Maxims of teaching in education.pptx

This PPt about Maxims of teaching in education

1. Maxims of Teaching In Education

2. Introduction Maxims of Teaching are the universal facts found out by the teacher on the basis of experience. They are of universal significance and are trustworthy. The knowledge of different maxims helps the teacher to proceed systematically. It also helps to find out his way of teaching, especially in the early stages of teaching.

3. Known to Unknown : This maxim is based on the assumption that the student knows something. We are to increase his knowledge and widen his outlook. We have to interpret all new knowledge’ in terms of the old.So while teaching we should proceed from known and go towards unknown.  For example, while teaching any lesson, the teacher can link the previous experiences of the child with the new lesson that is to be taught Teaching of English  पानी water Known Unknown

4. From Concrete to Abstract The learners are able to retain it in their minds for quite a long time. Especially in the lower classes, first-hand information to the students impresses them a good deal. Abstract concepts are those that are intangible. It cannot be seen since it does not have a physical form. It should use in higher class. Example: To teach basic operations like addition and subtraction teacher should start with addition of concretes objects and moves to abstract things

5. Simple to Complex It is a given that simple concepts are taught first and then teachers move on to complex topics. The simple concepts lay a foundation for teaching the more complicated concepts. This applies to all the grades and all the subjects. For example, the story is a simple concept (relatively) and the figures and analysis is a complex concept. Teachers must gradually increase the complexity.

6. Particular to General While teaching, the teacher should, first of all, take particular statements and then on the basis of those particular cases, generalization should be made

7. Whole to Part While teaching, the teacher must try and introduce the student to the whole lesson first and then move on to the intricacies of it. The crux of the lesson must be discussed first and then the lesson can be taught in parts. Suppose if you are teaching a poem by Robert Frost, you can talk about what the poem is and what it discusses. Then, you can move on to analyze the poetic devices, words used, the mindset of the poet, and likewise.

8. Near to Far Every child is able to learn well in the surroundings to which he belongs. So the child should be acquainted fully with his immediate environment. Gradually he may be taught about those things which are far from his immediate environment. This principle, if kept in view, will smoothen the leaching-learning process considerably . In the same way, acquaintance with the city should lead to acquaintance with the Tehsil, the District, the Division, the State and then the Country as a whole.

9. Analysis to Synthesis  An analysis is nothing but dividing a problem into digestible bites and synthesis is the coming together of these parts. While analysis is an approach to a problem, synthesis is a solution or a remedy For example, while teaching geography, we shall study the geographical fact of some place. Then a comparative study will be done and in the end, by assembling each component we shall get the knowledge of entire earth .

10. From Induction to Deduction While teaching, teachers should drive from induction to deduction. Induction is nothing but arriving at a conclusion by observing a set of given statements of examples and deduction is the process of arriving at a conclusion after examining all the possibilities.  For example, in English, while teaching the conversion of active voice into passive voice, the teacher should first convert a few sentences of active into the passive voice and on the basis of those conclude the general rule for a conversation of active voice in to passive voice.

11. From Empirical to Rational Empirical knowledge is verifiable whereas rationale is based on logic and principles., The teachers should introduce the students to empirical ideas first and then move on to rational concepts. Empirical is achieved through experience and observation. It is a journey from smaller maturity levels to higher levels. Example: If the pupils are questioned about the freezing of water and its steaming is em pirical ,how water get freez and boil what science work behind it is Rational or logical knowledge should introduce later

12. From Psychological to Logical While teaching, the teacher should first keep in mind the interest, aptitudes, capacities, development level etc. of the children during the selection of subject matter and then on to its logical arrangement. This is a student-centered maxim and is applicable to the younger kids. T he education of language is started with the sentences now-a-days instead of alphabets and sounds. In short, we should teach in lower classes according to his maxim by using psychological order instead of logical order.

13. Definite to Indefinite In teaching, definite things should be taught first because the learner can easily have faith in them. Then afterwards he should give the knowledge of indefinite things. Definite things, definite rules of grammar help the learner to have good knowledge. Gradually he can be taught about indefinite things.