CHAPTER I
INTRODUCTION
A.
Background of Study
Individual students may be better suited to learning in a particular way,
using distinctive modes for thinking, relating and creating. The notion of
students having particular learning styles has implications for teaching
strategies. Because preferred modes of input and output vary from one
individual to another, it is critical that teachers use a range of teaching
strategies to effectively meet the needs of individual learners. Sound health
instruction should incorporate a variety of teaching methods intended to
complement the learning styles of children. This should lead to young learners
who are both intrinsically and extrinsically motivated to inquire, infer, and
interpret; to think reflectively, critically and creatively; and in the final
analysis to make use of the knowledge and skills they have gained by becoming
effective decision-makers.
A student-centred approach which actively engages the young person in the
learning process is critical if skills which result in healthy behaviours are
to be fostered and developed. Some of the learning strategies that could be
incorporated in a comprehensive approach include self-directed learning,
co-operative learning, role playing, behavioural rehearsal, peer education and
parent involvement. Consideration should be given to allowing students to plan
some learning experiences. They could be provided with opportunities to
identify topics or areas for further study, contribute information relevant to
an issue for study and/or make suggestions for follow-up activities.
CHAPTER II
DISCUSSION
A.
The Definition of Teaching and Learning
Process
Teaching is an active process in which one person shares information with
others to provide them with the information to make behavioral changes.
Learning is the process of assimilating information with a resultant change in
behavior. Teaching-learning process is a planned interaction that promotes
behavioral change that is not a result of maturation or coincidence. Andragogy
is the art and science of helping adults learn.
A number of students will require support to meet the objectives of the
prescribed curriculum. This support may be in the form of changes in teaching
strategies, approaches or materials and may require the support of resource
and/or special education teachers. The Department’s Special Education Policy
Manual provides direction in meeting the needs of students who require
alternate or modified curriculum objectives.
A student-centred approach which actively engages the young person in the
learning process is critical if skills which result in healthy behaviours are
to be fostered and developed. Some of the learning strategies that could be
incorporated in a comprehensive approach include self-directed learning, co-operative
learning, role playing, behavioural rehearsal, peer education and parent
involvement. Consideration should be given to allowing students to plan some
learning experiences. They could be provided with opportunities to identify
topics or areas for further study, contribute information relevant to an issue
for study and/or make suggestions for follow-up activities.
Students should also be given the opportunity for self-assessment and be
encouraged to evaluate their habits, attitudes, and behaviours with respect to
personal health and well-being. This can be accomplished through real-life
activities or simulations in which students can become involved in a meaningful
way. Activities such as recording eating habits and designing a plan for
healthy eating, taking a classmate’s pulse, and analyzing advertisements for
obvious and hidden messages, help young people apply their understanding of
concepts to everyday situations and occurrences.
The school environment must be a supportive and non-threatening one in
which both the students and the teacher are comfortable. This is critical for
the child’s cognitive, physical, social and emotional growth.
Within the classroom, teachers need to be sensitive to values which are
promoted by family, peers, friends, religious and cultural backgrounds. The
health classroom provides numerous opportunities for students to share personal
anecdotes, ask explicit questions and make disclosures. The climate of the
classroom must be such that students may speak openly while being assured of
the confidentiality, trust and respect of their classmates and teacher. The
nature of some incidents may warrant professional intervention in which case
School Board policy must be followed. (Note: The issue of confidentiality is
addressed in the section entitled Role of the Teacher.)
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