Nonverbal Teaching Behavior and the Health Educator

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Abstract
The role of the health educator is rapidly changing. With this change comes the need to analyze the teaching techniques used by the health educator to disseminate health information. There is very little research to date in health education dealing with the issue of teacher-learner interaction. Because of the unique issues raised in this domain, research designs used in other areas of education do not meet the specific needs of health education. The study was designed initially to determine if nonverbal teaching behavior of health educators would be different if they were exposed to a systematic self-analysis process. Utilizing health educators in 28 secondary schools in central New York State, the subjects were videotaped and their behavior analyzed with a self-analysis instrument. The results of the study showed a need for written and oral feedback if health educators are to become aware of their teaching behavior. On-going self-analysis, too, appeared essential in changing teaching behavior as did the use of videotaping. Duplicate studies in this area are essential in determining whether teacher behavior can be altered in a positive direction.

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