Chapter 2 Review of Related Literature A number of related concepts and studies were read by the researchers which helped

them in the giving direction to their study as these furnished them with materials to formulate the framework of the study as well as to come up with the research instrument that they used. Conceptual Literature Teaching is imparting knowledge to facilitate the achievement of the academic goals of the learner. Teaching methods address the individualized need of a diverse student population. Learning, a process that is continuous throughout life, requires readiness of the learner to set and achieve goals. The intent of this process is to acquire knowledge, skills, and behavioural changes through study, experience, instruction and interactions with a teacher (McCannon, 2002). Knowledge and understanding of the intellectual development of the students provide teachers with considerable insights into planning, implementing, and evaluating instruction. Realizing the vast diversity in intellectual development is a prerequisite for choosing appropriate content and an effective teaching style and instruction (Wood and Algozzine, 1999). This concept points to the fact that teachers really do need to have at their fingertips the knowledge and mastery of different teaching styles and strategies as to be able to deal with students of different abilities and interests. It is therefore imperative for teachers to utilize appropriate teaching styles in order to motivate and awaken the interests of the student. Certainly, the most effective teaching style is the one that reflects a combination of sound teaching techniques, knowledge of the subject, enthusiasm for teaching, and sensitivity to ones own personal characteristics (Perlman, 2002) Teaching style seem to vary as much as learning styles. Gregorc (2003) believed that teaching style consisted of a teachers personal behaviours and the media used to transmit data to or receive it from the learner. Sarasin (2001) indicates four questions to ask in order to teach more effectively: (a) know yourself: how do you learn? (b) how do you teach? (c) how do your students learn? And (d) how can you accommodate learning styles? By answering these four questions, an instructor could teach more effectively to all students. It has been shown that most teachers will teach according to their own preferred learning style (Stitt-Gohdes et al., 1999). Some teachers life the lecture method, some like demonstration or active participation. Demonstration method is employed in nursing schools by which the teacher demonstrates the skills for the students to learn and follow. In the process in demonstrating a skill, it is important to explain why each steps need to be carried out in a certain manner. The performance should be flawless, but the teacher should take advantage of a mistake to show that errors can be handled. Used correctly, an error may increase rapport with some learners. However, too many mistakes disrupt the mental image that the learner is forming (McCannon 2002).

Return Demonstration should be planned to occur close to when the demonstration was given. It may be necessary to do some anxiety reduction prior to the beginning of the learners performance because the opportunity to return demonstration may be viewed by the learner as a test and may lead to the expectation of a perfect performance for the first time around. Ones a learner recognizes that the teacher is a couch and not an evaluator, the climate will be less tense and the learner will be more comfortable in attempting to practice new skill. Stress the fact that it is expected that the initial performance will not be perfect. It is important that the initial skill pattern be correct before allowing for independent practice. High-risk skills should be practiced first on a model prior to actual clinical application. Learners will need a varying amount of practice to become competent, but once they have acquired skills, they can then practice on their own to increase sped and proficiency. When the learner is giving a return demonstration, the teacher should remain silent except for offering cues when necessary or briefly answering question. Learners may be prompted by a series of picture or couched by a partner with a checklist. Casual conversation or asking questions should be avoided because they merely serve to interrupt the learners thought processes and interfere with efforts to focus on mentally imprinting the procedure while performing the actual tasks. Breaking the steps of the procedure into small increments will give the learner the opportunity to master one sequence before attempting the next. Praising the learner along the way for each step correctly performed will reinforced behaviour the learner confidence in being able to successfully accomplish the task in its entirely (Haggard, 2003) . Emphasis should be on what to do, rather on what not to do. Teachers tu