strategies of teaching and a brief history of health Education

1. HEALTH EDUCATION
EDUCATION THAT PROMOTES AN
UNDERSTANDING OF HOW TO MAINTAIN
PERSONAL HEALTH.

2. Brief history of health education
Historical accounts revealed that people of the
ancient world were so concerned about their
health. In the past, ancient greek estates
observed sports competitions in honor of their
gods and goddesses. The competitors had to
undergo rigorous physical and mental trainings
in order to win. This could have been true since
the early greeks believed in what plato had
envisioned about health – a sound mind in a
sound body; for the good of the soul.

3. Overview in the Philippines
One of the sources of health remedies or treatment especially the health education in
primitive era in the Philippines were the:
Albularyo
The word albularyo derives from herbolario, a Spanish word meaning herbalist.
Arbularyo, another variation of the word albularyo, is a misspelling often brought about by
mispronunciation and is technically incorrect.
"Albularyo" or what we call a witch doctor they usually call the spirit of the dead and tries to
remove them form the face of the earth they also use herbal medicine as well example
"gayuma".

4. During the pre-Hispanic period, the function of an albularyo was fulfilled by
the Babaylan, a shamanic spiritual leader of the community.
At the beginning of the Spanish Era in the late 16th and early 17th centuries, the
suppression of the Babaylans and native Filipino animist beliefs gave rise to the
albularyo. By exchanging the native pagan prayers and spells with
Catholic oraciones and prayers, the albularyo was able to syncretize the ancient
mode of healing with the new religion.

5. As time progressed, the albularyo became a more prominent figure in most
rural areas in the Philippines. Lacking access to scientific medical practices,
rural Filipinos trusted the albularyos to rid them of common (and sometimes
believed to be supernatural) sicknesses and diseases.
However, the albularyo's role was slowly shadowed with the rise of modern
medical facilities. Urbanization gave the masses access to more scientific
treatments, exchanging the chants and herbs of the albularyos with the
newer technologies offered by the medical field.
Still, albularyos flourish in many rural areas in the Philippines where
medical facilities are still expensive and sometimes inaccessible

6. HISTORICAL EVOLUTION OF NURSING
I. Period of Intuitive Nursing/Medieval Period
· Nursing was “untaught” and instinctive. It was performed of compassion
for others, out of the wish to help others.
· Nursing was a function that belonged to women. It was viewed as a
natural nurturing job for women. She is expected to take good care of
the children, the sick and the aged.
· No caregiving training is evident. It was based on experience and
observation.

7. • Primitive men believed that illness was caused by the
invasion of the victim’s body of evil spirits.
• They believed that the medicine man, Shaman or witch
doctor had the power to heal by using white magic,
hypnosis, charms, dances, incantation, purgatives,
massage, fire, water and herbs as a mean of driving illness
from the victim.

8. II. Period of Apprentice Nursing/Middle Ages
· Care was done by crusaders, prisoners, religious orders
· Nursing care was performed without any formal education and by people
who were directed by more experienced nurses (on the job training). This
kind of nursing was developed by religious orders of the Christian Church.
· Nursing went down to the lowest level
-wrath/anger of Protestantism confiscated properties of hospitals and
schools connected with Roman Catholicism.

9. – Nurses fled their lives; soon there was shortage of people to care for the sick
– Hundreds of Hospitals closed, there was no provision for the sick, no one to
care for the sick
– Nursing became the work of the least desirable of women – prostitutes,
alcoholics, prisoners
· Pastor Theodore Fliedner and his wife, frederika established the Kaiserswerth
Institute for the training of Deaconesses (the 1st formal training school for
nurses) in Germany.
– This was where Florence Nightingale received her 3-month course of stude in
nursing.

10. III. Period of Educated Nursing/Nightingale Era 19th-20th century
· The development of nursing during this period was strongly influenced by:
a.) trends resulting from wars – Crimean, civil war
b.) arousal of social consciousness
c.) increased educational opportunities offered to women.
· Florence Nightingale was asked by Sir Sidney Herbert of the British War
Department to recruit female nurses to provide care for the sick and injured
in the Crimean War.

11. · In 1860, The Nightingale Training School of Nurses opened at St. Thomas
Hospital in London.
– The school served as a model for other training schools. Its graduates
traveled to other countries to manage hospitals and institute nurse-training
programs.
– Nightingale focus vision of nursing Nightingale system was more on
developing the profession within hospitals. Nurses should be taught in
hospitals associated with medical schools and that the curriculum should
include both theory and practice.
– It was the 1st school of nursing that provided both theory-based knowledge
and clinical skill building.

12. · Nursing evolved as an art and science
· Formal nursing education and nursing service begun
St. Thomas Hospital in London.

13. IV. Period of Contemporary Nursing/20th Century
· Licensure of nurses started
· Specialization of Hospital and diagnosis
· Training of Nurses in diploma program
· Development of baccalaureate and advance degree programs
· Scientific and technological development as well as social changes mark this period.
a. Health is perceived as a fundamental human right
b. Nursing involvement in community health

14. c. Techological advances – disposable supplies and equipments
d. Expanded roles of nurses was developed
e. WHO was established by the United Nations
f. Aerospace Nursing was developed
g. Use of atomic energies for medical diagnosis, treatment
h. Computers were utilized-data collection, teaching, diagnosis, inventory,
payrolls, record keeping, billing.
i. Use of sophisticated equipment for diagnosis and therapy.

15. Tracing the history of health education to ancient times, rubinson and alles (1984)
concluded that the health education profession has been helping people for a very
long time now.
A health educator is “a professionally prepared individual who serves in a variety
of roles and is specifically trained to use appropriate educational strategies and
methods to facilitate the development of policies, procedures, interventions, and
systems conducive to the health of individuals, groups, and communities”

16. In January 1978
the Role Delineation Project was put into place, in order to define the basic roles and
responsibilities for the health educator.
The result was a Framework for the Development of Competency-Based Curricula
for Entry Level Health Educators (NCHEC, 1985).
A second result was a revised version of A Competency-Based Framework for the
Professional Development of Certified Health Education Specialists (NCHEC,1996).

17. These documents outlined the seven areas of responsibilities which are shown below.

18. Responsibility I: Assessing Individual and Community Needs for Health Education
Provides the foundation for program planning
-Determines what health problems might exist in any given groups
-Includes determination of community resources available to address the problem

19. Responsibility II: Plan Health Education Strategies, Interventions, and Programs -Actions are
based on the needs assessment done for the community (see Responsibility I)
-Involves the development of goals and objectives which are specific and measurable
-Interventions are developed that will meet the goals and objectives
-According to Rule of Sufficiency, strategies are implemented which are sufficiently robust,
effective enough, and have a reasonable chance of meeting stated objectives
Responsibility III: Implement Health Education Strategies, Interventions, and Programs
-Implementation is based on a thorough understanding of the priority population
-Utilize a wide range of educational methods and techniques

20. Responsibility IV: Conduct Evaluation and Research Related to Health Education
-Depending on the setting, utilize tests, surveys, observations, tracking epidemiological data,
or other methods of data collection
-Health Educators make use of research to improve their practices.
Responsibility V: Administer Health Education Strategies, Interventions, and Programs
-Administration is generally a function of the more experienced practitioner
-Involves facilitating cooperation among personnel, both within and between programs

21. Responsibility VI: Serve as a Health Education Resource Person
-Involves skills to access needed resources, and establish effective consultative relationships.
Responsibility VII: Communicate and Advocate for Health and Health Education
-Translates scientific language into understandable information
-Address diverse audience in diverse settings
-Formulates and support rules, policies and legislation
-Advocate for the profession of health education

22. Credentialing
Credentialing is the process by which the qualifications of licensed professionals,
organizational members or an organization are determined by assessing the individuals
or group background and legitimacy through a standardized process. Accreditation,
licensure, or certifications are all forms of credentialing.
In 1978, Helen Cleary, the president of the Society for Public Health Education (SOPHE)
started the process of certification of health educators. Prior to this, there was no certification
for individual health educators, with exception to the licensing for school health educators.
The only accreditation available in this field was for school health and public health
professional preparation programs.

23. Her initial response was to incorporate experts in the field and to promote funding for the process.
The director if the Division of Associated Health Professions in the Bureau of Health Manpower of
the Department of Health, Education, and Welfare, Thomas Hatch, became interested in the project.
To ensure that the commonalities between health educators across the spectrum of professions
would be sufficient enough to create a set of standards, Dr. Cleary spent a great amount of time to
create the first conference called the Bethesda Conference. In attendance were interested
professionals who covered the possibility of creating credentialing within the profession.

24. In the 1970s, the role delineation project, a national project and was designed to
explore eventual credentialing or accrediting health educators, developed a specific
description of the role of the educators.
Funding for this endeavor became available in January 1979, and role delineation
became a realistic vision for the future.
In 1980, health education instruction was operationally defined by the members of the role
delineation project as: “the process of assisting individuals, acting separately and collectively, to
make informed decisions on matter affecting individual, family, and community health. Based
upon specific foundations, health is a field of interest, a discipline, a profession.”

25. In 1985, the Wisconsin department of public instruction’s guide to curriculum
planning in health education adapted the term Total Health in connection with
health education. The term refers to the lifelong interdependence, constant
interaction, and balance of the physical, emotional, social, and intellectual
dimensions of human growth and development.
Health Education at present is conceived as any combination of learning
experiences designed to facilitate voluntary adaptations of behavior conducive to
health (Green, 1980). Hence, health education should be a planned change by the
health educator himself. (Breckon, et al. 1985)

26. Influential Individuals in Health Education
Dorothy Bird Nyswander
Dr. Nyswander was born September 29, 1894. She earned her bachelor's and master's degree at the University of
Nevada and received her Doctorate in educational psychology at Berkeley. She is a founder of the School of Public
Health at the University of California at Berkeley.
Dr. Nysawnder pursued her interest in public health at the Works Progress Administration during the depression. She
served with the Federal Works Agency contributing to the establishment of nursery schools and child care centers to
accommodate young mothers working in defense plants. She set up these centers in 15 northeastern states. This did
not happen quickly so she advocated all over the nation to train people to act as foster parents for the children of
working women. Dr. Nyswander became the director of the City health Center in Astoria, Queens in 1939. She spent
her time as director promoting the idea of New York City keeping an eye on the health of children. They would do
this by keeping records that would follow them to whatever school they might move to. She wrote "Solving School
Health Problems" which is an analysis of the health issues in New York children. This is still used in public health
education courses today.

27. Robert Morgan Pigg
University of Florida professor, Robert Morgan Pigg, started his health career in 1969 when he received his
bachelor's degree in Health, Physical Education, and Recreation from Middle Tennessee State University. A
year later he received his M.Ed; also from Middle Tennessee University before moving on to Indian
University where he obtained his H.S.D. in 1974 and his M.P.H. in 1980.
He held many jobs at numerous Universities including Western Kentucky University, University of Georgia,
Indiana University, and the University of Florida where he currently resides today. Pigg's main focus of
interest is the promotion of health towards children and adolescents. After spending 20 years as Editor for the
Journal of Health, he was given the job as Department Chair in 2007 for The University of Florid

28. Mayhew Derryberry
Dr. Derryberry was born December 25, 1902 and earned his bachelor's degree in chemistry and mathematics at
the University of Tennessee. He began his career in 1926 with the American Child Health Association as the
director of one of the first large-scale studies of the health status of the nation’s schoolchildren. A year after his
work with the American Child Health Association he earned his master's degree in education and psychology
at Columbia University.
He then went on to earn his doctorate and moved to the New York City Health Department as the secretary to
the sanitary superintendent. He finally moved to Washington DC and joined the US Public Health Service as a
senior public health analyst. He became chief of the Public Health Service and began assembling a team of
behavioral scientists. They studied the nexus of behavior, social factors, and disease. Two scientists and
Derryberry conducted the study of the role of health beliefs in explaining utilization of public health screening
services. This work contributed to the development of the Health Belief Model. This provided an important
theoretical foundation for modern health education. His legacy was very important because he engaged
behavioral and social scientists in the problems of public health and gave importance to the role of that health
education plays on human health

29. Elena Sliepcevich
Elena Sliepcevich was a leading figure in the development of health education both as an academic discipline
and a profession. She graduated from the University of Ireland in 1939 and received her master's degree from
the University of Michigan in 1949. She received her doctorate in physical education from Springfield
College in 1955. After completing her schooling, Elena Sliepcevich worked at Ohio State University in 1961
as a professor of health education.
There she helped direct the School Health Education Study from 1961 to 1969, and most health education
curricula used in schools today are based on the ten conceptual areas identified by the School Health
Education Study. These ten areas of focus include community health, consumer health, environmental health,
family life, mental and emotional health, injury prevention and safety, nutrition, personal health, prevention
and control of disease, and drug use and abuse.

30. Helen Agnes Cleary
Helen Cleary was born March 28, 1914, at Petersburg, South Australia. She trained as a nurse at the
Broken Hill and District Hospital in New South Wales. She became a general nurse in 1941, and an
obstetric nurse in 1942. She joined the Royal Australian Air Force Nursing Service as a sister on
November 15, 1943. Along with other RAAF nurses, she would partake in evacuations throughout New
Guinea and Borneo, which earned the nurses the nickname "the flying angels", and were also known as
the "glamor girls" of the air force. In April 1945, she was ranked No. 2 Medical Air Evacuation
Transport Unit, and began bringing thousands of Australian and British servicemen from prisoner-of-
war camps after Japan had surrendered. She and other nurses cared for many patients who suffered from
malnutrition and dysentery.
During the Korean War, Cleary was charge sister on the RAAF, where she organized medical evacuations
of Australians from Korea, fought for better treatment and conditions of the critically wounded, and
nursed recently exchanged Prisoners of War. On August 18, 1967, Ms. Cleary was made honorary nursing
sister to Queen Elizabeth II. She had been appointed an associate of the Royal Red Cross in 1960, and
became a leading member in 1968 for her contributions to the training of medical staff, and for
maintaining "the high ideals of the nursing profession". She retired on March 28, 1969, and later died on
August 26, 1987.

31. The World Health Organization defined Health Education as
"compris[ing] [of] consciously constructed opportunities for learning involving
some form of communication designed to improve health literacy, including
improving knowledge, and developing life skills which are conducive to individual
and community health."

32. Continuation of the Traditional Teaching Strategies
1. Cooperative Learning
In cooperative learning, students from one class are arranged into small groups to facilitate learning
process.
It is based on the premise that learners help each other work and think together and are responsible
for not only their own learning but also for the learning of other group members
Cooperative learning involves structuring small groups of learners who work together toward shared
learning goals. This may be done through brainstorming activities, demonstrations and return
demonstrations, and group projects.

33. Advantage of cooperative learning
 Group members learn to function as part of a team
 Teaches or enhances social skills
 Includes the spirit of team-building
Disadvantages of cooperative learning
 Students who are fast learners may lag behind
Learning gap may exist between the fast and slow learners

34. 2. Writing to learn
This activity influences students’ dispositions toward thinking and takes active
participation in learning. Writing serve as a stimulus of critical thinking by
immersing students in the subject matter for cognitive utilization of knowledge and
effective internalization of values and beliefs.
These activities include journal writing, journal papers, creative writing assignment,
research articles, paper critique, etc.

35. 3. Concept-mapping
Concept-mapping leads visual assistance to students when asked to
demonstrate their thinking in a graphic manner to show interconnectedness of
concepts or ideas. This helps students see their own thinking and reasoning of
a topic to depict relationship among factors, cause and effects.
Students become more adept at creating and examining a map for connections
and using information.

36. 4. Debate
Debate is a strategy that foster critical thinking which requires in-depth recall of
topics for supporting evidence and for developing one’s position in a
controversial issue.
It encourages analytical skills, recognizes complex issues or concerns, permits
students to consider alternative options with freedom to change one’s mind based
on the information, and enhances communication skills and listening skills.

37. 5. Simulations
 Simulations are practical exercises for the students representing controlled manipulation
of reality. These are exercises which learners engage in to know the real world without
the risks of harm or injury and make learning enjoyable. This includes the use of models
of the human body or clinical situations which symbolizes reality.
 Simulations are intended to help learners in decision-making and problem-solving,
develop human interaction abilities and learn psychomotor skills in a safe and controlled
setting. They can be used to achieve various learning objectives. Simulations are used to
evaluate students’ learning objectives.

38. There are four types of simulations techniques:
 Simulation exercise: a controlled representation of a piece of reality that learners can
manipulate to better understand the real situation
 Simulation game: a game that represents real-life situations in which learners
compete according to a set of rules in order to win or achieve an objective
 Role-playing: a form of drama in which learners spontaneously act out roles though
interaction involving problems or challenges in human relations.
 Case study: an analysis of an incident or situation in which characters and
relationships are described, factual or hypothetical, events transpired and problems
that need to be resolved or solved.

39. 6. Problem-based learning
Problem-based learning is an approach to learning that involves
confronting students with real life problems which they are meant to solve
their own.
It provides stimulus for critical thinking and self-taught content. It is based
on the premise that students working together in small groups, will analyze
a case, identify their own needs for information and solve problems.

40. 7. Self-learning modules
Self-learning modules are completely doing away with traditional instruction. The
student is provided with the materials needed for the learning process without the
intervention of the teacher. They are also called self-directed learning modules,
self-paced learning modules. Self-learning packets, and individual learning
activity packages.

41. Self-learning modules are done in a unit of nursing or instruction with a relatively low
student-to-teacher ratio, in which a single topic or a small section of a broad topic is
studied for a given period of time.
Components of a self-learning module consist of:
Introduction and instructions
Behavioral objectives
Pretest
Learning activities
Self-evaluation, and
Posttest

42. Computer Teaching Strategies
Computer teaching strategies are used to communicate information to students
and nurses in a time-saving way and to teach critical thinking and problem-
solving process.
These provide simulations of reality, educate from a distance where students can
study without going to the school. They can provide instant feedback, which is
effective in learning.
They can also individualize learning to an extraordinary degree and time efficient
and effective. However, they may deprive students and teachers to interact and
discuss topics face to face.

43. a. Computer Assisted Instructions
Computer based instructions (CBI) refers to virtually any kind of
computer used in educational settings including the following:
 Drill and practice
 Tutorials, simulations
 Instructional management
 Supplementary exercise
 Programming
 Database dev’t
 writing using word processors
 Other applications

44. These terms refer either to stand-alone computer learning activities or to
computer activities which reinforce material introduced and taught by
teachers.
Computer –assisted instruction (CAI) is a narrower term and most often
refers to:
 Drill-and-practice
 Tutorial
 Simulation activities offered either by themselves or as supplements to
traditional, teacher directed instructions.

45. b. Internet
The internet is a worldwide and publicly accessible series of interconnected
computer networks that transmit data by packet switching using the standard
Internet Protocol (IP).
It is a network of networks” that consists of millions of smaller domestic,
academic, business, and government networks which together carry various
information and services, such as e-mail, online chat, file transfer, and other
resources of WWW.

46. a. Virtual Reality
Virtual reality is a technology which allows the nurse to interact with a computer-
simulated environment, real or imagined. Most current virtual reality environment
are primarily visual experiences, displayed either on a computer screen or through
special or stereoscopic displays. Some simulations include additional sensory
information such as sound through speakers or headphones.
Virtual reality is often used to describe a wide variety of applications, commonly
associated with its immersive, highly visual, 3D environments.

49. Distance Learning
This method includes computer learning and other ways of giving instructions to
students without the usual classroom setting, such as teleconferencing or use of
telephone techniques.
It encompasses correspondence courses and courses delivered by satellite, television
and broadcasting, or telephone lines. It involves a two-way audio and video
technology.

50. Advantage in Distance Learning
 People from Rural areas or those who are homebound can have greater access to
information and even educational degrees
 A larger variety of courses are accessible
 Ability to learn on one’s own time frame, the self-directed nature of the learning
experience and the opportunity to elarn more about technology
Disadvantage in Distance Learning
 There is lack of face-to-face contact or non-interactive process with the teacher
 Technology problems which may be similar to systems shutting down and being
inaccessible
 Some may not learn well with less structured educational experience
 Others may struggle to use the technology while learning the content at the same time.

51. Clinical Teaching
To improve and maintain a high standard of clinical instruction the teacher in nursing
should show academic excellence and clinical expertise, as well as concern and
commitment to the nursing profession. The future of nursing student rests on the
qualifications and competence of the nursing instructors.

52. In developing a plan for clinical teaching, the learners’ needs must be considered prior to the formulation
of course objectives and before the specific classroom content is developed. Knowing the needs of
students give direction for the teacher to develop a plan for teaching.
However, after the formulation of the program, course, and unit objectives, the instructor must again
evaluate students learning needs, hence, the educator should do the following:
1. Assess learning needs of students by pre-
testing for incoming knowledge
2. Develop learning experiences based on
desired results
3. Implement teaching strategies to meet
learning needs
4. Post-test students for outcome knowledge

53. In planning for clinical teaching, the teacher should take the following steps
into considerations:
1. Diagnose students’ needs, interest and abilities
2. Set objectives and select content
3. Prepare areas for learning and select appropriate teaching strategies
4. Plan instructional units and make lesson plans
5. Motivate students in guided learning activities
6. Task that relates to plans focus in measuring, evaluating, grading, and reporting
students’ performance and progress
7. Put up plans for follow-up

54. Clinical practice provides supplemental role to the knowledge learned or taught in the classroom. In
clinical practicum, students learn to apply theory and skills conceptualized in the classroom and
laboratory to real life situations, such as the following:
1. Related Learning Experiences (RLE) or laboratory
This requires learning by doing. Teachers guide students in acquiring knowledge and learning
nursing skills. The teacher also guides students in the formulation of nursing care plans and
expectations upon completion of activity.

55. 2. Models of Clinical Teaching
a. Traditional model
The oldest and common model of clinical teaching. The clinical instructor has the
primary responsibility for instruction, supervision, and evaluation for a small
group of nursing students, usually 8-10 students, and is on site during the clinical
experience.
(the CI has maximum control of both learning and evaluation, concepts and skills)
a. Faculty-Directed independent experience model
This model is used in community-based settings and to minimize the number of
students requiring direct faculty supervision in acute or varied settings. this is
situated in large geographic area and the faculty are miles away from their
students. (school nursing, orphanages, healthcare agencies, day care centers)

56. c. Collaborative model
Collaborative models of clinical teaching address the fiscal issue concerning cost associated with
clinical instruction when student-faculty ratio is very high. Hospital staff and clinical faculty
share nursing practice. Hospital staff and clinical faculty share the teaching role.
Following are three ways of collaborative teaching:
 Clinical teaching associate (CTA)
 Clinical teaching partner (CTP) model
 Clinical Educator/paired model
d. Preceptor model
An expert nurse in the clinical setting works with the student on a one-on-one basis. Preceptors
are staff nurses and other nurses employed by the clinical agency who can provide onsite clinical
instructions for assigned students. The preceptor guides and supports learners and serves as a role
model.

57. Teaching Psychomotor Skills
Teaching psychomotor skills is another aspect of teaching which, in the
nursing environment, is vital considering the hands-on nature of the
nursing practice. This is action-oriented and requires neuromuscular
coordination. It promotes patient healing and/or comfort.

58. Other Teaching Strategies
1. Peer review assignments: posting of assignments via email, bulletin
board, etc.
2. Informal socializing: assisting students having difficulty to learn
through social communication or informal discussion with the group
3. Student presentations: engaging students to do reporting, simulations,
role playing, etc.
4. Structure seminar: a more formal example of public tutorial which
requires strict structured program for interaction and some topics to be
discussed
5. Public tutorial: allows student(s) to interact with the instructor outside
the classroom

59. 6. Reflective journals: allows students to give their insights to certain current
issues.
7. Peer learning groups: allows students to help each one another with their
assignments, seatworks, projects, etc.
8. Role playing: students assumes the roles to solve problems and issues
9. Previous discussions: provide basis for recall and insights on the topics
discussed or experienced.
10. Special interest groups: self-selecting groups who choose to meet to discuss
issues which interest them

60. Classroom Management
Classroom management refers to the operation and control of classroom activities, the
mechanical aspects of handling classes such as classroom policies and regulations for
seating arrangement, attendance, handling instructional materials and equipment, and
discipline during class period. The teacher who can manage the classroom well
provides students with opportunities for mental growth and development
(Gregorio:1981)

61. Principles of Classroom Management
The teacher, in order to manage the classroom well, must be able to do the following:
1. Design classroom activities appropriate to the course content or subject matter
2. Orientation of students on the first day of class regarding the internal policies on
punctuality, behavior, course requirements, and criteria for grading and evaluation
3. Compliance with the administrative policies on handling of teaching aids or
materials and equipment.
4. Adequate student-teacher interaction to arouse enthusiasm.

62. 5. More positive and optimistic in dealing with students particularly in citing practical examples of
learning principles.
6. Sanctions for misbehavior should be more constructive rather than destructive
7. come to class with resource unit or clinical focus.
8. Presents the learning expectations or do’s and don’t’s of learning
9. Demonstrate to students’ desired behavior which she wants her students to imitate.
10. Develops a sense of familiarization in order that everyone in the class has a feeling of belongingness
in sharing the same values and goals.

63. Thank You!