Health Education
- The act of providing information and
learning experiences for purpose of
behavioral change and improved for
health of the client
- The acquisition of knowledge through
exchange of information from teacher to
learners
According to Joint Committee
 Health education is a process with
intellectual psychological, and social
dimension relating to the activities that
increase the ability of people to make
informed decision.
PURPOSE
- A mean of propagating health promotion
and disease prevention
- May be used to modify or continue
health behaviors
- Provides Health info and services
- Emphasize good health practices as an
integral part of culture, media, and
technology.
- Disseminates information of vital public
importance
- It is a form of advocacy
THE PROCESS OF HE
 Physical Health
- promote the ability of the body to
function well
 Emotional Health
- the ability of an individual to cope with
stress and strain as on faces the
challenges of life
 Mental Health
- the ability of an individual to make
correct judgement to cope with
situations
 Social Health
- the ability of an individual to relate with
others
 Spiritual health
- recognize the supernatural aspects of
divine healing
TYPES OF HEALTH EDUCATION
 Information on human biology and
hygiene
 Health services directing use of
resources
 Health Education to create a friendly
environment
DIMENSION OF HE PROCESS
 Substantive Dimension
- What is taught and what is learned
 Procedural Dimension
- Teaching method and learner activities
used
 Environmental Dimension
-physical and social factors in the teaching-
learning situation
 Human Relations
- Persons involved in the nursing care
practice that influence the effectiveness
of the teaching and learning process.
ASPECTS OF HE
 Behavioral Sciences
 Public Health
 Education
AIMS OF HEALTH CARE EDUCATION
 Provides guidance and instruction to
help all individuals to attain physical
fitness.
 Promote personal hygiene,
environmental sanitation.
 Helps individual live healthful lives.
 Develop productive individuals,
THE CHANGE PROCESS
 Perceived the need for change
 Initiate group interaction
 Implement change one step at a time
 Evaluate the overall process and make
further adjustment
STRATEGIES IN MANAGING CHANGE
1. Thinking-Practices Strategy
- Assumes that learners are rational being
2. Interest and Commitment Strategy
- Learners act consistently with their
social-cultural norms
3. Power and Self Discipline Strategy
- Learners are coerced to comply with
instructions
FACTORS AFFECTING CHANGE
 Culture
 Demographics
 Socioeconomic conditions and
environmental circumstances
 State of wellness and development
MANAGING CHANGE
 Empirical-national strategy
 According to personal beliefs, interest
and motivation
  Normative or re-educative strategy -nursing provides interaction and
 Willingness to change for purpose integration among activities
 Interpersonal
 Power coercive strategy - ensures that nurses is client-centered
 Comply to authoritative figure rather that task-centered
 Goal-directed
Education -nurses and client worked together to
identify specific goals related to wellness
 Interactive process of imparting
and illness prevention
knowledge through sharing, explaining,
 Universally applicable
clarifying, and synthesizing the
substantive content of the learning -practice nursing to well or sick people,
process in order to developed wisdom young or old, regardless of race, and
and behavior etc.

Learning

 It’s the acquisition of knowledge of all

kinds such as abilities, habits, attitudes,
and etc.

Teaching

 The process of providing learning

materials, activities, and experience that
enable the client to acquire knowledge ,
values, and skill in order to facilitate self-
reliant behavior

Patient-Teaching

 Dynamic interaction between nurses as

teacher and the patient as the learners.

Health

 A sense of being physically fit, mentally

stable, and socially comfortable
 It encompasses more than the state of
being free of disease

The Education Process

 A systemic, sequential, logical, planned

course of action consisting of teaching
and learning

Roles and responsibilities of the Nurse as

Health Educator in Teaching Patients

Teaching is not a matter of chance, it's a matter

of choice. It is not something you are destined or
CHARACTERISTICS obliged to do but something you have chosen to
do. Blessed are the teachers far they are God’s
 Systematic gift to everyone.
-an ordered sequence of precise and
accurate activities ~ William Jennings Bryan
 Dynamic
Nurse Educator
1. The primary source of knowledge of
learners in nursing
2. The primary catalyst for the learning
process
3. A role model for nursing students
4. An active facilitator, who demonstrates
and teaches patient care to nursing
students in the classroom and clinical
settings
5. A source of healthcare information and
patient care to clients of care
6. Is diligent-keeps abreast of
developments in his or her field through
continuing education, reading of nursing
journals, and active participation in
workshops and seminars
Functions of a Health Educator
1. Collaborates with health specialists and
civic groups in assessing community
health needs and availability of
resources and services and in
developing goals for meeting health
needs of clients
2. Designs and conducts evaluation and
diagnostic studies to assess the quality
and performance of health education
programs
3. Develops and implements health
education and promotion of program
4. Develops operational plans and policies
necessary to achieve health education
objectives and services
5. Develop, conducts, or coordinates
health needs assessment and other
public heath surveys
6. Prepares and distributes health
education materials
7. Provide guidance to agencies and
organizations in the assessment of
health education needs and in the
development and delivery of health
education programs
8. Provides program information to the
public by preparing and issuing press
releases, conducting media campaigns
and or maintaining program -related
websites
9. Promotes and maintains cooperative
working relationship with agencies and
organizations interested in public health
10. Develop and maintain health education
libraries to provide resources for staff
and community agencies
11. Develops, prepares and coordinates
grant applications and grant-related
activities to obtain funding for health
education programs and related work
12. Document activities, records information
such as number of programs completed,
nursing actions implemented and
individual assisted
13. Maintains databases, mailing list,
telephone networks and other
information to facilitate the functioning of
health education program
Patient Teaching
● Process of influencing patient behavior
and producing changes in knowledge,
attitudes and skills necessary in
maintaining or improving health.
Purposes of Patient Teaching
1. Increase client's awareness and
knowledge of their health status
2. Increase client satisfaction
3. Improve quality of life
4. Ensure continuity of care
5. Decrease patient anxiety
6. Increase self-reliant behavior
7. Reduce effectively the incidence of
complications of illness
8. Promote adherence to health care
treatment plans
9. Maximize independence in the
performance of activities of daily living
10. Energize and empower consumers to
become actively involved in the planning
of their care
Principles of Patient Teaching
● Assess teaching needs of the client
● Assist what the client knows and begin
from what she knows
● Nurse should consider language
barriers, literacy, ethnic, or cultural
background, age and emotional status
of the patient.
The Role of the Nurse in Client Teaching
● Health teaching is an essential role of
today's nurses
 ● Nurse applies the principles of teaching
and learning to change the behavior of
clients and their family members
● Nurses motivate clients and their
families to take charge of and make
responsible decisions about their own
health care.
Factors that Influence Client’s Learning
● Stage of Development (ability to learn)
● Cultural values (norms, traditions and
cultural beliefs are considered)
● Language used (ability to understand)
● Physical environment (consider privacy
and confidentiality of information)
● Previous experiences
● Knowledge and skill of the teacher
Principles of Client Teaching and Learning
● Assess teaching needs of the client
● Assess readiness of the client to learn
and the relevance of the content must
be considered
● Assess what the client knows and begin
from what she knows
● The nurse should consider language
barriers, literacy, ethnic, or cultural
background, age and emotional status
of the
● Interactive discussions increases
learning
● Demonstrate tasks to be done for active
practice. Repetition increases retention
and promotes a feeling of competence.
● Praises and positive feedback motivates
learning
● Role modeling is an effective method for
demonstrating behavior
● Conflicts and frustrations impede
learning
● Structured teaching and presentation of
simple tasks must be done before
complex tasks
● A variety of teaching methods necessary
to illustrate concepts and maintain
interest of clients
● Present information in small segments
over a period of time for better retention
and appreciation
Guidelines for Therapeutic Communication
● Peaceful and calm environment
provides privacy, reduces distractions
and minimizes interruptions
● Begin interactions by introducing oneself
and nurse's role
● Therapeutic communication should be
focused and directed towards meeting
the needs of clients
● Communicate more powerful messages
to the client through non-verbal
behaviors rather than spoken words
- Eye movements and facial expressions
can confirm, or contradict what is said
- Repetitive hand gestures such as
tapping the fingers or twirling hair may
indicate frustration. Body posture,
stance and gait can convey energy,
depression or discomfort
- Voice tone, pitch, rate and volume may
indicate joy, anger or fear
- Grooming also conveys messages
about the nurses' sel! image
- Talking to a young child may require that
the nurse sit or squat to get to the child's
level
● Active listening requires that the nurse
attend to what is being said as well as to
the non-verbal clues
- Eye contact signals readiness to interact
- Calm and relaxed posture, upper portion
of the body inclined toward the client
- Encouraging non-verbal (nodding,
smiling and leaning closer)
- Touch can be a powerful response
- Clarifying communication
Therapeutic Techniques
Acceptance
● Acceptance acknowledges a client's
emotions or message and affirms they
have been heard It can be enough to
simply make eye contact and say, "I
hear what you are saying."
● Client: "I hate taking all this medicine. It
makes me feel numb."
● Nurse (making eye contact): "Yes,
understand."
Clarification
● It ask the client to further define what
they are communicating. Similar to
active listening, asking for clarification
 when a client says something confusing
or ambiguous is important.
● Client: "I feel useless to everyone and
everything.”
● Nurse: "I'm not sure I understand what
you mean by useless. Can you give an
example of a time you felt useless?"
Focusing
● Focusing on a specific statement made
by a client that seems particularly
important prompts them to discuss it
further.
● Client: "I grew up with five brothers and
sisters. We didn't have much money, so
my mom was always working and never
home. We had to fend for ourselves,
and there was never any food in the
house."
● Nurse: "It sounds as if you experienced
some stressful conditions growing up."
Exploring
● Exploring gathers more information
about what the client is communicating.
● Client: "I had to lie when I found out a
dark secret about my sister."
● Nurse: "If you feel comfortable doing so,
tell me more about the situation and
your sister’s dark secret."
Giving Recognition
● Giving recognition acknowledges and
validates the client's positive health
behaviors. Recognition acknowledges a
patient's behavior and highlights it
without giving an overt compliment.
● Nurse: "I noticed you took all of your
medications.”
Open-Ended Questions/ Offering General
Leads
● Using open questions or offering general
leads provides keywords to "open" the
discussion while also seeking more
information.
● Giving patients a broad opening such as
"What's on your mind today?" or "What
would you like to talk about?" is a good
way to encourage clients to discuss
what's on their mind.
● Client: "I'm unsure of what to do next."
● Nurse: "Tell me more about your
concerns.”
Paraphrasing
● Paraphrasing rephrases the client's
words and key ideas to clarify their
message and encourage additional
communication.
● Client: "I've been way too busy today.”
● Nurse: "Participating in the support
groups today has kept you busy.”
Presenting Reality
● Presenting reality restructures the
client's distorted thoughts with valid
information.
● Client: "I can't go in that room; there are
spiders on the walls.
● Nurse: "I see no evidence of spiders on
the walls.”
Restating
● Restating uses different word choices
for the same content stated by the client
to encourage elaboration.
● Client. "The nurses hate me here."
● Nurse: "You feel as though the nurses
dislike you?"
Reflecting
● Reflecting asks clients what they think
they should do, encourages them to be
accountable for their own actions, and
helps them come up with solutions.
● Client: "Do you think I should do this
new, treatment or not?"
● Nurse: "What do you think the pros and
cons are for the new treatment plan?"
Providing Silence
● Providing silence allows quiet time for
self-reflection by the client.
● The nurse does not verbally respond
after a client makes a statement,
although they may nod or use other
nonverbal communication to
demonstrate active listening and
validation of the client's message.
Making Observations
● Observations about the appearance,
demeanor, or behavior of patients can
help draw attention to areas that might
pose a problem for them.
● Nurse: "You look tired today."
 ● Client: "I haven't been getting much
sleep lately because of so many racing
thoughts in my head at night.”
Offering Self/Providing Presence
● Offering self provides support by being
present. Inpatient care can be lonely
and stressful at times. When nurses
provide presence and spend time with
their clients, it shows clients they value
them and are witting to give them time
and attention.
● Offering to simply sit with clients for a
few minutes is a powerful way to create
a caring connection.
Encouraging Comparisons
● Encouraging comparisons helps clients
reflect on previous situations in which
they have coped effectively. In this
manner, nurses can help clients
discover solutions to their problems.
● Nurse: "It must have been difficult when
you through a divorce. How did you
cope with that?”
● Client: "I walked my dog outside a lot."
● Nurse: "It sounds as though walking
your dog outside helps you cope with
stress and feel better?"
Offering Hope
● Offering hope encourages a client to
persevere and be resilient.
● Nurse: "I remember you shared with me
how well you coped with difficult
situations in the past.”
Summarizing
● Summarizing demonstrates active
listening to clients and allows the nurse
to verify information.
● Client: "I don't like to take my
medications because they make me
tired, and I gain a lot of weight."
● Nurse: "You haven't been taking your
medications this month because of the
side effects of fatigue and weight gain.
Is that correct?"
Characteristics
● Covers all aspect of patient care
● Critical for communication among team
members
● Provides legal record
● Supports quality assurance efforts
● Promotes continuity of care
● Facilitates reinforcement
Good documentation
 Initial assessment and reassessment of
pertinent data
 Nursing diagnoses and patient learning
needs
 Interventions provided
 Patient response and outcomes of care
 Discharge plan of care
 Ability of the patient and family to
manage their own needs after discharge
Admission Assessment
 Pt. profile and history
 Functional ability
 Pt readiness, language and physical
capability
 Potential problem
Problem List
 Actual and Potential health problems
 Medical and nursing diagnosis
 Indicate when resolved
Care Plan or Critical Pathway
 Assessment
 Medical/nsg diagnosis
 Patient goal
 Interventions
 Desired outcomes
Flow sheets
 Observation/findings /patient response
outside normal limits
 Charting by exceptions
 Pt. teaching-pt understanding on what is
taught
Progress Notes
 Patient progress
 Evaluation of pt responses
 Pt teaching
 Needs/ problems
 Plan of care
Discharge Summary
 Written reports as source of information
for other health care providers
HALLMARKS OF GOOD TEACHING
Good teaching
- is a basic consideration of effective learning.
Today's modern teacher of nursing must
possess a system of principles and critical
thinking skills to guide her teaching practices.
CHARACTERISTICS OF AN EFFECTIVE
TEACHER IN NURSING
1. Professional Competence
- Competence refers to the teacher's adherence
to personal and professional standard of
excellence and self-development through
continuous education, skills enhancement and
keeping one updated with current trends and
issues.
- The teacher possesses mastery of the subject
matter in terms of knowledge, skills and values
in order to teach students efficiently and
effectively.
2. Interpersonal Relationship with Students
- The teacher's ability to relate well with students
and her personal interest in the learners. Her
sensitivity to their feelings and problems, respect
for their rights, and fairness will make learning a
pleasant experience for both the teacher and
students.
3. Personal Characteristics
- The teacher's personal magnetism motivates
students' interest to learn, her enthusiasm to
teach the subject matter and self-control a
personal discipline of complying with the rules
and standards of teaching.
- The teacher is patient in dealing with problems
and conflict in teaching, possesses flexibility in
handling the subject matter, time schedules and
students. She has a sense of humor to enliven
the discussions and to capture students' interest
and a caring attitude that helps foster healthy
relationship with learners.
4. Teaching Practices
The teacher's ability and skill in utilizing
appropriate methods and techniques in the
classroom and clinical teaching that sustains
students' interest and desire to learn.
5. Evaluation Practices
- The teacher has a clear communication of
expectancies, timely feedback on student's
progress; correcting of students' errors tactfully,
fairness in grading tests and grades pertinent to
the subject matter.
QUALITIES OF AN EFFECTIVE NURSE
EDUCATOR
PERSONAL QUALITIES
1. Respects her student's maturity and sense
of responsibility.
 Shows respect for his or her students by
coming to class on time and prepared.
 Speaks politely and gently.
 Avoids useless repetitions and
interspersion of irrelevant topics when
lecturing.
 Gives her students freedom to choose
their own topic of interest when selecting
a term paper within the area of medical-
surgical nursing, maternal and child
nursing, among others.
2 Psychologically secure in her own abilities.
 Confident with the accuracy of her
knowledge and skills.
 Does not minimize, exaggerate or deny
his or her grasp of the subject matter or
her experiences in the field.
 Does not resort to the use of
identification, rationalization or any other
obvious defense mechanism to
camouflage any weakness.
3. Has a sense of humor.
• Expresses appropriate emotions with levity
when the same is appropriate to the subject
matter discussed.
4. Has a well-balanced personality.
• Knows when to laugh or be serious.
• Has the ability to make her teaching truly
meaningful to her students.
• Is enthusiastic in teaching the subject matter.
5. Is tolerant and fair to all her students.
6. Shows no partiality and is available to
listen to students' problems.
7. Approachable, kind and patient.
8. Sincere in her efforts of educating the
young and has passion for both nursing and
the learners.
9. Has leadership abilities.
10. The image of an ideal nurse with interest
in each student.
PROFESSIONAL QUALITIES
1. Teaches lessons that stimulate students to
think and learn
• Presents meaningful and relevant ideas based
on readings, researches, experiences or
personal encounter in nursing situations.
• Is abreast with current trends and issues in
nursing practice.
Must have a collage of information to serve as
sources of knowledge in teaching students.
• Capable of sharing her own relevant
experiences in the field of nursing.
• Personal and professional experience is
necessary in order for the teacher to convey
messages or transfer these to the learners.
• Intellectually and emotionally expressive.
• Speaks clearly and precisely.
• Speaks the language at the level of students'
understanding.
2. Gives clear and concise assignments
 Assignments are verbally explained for
clarity of instruction and technicalities.
 Assignments are written on the
whiteboard for student reference; their
aims and objectives, style or format,
resources and benefits can give the
students in terms of knowledge, skills
and values.
 Specific requirements which the paper
has to meet are spelled out simply but
completely on the board.
 Clearly indicates the specific time frame
for completion and submission.
3. Encourages student feedback on assigned
lessons and activities done
 Welcomes students' questions,
clarification, reflection, opinions, and
input and analyzes them in the context
of the aims and objectives of prescribed
requirements.
4. Presents a well-organized subject matter
for students' easy understanding.
 Content of subject matter must be good
and clear enough for students to see the
difference in their learning behavior from
the past and the present. In this way,
students can rationalize what was
learned, using the inductive or deductive
approach.
 The nurse educator should prepare prior
to class session the necessary materials
needed for students understanding such
as diagrams, charts or PowerPoint
presentations.
5. Provides her students with relevant
clinical learning experience.
 The teacher must relate concepts with
practical situations for clearer view of
the subject matter.
 Facilitates the students' use of
knowledge acquired in class relative to
nursing care of patients in their related
learning experiences.
6. Possesses mastery of the subject matter.
 The teacher must have adequate
sources of information such as journals,
books, internet sources necessary to
provide an in depth analysis of concepts
or events discussed.
 The teacher has knowledge of past,
present and future trends and issues of
nursing such as medical-surgical
nursing or maternal and child nursing,
among others.
7. Speaks clearly, audibly and fluently.
• The teacher has excellent written and oral
communication skills.
• Able to speak English fluently and has broad
vocabulary knowledge.
• Use her voice appropriately and moderately for
audible understanding.
8. Shows professional decorum, well-
groomed, properly dressed and poised.
 Observes proper posture whether
standing or sitting, well. groomed and
properly dressed, and wears clean,
shiny shoes.
 Observes proper hygiene, tidy and
presentable and is comfortable in her
manner of teaching.
9. Shows broad interests aside from
teaching.
 Besides mastery of the subject matter,
the teacher should also be familiar with
fine arts and other fields of learning, to
elicit his or her ability to connect or
relate one subject matter to another.
10. Evaluates objectively student's
performance.
 The teacher has a structured and
objective basis to evaluate student
performance based on prescribed
criteria and competencies desired for
each course оr learning experiences.
ESSENTIAL TEACHING SKILLS
The following are the essential teaching skills:
1. Skills in Planning and Preparing the
Lessons
A nurse educator must be capable in the
choices of educational aims and learning
outcomes intended for the lesson and how best
to achieve these, such as the following:
 The lesson plan has achievable and
realistic objectives.
 Content, methods and structure selected
are appropriate for a particular group of
students.
 The lesson is planned, a continuation of
the past and relates to future lessons.
 Materials, resources and aids are well-
prepared and double checked before the
class begins.
 All planning decisions take into account
the learning level of learners and the
course content.
 The lesson is designed to arouse
student interest and elicit active class
participation and involvement.
2. Skills in Presenting the Lessons
 Lesson presentation refers to the ability
of the teacher to engage students
successfully in the learning experience
process attention оr successfully catch
their attention:
 The teacher is confident, relaxed, self-
assured, purposeful, and shows interest
in the lesson.
 The teacher's instructions and
explanations are clear.
 The teacher uses simple words in her
lecture for better understanding of the
lesson.
 A variety of learning activities are used
to stimulate students' interest.
 Students are actively involved in the
lesson and are given opportunities to
organize their own work.
 The teacher shows respect and
encourages students to voice their
opinions, ideas and contribute much to
their critical thinking skills and
development.
3. Skills in the Organization and Management
of Learning Activities
 Management and organization of
learning activities during the class
should sustain students' attention,
interest and involvement in the topic of
discussion.
 Class discussion is smooth and sets a
positive mental process.
 Student's progress during the lesson is
carefully monitored, Constructive and
helpful feedback is given to students to
encourage them to study harder in order
to foster personal progress.
 Uses time management techniques.
 The pace and flow of the lesson is well-
adjusted and maintained at an
appropriate level throughout the lesson.
4. Skills in Creating a Positive Climate in the
Classroom
 Establishes and maintains positive
attitude and motivation of students
regarding the lesson
 Climate is purposeful, task- oriented,
relaxed, and with established sense of
order.
 Students are encouraged to learn with
emphasis on high positive expectations
as conveyed by the teacher.
 Teacher-student relationships are
largely based on mutual respect and
rapport.
 Feedback of the teacher contributes to
student self- confidence and self-
esteem.
 Classroom set-up is conducive to
teaching and learning such as adequate
space, ventilation, teacher and students
are audibly and visibly connected, with
multimedia facilities and away from
public utility distractions.
5. Skills in Evaluating Student Performance
 Evaluation covers both formative and
summative responses.
 Student's work and performance should
be evaluated in a constructive and
objective manner and returned to
students for review.
 Encourage students' feedback on
assessments.
 Keep records of students' progress for
future reference.
6. Skills in Evaluating Teaching Performance
 The teacher evaluates his or her own
teaching practices for further
professional improvement.
 Various teaching strategies are used for
different sets of lectures.
 Continuously updates lessons.
 Continuously improves her ways of
teaching for better learning outcomes.
 Manages stress efficiently and
effectively.
7. Skills in the Practice of Appropriate
Authority
 Ability to impose discipline in his or her
class.
 Able to establish her authority and
maintain classroom order over her
students.
 Establishes clear rules and expectations
in regard to student behavior.
  Monitors student behavior and progress  Serving as a resource person for group
carefully. projects or to individual students;
 Takes appropriate action for  Supervising student's performance in
misbehaving students. the classroom, the laboratory in their
 Confrontations are avoided, and skillfully related learning experiences (RLE) and
defused. other settings where students may
acquire knowledge, skills and desired
ROLES AND FUNCTIONS OF THE TEACHER professional values; and
OR NURSE EDUCATOR  Evaluating all the planned teaching and
1. Instructional Roles learning activities and student outcomes
related to the courses assigned.
The instructional role of the teacher consists of
the following tasks: 2. Faculty Roles

 Planning and organizing courses. This is
done through the following:
 choice of learning outcomes
 substantive content
 teaching and learning activities for all
types of educational setting
 correlating these with other courses in
the curriculum.
Example: Differentiate "needs and problems of a
client and cite specific examples.
 Creating and maintaining desirable
group climate. This is essential in
creating a classroom climate conducive
to effective teaching and learning.
Example: For each RLE group discuss and
differentiate between client needs and problems.
 Adapting teaching and preparation of
instructional materials to varying
interests, needs and abilities of
students. This addresses the issue of
individual differences and levels of
student understanding.
Example: Present video, slides or PowerPoint
depicting a client with needs and problems.
Besides classroom teaching, a nurse educator
also assumes faculty roles such as the following:
 Chairman, secretary, or member of one
or more committees.
 Counselor of students in academic or
non-academic matters.
 Researcher, as a principal investigator
or member of a research team.
 Resource person to groups inside or
outside the institution, other schools and
health agencies.
 Representative to professional nursing
organizations and other agencies.
 As public relations agent, she interprets
the objectives and the policies of her
institution and helps in the recruitment,
or support groups.
3. individual Roles
A faculty members assumes personal roles such
that he or she is a member of a:
 Family;
 Church;
 Community; and
 Country as a citizen.

 Motivating and challenging students to

pursue and to sustain learning activities.
This should lead them towards
acceptance of responsibility for their
own learning and foster critical thinking
in analyzing nursing situations.

Example: Each RLE group presents their own

interpretation and analysis of a certain film and
reconcile with the teacher's presentation of
clients' needs and problems.

 Teaching involves a series of complex

activities:
 Supplying needed information or telling
students where these information may
be obtained;
 Explaining, clarifying and interpreting;
 Demonstrating and explaining a
procedure, process or exhibiting
materials;