PSTHE

This model, also known as the “knowledge, attitudes, practices model” (KAP), is based on the premise that increasing a person’s knowledge will prompt a behaviour change.

Determination of whether they are susceptible to an identified threat and whether the threat is severe; and whether the recommended action can reduce that threat

Which of the ff. is NOT the stages of e transtheoretical model of change.

This involves identifying the health problems in the community that are preventable through community intervention, formulating goals, identifying target behaviour and environmental characteristics

Deal with multiple risk factors, use several different channels of programme delivery, target several different levels

Health education programmes should be designed to produce stable and lasting changes in health behaviour.

Each component of the programme should reinforce the other components

Prior to implementing a health education initiative, attention needs to be given to identifying the health needs and capacities of the community and the resources that are available.

, a health education programme must be able to alter community or organizational norms and standards of behaviour. This requires that a substantial proportion of the community’s or organization’s members be exposed to programme messages or, preferably, be involved in programme activities in some way.

to describe its formation and process and its costeffectiveness and benefits.

presents information and creates awareness of the target behaviour

Actively engages individuals in the assessment of their health

Actively engages individuals in the assessment of their health

Facilitates its identification and clarification of personal health values and develops a customized plan for behaviour change (

Learning is NOT an active process

TEACHING is an engagement with learners to enable their understanding and application of knowledge, concepts and processes

Teachers are supposed to know the course material.

Set standards and policies for the entire course and apply them equally and consistently.

Explain complex ideas in a simple way. Use new terminologies according to the language of discipline.

Keep the students engaged in a positive attitude

Teachers are supposed to know the course material. Most faculty attend lectures and seminars/trainings, especially if they have never taken or taught the course

Allow the students to engage with the topic being studied

The good teacher is expected to be well-informed in the areas in which she teaches.

Initiating, Directing, and Administering is NOT an important teaching functions is to initiate, to organize, to direct and to make decisions

It is not the responsibility of the teacher to unify the group and establish the spirit of the group within the team.

The teacher should clarify doubts and create opportunities for the children to express their attitudes, problems, and to discuss their aims and interests and aspirations.

It is the teacher’s important responsibility to make a classroom a not a beautiful place to learn.

Every teacher is expected to enter professional life in its entirety and to make a contribution to the improvement of the profession.

Students are so used to getting information at a moment’s notice that you have to grab their attention and manage time effectively, or you run the risk of disengaging them.

Students aren’t afraid to set out on their own to find the knowledge they need to achieve their goals, even if that means devoting all of their free time to the endeavor.

This generation of learners demands information anytime and anywhere. If they want to learn more about a topic, they simply hop on their mobile or tablets and find out everything they need to know to satisfy their curiosity

R learners aren’t going to have the time to sit at home on their PCs and complete online modules on a regular basis, which means that you have to give them learning wherever they are.

Modern learners have a lot on their proverbial plates. They are thinking about any number of things at one given time

N. They spend a good portion of their day on web, catching up with friends and reaching out to business contacts.

To effectively engage students in the lesson, teachers must behave as learners as they go about their teaching

Students desire relationships based on trust and not in understanding

Teachers might find themselves at the crossroad when they deal with disruptive students.

Ask them guiding questions that help stimulate a conversation among your students, using a "Think aloud" model

€� these are steps we follow when we teach. It is the teacher’s style or tricks to accomplish an immediate objective.

€� are methods of approaching a problem or task, modes of operation for achieving a particular end or planned design for controlling and manipulating certain information

€� a set of principles, beliefs or ideas about the nature of learning which is translated into the classroom.

The systematic way of doing something. It implies an orderly logical arrangement of steps. It is more procedural

The teacher deposits knowledge into the “empty” minds of students for students to commit to memory.

It will welcome group work, teamwork, partnerships, and group discussion.

It makes the teacher connects what he/she teaches to other lessons of the same subject

It limits the teacher to discussing his/her lessons within the boundary of his/her subject.

Subject matter gains primacy over that of the learner.

An interactive classroom will have more student talk and less teacher talk. Students are given the opportunity to interact with teacher and with other students.

In this approach, only the teacher’s voice is heard. He/she is the sole dispenser of information.

The students are expected to construct knowledge and meaning out for what they are taught by connecting them to prior experience.

The teacher directly tells or shows or demonstrates what is to be taught

The teacher directly tells or shows or demonstrates what is to be taught

The teacher directly tells or shows or demonstrates what is to be taught

The teacher directly tells or shows or demonstrates what is to be taught

The teacher directly tells or shows or demonstrates what is to be taught

It wants the individual students to work by themselves.

Teaching approaches vary due to the ff. except?

Breaking down learning from general to specific

The teacher guides the learner to discover things for himself/herself. The teacher facilitates the learning process by allowing the learner to be engaged in the learning process with his/her guidance.

Student-centered (student is an interactive participant)

Process of arriving a generalization

Teacher-centered (teacher provides information, facts, rules, action sequences)

It involves Laboratory technique, Problem-solving technique , Research technique

It involves Project technique , Field trip technique ,Dramatization technique ,Role playing technique

It involves Lecture-discussion, Lecture-demonstration , Film-showing discussion

It involves Programmed instruction, Mastery learning , Modular learning technique

Small group discussion technique , Socialized classroom technique , Direct instruction technique , Panel discussion technique

It involves Textbook learning, Role-learning technique, Directed technique, Memorization

It involves Teacher-directed technique , Student-directed technique , Resource speaker technique

It involves Outlining technique , Component technique ,Sequential technique , Relevance technique

Which of the ff. Approach is the example of: Activity Method

It involves Unit or Morrisonian technique ,Individual or group reporting technique , Reading or story telling technique , Schematic technique

Which of the ff. Approach is the example of: Dramatization technique and Role playing technique

€�Humans are intensely visual animals. The eyes contain nearly 90 % of the body’s receptors and send millions of signals along the optic nerves to the visual processing centre of the brain….”

Which of the ff. Approach is the example of: Constructivist approach

Which of the ff. Approach is the example of: Peer evaluation

We tend to remember and learn more those that strike our hearts. The more emotionally involved our students become in our lesson the greater the impact.

The” banking system of education” is encouraged

We take 3 percent of information through touching

We take 90 percent percent of information through hearing

We take 3 percent percent of information through sense of taste