Unit 4 - Lesson 1: Becoming a Teacher in the Community

Learning Objectives

• Learners will identify the qualities of a good teacher.
• Learners will assemble their breast and cervical cancer materials. 

Time

• 1 to 11/2 hours

Materials

• Pocket Folders
• Health Journals
• HEAL:BCC Word List
• Passport to Health

Vocabulary

• Review of vocabulary in Units One, Two, and Three 

Purpose

To prepare learners to become teachers for their families, friends, and other community members. To introduce learners to the idea of creating events where they will share their knowledge with others.

Steps

1. Explain the goals of this unit. Explain that learners will have a chance to create materials and organize events in which they will share their knowledge with others. In this way, a learner will take on the role of "teacher." First, explore the roles and responsibilities of a teacher. Write key questions on the board and record students' answers.

What makes a good teacher?
What are the responsibilities of a good teacher?

The discussion should include some of the following points. You may need to elicit these points from the group: 

• Know your facts and have good materials.
• Be able to say what you know.
• Be able to explain and help others understand.
• Be able to say that you don't know when you are not sure of something.
• Know where to look for answers if you don't know or are not sure of something.

2. Now shift to helping learners assemble and organize the materials they have received. Give each student a pocket folder to hold their materials. Explain that students' Health Journals and other materials can be used as references as they talk to others about a topic. Ask students to think about the different materials they have received over the course of the curriculum. You may need to redistribute materials or you may find that students have saved some or all of the materials. Each student should have a Health Journal, a Passport to Health, and a HEAL:BCC Word List (although you may need to provide additional copies of these materials to students who have lost theirs). Ask students what additional materials they would like to have. They may wish to include local pamphlets. Contact your local health educator for additional copies, if needed.

3. Point out that one of the things a teacher is responsible for is knowing her or his subject. Explain that learners will use their materials to help them with their projects. 

4. Also explain that they will take multiple choice and written questions tests. Explain that you will review in class. These tests will give them practice taking the kinds of tests they will be required to take for the GED. The next lesson will be a review session. Students will then have an opportunity to take the tests.