of self sensitivity in an erogenous zone, experiencing
pleasure
_________________ 7. He stated that knowledge is gained from the experiences by
assimilation and accommodation
_________________ 8. A process of encouraging the learner to listen attentively
_________________ 9. The marked development of sexual characteristics
_________________ 10. Menopause is to women, what is its equivalent to men?

A. Roles of a Teacher:
There are three general roles of a teacher:
1. Instruction roles – has to prepare: lesson plans, instructional materials, quiz and
exam and evaluate the students
2. Faculty roles – it could be non-academic but within the school like public relation
officer, adviser or member of school organizations, a guidance counselor
Guidance – preventive function
Counselor – curative function
3. Individual roles – “personal role”, as family member, citizen of the community,
church’s servant

Thus we can say that a teacher has variety of roles. The following are just samples
that will contribute to the success of the school.
Ten roles of a teacher:
1. Resource Provider- helps colleagues by sharing instructional resources: websites,
articles, books, lesson or unit plans, and assessment tools.
2. Instructional Specialist - helps colleagues implement effective teaching strategies
by sharing ideas for instruction or planning lessons, study research-based classroom
 strategies (Marzano, Pickering, & Pollock, 2001); share findings in exploring which
instructional methodologies are appropriate
3. Curriculum Specialist - encourages teachers to consider the standards, the
prescribed curriculum, and develop shared assessments
4. Classroom Supporter - helps teachers in implementing new ideas, by
demonstration, co-teaching, or observing and giving feedback (Blase and Blasé,
2006), and consultation with peers
5. Learning Facilitator - focus on most directly improves learning and aligned to fill
gaps in learning
6. Mentor- the common role of teacher leader is mentoring novice teachers; serves
as role model; acclimates new teachers to a new school; and advises new teachers
about instruction, curriculum, procedure, practices, and politics
7. Data Coach - leads in analyzing and using information to strengthen instruction
8. School Leader - serves on a committee for school improvement, acts as department
head; supports school initiatives; or represents the school on outside activities;
shares the vision of the school, aligns his or her professional goals with those of the
school and shares responsibility for the success of the school as a whole
9.  Catalyst for Change – visionary, always looking for a better way” (Larner, 2004),
feels secure in his/her work, has a strong commitment to continuous improvement,
poses questions to generate analysis of student learning
10. Roles for All - exhibits leadership in multiple, sometimes overlapping ways: formal
with designated responsibilities; informal roles emerge as teachers interact with their
peers. The variety of roles ensures that teachers can find ways to lead that fit their
talents and interests. Regardless of the roles assumed, teacher shapes the culture
of their school, improves student learning

SAQ 2-1. Can you add more terms as a role of a teacher according to your
experiences? Give at least two.

______________________________________________________________

B. Characteristics of a Good/Effective Teacher

Effective teacher (Young,2003) – qualities: as the most approachable and respected
members of the faculty: -
1. Looked up to as a role model worthy of imitation and emulation
Emulate – you imitate them because you admire them a great deal
2. Exhibits professional competence – shows knowledge of the subject matter and
proper skills in teaching, reading, researching, undertaking CPE (Continuing
Professional Educ)
3. Shows willingness to learn new roles and teaching methods
4. Possesses the ability to reflect on or assess her performance
5. Has the desire to improve oneself and succeed

Effective teacher (Flowers,2000)- :

1. Committed – don’t watch the clock, go extra mile and work long hours;
2. Creative - stimulate intellectual inquisitiveness, exploratory & critical thinking
 - May exhibit stern (serious and strict) behavior but still convey concern and
care for the welfare of the student; to awaken students of their greater
potential
3. Intuitive – identify student’s predominant style of intelligence based on his
knowledge to build on the student’s strength

6 hallmarks (most typical quality) of good effective teaching:

1. Professional competence – mastery/knowledge of the subject matter ; skills;
reading, researching and undertaking (Continuing Professional Education (CPE),
has clinical practice and expertise, taking pride that teaching is a profession,
general understanding of other fields of knowledge
2. Possession of skillful interpersonal relationship-
a. Takes personal interest in the welfare of the students;
b. Fair and just especially in giving grades and credits to students
c. Sensitive to their feelings and problems;
d. Conveys respect for the students;
e. Democratic - allows learners to freely express themselves & ask questions;
f. Accessible for conferences and consultations;
g. Conveys a sense of warmth.

BASIC approaches by which instructors increase self-esteem and reduce anxiety:

a. Empathic (understand another person’s feelings) listening
b. Accepting the learners – whether you like it or NOT
c. Communicating honestly – teachers expectations; students’ responsibilities
d.   Parental role (in loco parentis)

3. Desirable personal characteristics –

a. Charisma g. caring attitude
b. Enthusiasm h. sense of humor
c. Cheerfulness i. good speaking voice
d. Self-control j. self-confidence
e. Patience k. flexibility
f. willingness to admit error or lack of knowledge

4. Teaching practices – mechanics, methods, skills, knowledge, interesting

5. Evaluation practices – provide timely feedback on student’s progress; correct
the students tactfully; test are pertinent to the subject matter
6. Availability to students especially in the laboratory, clinical and other skills –
- Instructor’s dilemma is being in 2 places or more at the same time
- Endorse to a knowledgeable member in his absence

Teacher Style – interpersonal, professional & personal aspects of good teaching:

1. A blend of form or content (combination) – ways of talking, moving, relating and
thinking, scholarliness, intelligence and sincerity
2. Teaching persona –ability to stimulate the student’s interest and enthusiasm for
the subject;
3. A pleasant speaking voice;
4. Use of variety of teaching strategies, jokes, humor, and;
5. Good timing – how to adopt the speed of delivery for individual learners or the
whole class and knowing when they are ready for a new material, when to stop
and when to shift gears
C. Nature of the Learner, Development and Maturation
Human development – dynamic process of change that occurs in the physical,
psychological, social, spiritual, and emotional constitution and make-up of an individual
starting from the time of conception to death (from womb to tomb)
Changes may be:
1. Growth – quantitative, increase in the size of the parts of the body
2. Development – qualitative, gradual changes in character

2 Major processes taking place in growth and development:

1. Learning – a permanent change in behavior as a result of experience which
is primarily determined or influenced by the environment where the person is
situated. A complex process that involves changes (evolves from birth to
death) in:
a. Mental processing
b. Development of emotional functioning
c. Social transactional skills
2. Maturation – body changes as a result of heredity (the traits that a person
inherits from his parents determined by the genes which are made up of
DNA)

PERIODS OF LIFE SPAN DEVELOPMENT:

1. Prenatal Development – from conception to birth ( from a single cell to an
organism complete with brain and behavioral capabilities – 9 months ( 270-280
days or 40 weeks)

2 Types of Cells in the Human Body:

a. Body or Somatic cells – concerned with the developmentt of the different
parts of the body
b. Germ or reproductive cells – concerned with heredity
Each human cell ( EXCEPT sex cells – ovum and sperm) has a nucleus with
a set of 46 chromosomes arranged in 23 pairs
 Sex cells containn23 single chromosomes
 Fertilization results in 23 pairs of chromosomes (23 from mother,
23 from father)
 Female egg – X chromosome
 Sperm cell – either X or Y chromosome
 Offspring - - XX = female offspring
- XY = male offspring
 Chromosomes are found in the nucleus of cell which contains the
genes

2. Infancy – from birth up to 18 or 24 months; characterized by:

 Time if extreme dependence on adults
 Babyhood
 Beginning of many psychological activities like language, symbolic
thought, sensorimotor coordination and social learning
 Sensorimotor dev’t – head turns to direction of touch, lifts chin and
head, holds head erect, reaches for objects, sits with support,
stands with help, crawls, walks with support

3. Early Childhood – from end of infancy to 5-6 years old ( pre-school years)
 Children become more self-sufficient & care for themselves
 Develop readiness skills like identifying letters and following
instructions
 Spend many hours playing with peers

How the child’s pre-school experiences affects his growth & development:
 If his/her physiological & psychological needs are met (develops
a healthy & pleasant personality)
 He/she learns to communicate & develop understanding of
himself and his environment
 The quality of the interaction between the child and parents
(affects child’s own attitude)
 Relationship that the child has with the “significant others” – lolos,
lolas, uncles,aunties, yayas, etc. will determine child’s self-
esteem:
- Child thinks he/she is loved (high self-esteem; becomes
enthusiastic and open to experiences)
- Child feels NOT accepted and NOT cared for – develops
confusion, fear, inferiority complex

4. Middle and Late Childhood – school-age, 6-11 years old(elementary school

year) –
 Fundamental skills of reading, writing and arithmetic are
mastered;
 Formally exposed to the world & its culture (becomes more
achievement centered with increased self control)

5. Adolescence – transition from childhood to adulthood; from 10-12 years to 18-

22 years old; “pubertal growth spurt” – rapid gains in height and weight, changes
in body contour
Puberty – marked dev’t of sexual characteristics: (breast enlargement,
dev’t of pubic and facial hair, deepening of the voice), production of sex
hormones & physical capability of reproduction, onset of menarche or
menstruation)
 Pursuit of independence and identity;
 Thoughts are more logical, abstract and idealistic;
 More time spent outside the family;
 Early adolescence – 13-16 or 17 y o
 Late adolescence – 16 to 18 up to 21 y o

Dev’t tasks of adolescents:

 Independence in preparation for adulthood
 Developing a sense of identity

Physical Aspects of dev’t:

  More marked internal than external dev’t
 Spends more time in the physical looks and improving
appearance (Awkward stage)
 Role of significant others to cushion the impact of teenager’s
“growing up pains”

6. Early Adulthood - late teens or early 20’s – 30’s

 Establish personal economic independence
 Career dev’t
 Selecting a mate
 Intimate relationship
 Starting a family

7. Middle Adulthood – 35-45 y o up to 65 y o

 Menopause for women
 Andropause or climacteric for men
 Time of expanding personal and social involvement &
responsibility
 Assisting next generation to become competent

8. Late adulthood or senescence – 65-80 y o till death

 Adjustment to decreasing strength and health
 Life review
 Retirement
 Adjustment to new social roles
 Affiliations with members of one’s age group

D. Theories of Human Development:

1. Psychosexuial Development Theory (Freud)
a. Sigmund Freud – Father of Modern Psychology; that human beings pass
through a series of stages dominated by the dev’t of sensitivity in an
erogenous zone or pleasure – giving area in the body
b. Person must be able to resolve conflicts that each stage poses before moving
on to the higher stage
c. Failure to resolve is frustration, that a person may become addicted to the
pleasure of a given stage that he develops fixation and fails to move ON to
higher stage of developmentt

2. Psychosocial Development Theory (Erik Erickson) each stage has a unique

dev’tal task or dilemma (crisis) that must be resolved
Crisis – turning point, crucial period of increased vulnerability and
heightened potential; develops healthy personality by mastering life’s
outer and inner dangers

Epigenetic Principle – personality continues to develop throughout the

entire life span; each part of the personality has a particular time in the
life span

8 Major Stages of Social-Emotional Dev’t:

 1. Infant – Learning Basic Trust vs. Basic Mistrust (HOPE) (birth to 2 yr);
should be cuddled and fondled
a. Resolution = trust
b. Non- resolution = mistrust and fear; suspicious mind
2. Toddler – Learning Autonomy vs. Shame and Doubt (2-3 yo); to
assert their will or NOT
a. Resolution – sense of independence and competence when
parents are patient and encouraging
b. Non- resolution – children develops excessive shame and doubt
when parents are over protective and always curtail their child’s
freedom movement.
3. Pre-school –Learning Initiative vs. Guilt (Purpose) ; (4-5 yo); dev’t of
mental or motor abilities; play age
a. Resolution – child develop initiative if parents allow them freedom
to run, slide, play w/ other children, go biking
b. Non- resolution – sense of ineptness or inadequacy; feel that they
are intruders (istorbo, or pasaway)- - - becomes passive
4. School age – Industry vs. Inferiority (Competence)(6-11 y o) – “how
things work?”; “how are they made?”
a. Resolution – gain sense of industry or accomplishment; efforts
were recognized, rewarded and reinforced
b. Non-resolution – sense of inadequacy and inferiority – if parents
and/or teachers rebuff, ridicule, constantly scold, or ignore the
child’s efforts to improve
5. Adolescence – Identity vs. Confusion (12-18 y o) psychological
revolution; who am I?; what do I value?; where am I headed in life?;
trying on many new roles; parent/teen conflict usually occurs (Identity
Diffusion ; Fidelity)
a. Resolution – establishment of an integrated image of oneself as a
unique person- - sense of centered identity
b. Non-resolution – role of confusion or negative identity like a
“hoodlum” or delinquent
6. Young adulthood – intimacy vs. Isolation (Love)
a. Intimacy - capacity to reach out to other people; share with care
for another person w/o fear of losing oneself in the process (deep
friendship and lasting relationship)
b. Rejection – results to withdrawal, isolation and formation of
shallow relationships
7. Middle adulthood – Generativity vs. Stagnation (self-Absorption; Care)
a. Generativity – selflessness; caring; welfare of society
b. Stagnation – self-centered, embittered individual; pre-occupied
with their material possession
8. Old age – Ego Integrity vs. despair/disgust (Wisdom)
 Self-accounting ; sense of satisfaction or despair (“so much to
do, so little time”)

3. Cognitive Development Theory (Piaget) – Constructivism - gain knowledge

from their experiences, learn in a manner influenced by these experiences. . .
(Ex. Anchored Instruction)
 Jean Piaget (1896-1980) male , Swiss, worked on child development –
believed that children’s play has an important role in constructivism and
learning; that we learn through assimilation and accommodation
Assimilation – ideas taken in and understood
Accommodation – reframing the world and new experiences into the
mental capacity already present
Universal Constructivist Perspective – child constructs reality by
interacting with the environment and that children have predictable qualitative
differences in how they think about things at different ages (Ex. tv program,
“YEY”, What you think)
 Construct their understanding in predictable ways
 The importance of group discussion

Key Concepts:
1. Mental Structures – Cognitive Structures – begins with reflexes in infancy
evolving into schemata and more complex structures called operations.
2. Schema – a mental concept formed through experiences with objects and
events
3. Schemata – are building blocks of cognitive structures
4. Operations – mental actions allowing children to interact with the
environment using their minds and bodies; invariant sequence where
child must first develop concrete operations before formal operations
5. Organization – humans have natural and innate tendency to organize
their relationship with the environment; people organize activity lawfully,
constructing a reality that makes sense at that time.
4. Moral Development Theory (Lawrence Kohlberg)
3 levels & 6 Stages of Moral Development:
1. Pre-conventional Level:
a. Stage I – Punishment/Obedience Orientation
 Eggo-centered – self-centered; “survival of the fittest”
 Obedience to figure of authority brought about by fear of
physical punishment
Confucius – “Spare the rod and you will spoil the child.”
b. Stage II – Instrumental-relativist orientation:
 Concerned with satisfying oneself at the expense of others
(USERS)
 Or doing something for others based on what gain or benefit
he/she can derived for a favor done (OPPORTUNISTS)
“Golden Rule – Do unto other what you want others do unto
you.”
2. Conventional Level
a. Stage III – Good boy/nice girl orientation
 The child becomes other-directed and the concern is for social
approval and acceptance (Will it be okay to them/ what will
they say?)
 Thus behavior conforms to accepted social and traditional
norms (“If you are in Rome, do what the Romans do.” ; To work
abroad, orientation seminar. . . the language, culture) Ex.
Korean Novela, greetings in writings using RED INK means ,
you want to die the receiver or sendee
 b. Stage IV – Law and Order Orientation
 Decisions are based on the rule of the law, honor and
commitment to duty
3. Post-conventional Level
a. Stage V – Social Contract orientation
 Depends on social contracts, written documents, abstract thing
and highly legalistic concerns
 Believe in the saying: “The law must be for the greatest number
of people”
Ex. 1.1 Pontius Pilate in endorsing to people the decision on
what to do to Jesus”
1.2 When Pres Erap decided to allow the body of Ex-pres.
Marcos to be buried at Libingan ng mga Bayani but
people rallied opposing the would be decision of Pres.
Erap, thus he thwarted the request of the Marcos
family”
b. Stage VI – Universal Ethical Principle Orientation
 Behaves according to the concept of Universal Social justice
 Respect for human rights and upholding of the principles of
dignity, equality and justice

E. Ways to Motivate Learners

 There is no specific way in motivating students which means not all are
motivated by the same principles, needs, wishes or wants
 Some students can be motivated by the endorsement of others, some by
winning the challenges in life.

Motivation – an anticipatory setting, encouraging learners to listen attentively and

attend to the lesson in different forms:
1. Jokes
2. Anecdote
3. Flattering statement
4. Intriguing questions
5. Challenging quote
6. Riddle

Ten Ways to Motivate Students to Learn (teach4theheart.com › Blog › Teaching,

August 30, 2020)
1. Believe in them – give positive feedback
2. Be extremely encouraging – generate an open and positive atmosphere; that studets
are important part of a learning community
3. Make sure the students are the ones who are working. 
4. Use memory work and recitation – still considered powerful tool although some
people discouraged memorization; requiring the class to recite passages or facts
together as “drill and thrill”?) saying it quickly, with voice variation

When I was a college student, I found it interesting when I did memorizing by rapping
( the term which I did not know before) with actions like simple head banging combined
with hand tapping.
 Activity 2-1: Choose one or two sentences and read it by rapping with head banging
and hand tapping. Be sure you will consider the beat or timing. Can you feel a difference
from just simply reading it?
___________________________________________________________________

5. Make learning fun - don’t do same activities; be passionate; can be by telling

relevant stories with some humor
6. Be wise with homework. More homework does not necessarily mean more
learning; be considerate of the students’ family time. Give valuable homework . Limit the
quantity of homework , focus on quality.
7. Have one-on-one conversations. If a student has a chronic problem, talk to them
privately. Develop a plan together to be successful. Be sincere.
8. Get the parents involved. give them some specific things they can do to help their
student And when talking to them, focus on solutions, not the problems.
9. Help students be more organized - help them organize their bookbags, folders
and others.
10. Consider whole brain teaching.  that after teaching a concept, students then
explain it to each other; the students engaged.

ASSIGNMENT: For our next topic, look for any reference or search for:
1. Meaning of teaching process,
2. Name different principles of teaching,
3. Explain the components of teaching-learning process.

SUMMARY:

Teachers/Health Care Professionals in Education has three general roles: Instruction

role, faculty roleand individual role.

There are ten roles of a teacher in a school: Resource Provider, Instruction Specialist,
Curriculum Specialist, Classroom Supporter, Learning Facilitator, Mentor, Catalyst of a
Change Data Coach School Leader, and Roles for all.

An effective teacher is committed, creative and intuitive. He/she is being looked up as a

role model worthy of imitation and emulation, exhibits professional competence, shows
willingness to learn new roles and teaching methods, possesses the abilty to assess
his/her performance and has a desire to improve oneself and succeed..

There are six hallmarks or typical qualities of good effective teaching such: professional
competence, possession of skillful interpersonal relationship, has desirable
characteristics, teaching practices, evaluation practices and always available to
students.

The changes in human development can be classified into growth and development.
There are two major changes in growth and development: learning and maturation.
Learning is a permanent change in behavior due to experience as influenced by the
environment where a person is situated. Maturation is body changes as a result of
heredity.

The periods of life span development are: Prenatal development, infancy, early
childhood middle and late childhood, adolescence, early adulthood, middle adulthood
and late adulthood or senescence. Pubertal growth spurts refers to fast gains in height
and weight.

There are four theories of human development: 1. Psychosexual Development Theory

by Sigmund Freud, 2. Psychosocial Development Theory by Erik Erickson, 3. Cognitive
Development Theory by Jean Piaget, and 4. Moral Development Theory by Lawrence
Kohlberg.

Motivation is setting and encouraging the learners to listen and attend to the lesson,
example is by giving jokes, a riddle or anecdotes.There are ten ways to motivate
students to learn: : 1. Make sure the students are the ones who are working, 2.Use
memory work and recitation, 3.Believe in them, 4. Be extremely encouraging, 5. Make
learning fun, 6. Be wise with homework, 7. Have one-on-one conversations, 8. Get the
parents involved, 9. Help students be more organized, and 10.Consider whole brain
teaching

POSTTEST: Let us check if you remember some concepts in this topic. Write your
answer on the space provided that corresponds to the description.
_________________ 1. A characteristic of a teacher that is strict but has concern to the
learners’ welfare
_________________ 2. A development in an infant in which head turns to direction of
sound or touch, lifts chin and head, reaches for objects and others
_________________ 3. A permanent change in behavior as a result of experience
_________________ 4. A quantitative change in an individual as in increase in size
_________________ 5. A type of cell concerned with heredity
ANSWERS TO Pre-test:
1. Committed
2. Flexibility
3. Learning
4. Growth
5. Germ or reproductive cell
6. Sigmund Freud
7. Jean Piaget
8. Motivation
9. Puberty
10. Andropause or Climacteric

ANSWERS TO POSTTEST:
1. Stern
2. Sensorimotor development
3. Learning
4. Growth
5. Germ or reproductive cells
REFERENCES:

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

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

Blase, J., & Blase, J. (2006). Teachers bringing out the best in teachers: A guide to
peer consultation for administrators and teachers. Thousand Oaks, CA: Corwin
Press.

Casinto, Carlo Domingo (2010). Handbook in principles of teaching. Rex Bookstore.

N. Reyes St., Manila.

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

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

https://www.google.com/search?q=roles+of+a+teacher&oq=roles+of+a+teacher&aqs       
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10 Ways to Motivate Your Students to Learn - teach4theheart.com › Blog › Teaching,

retrieved august 30, 2020.

10 Important Roles of a Good Teacher | ITTT | TEFL Blog www.teflcourse.net › blog ›

10-important-roles-of-a-goo.

Suggested video:

The Evolving Role of the Teacher - HundrED.org hundred.org ›  evolving-role-of-the-

teacher. Retrieved August 30, 2020.