Maxim of teaching are basic rules of teaching that are used by teacher in their classroom.

1. {
Maximsof teaching
Theory and Example
Presented BY: Megha Patidar
Assistant Professor
SVCTT, Indore

2. Maxims of Teaching
Teaching
Maxim
A set of words that
represent the
general truth,
fundamental
principles
or
rule of conduct
Example: practice
makes a man perfect .
Source:
https://www.merriam-
webster.com/dictionary/maxi
m
The art of assigning
another to learn
(which includes)
providing of
information
(instructions) and of
appropriate
situations,
conditions or
activities designed
to facilitate.
(Kulshreshth,S.P.
2005,p.49)

3. Meaning
Teaching activities and instructional procedures are performed
by using maxims of teaching.
The term maxim of teaching may be defined as rules for
presenting difficult terms and concepts to make them easy to
comprehend in classroom teaching.

4. Features of Maxim of teaching
• Teaching maxim helps in organizing teaching activities.
• It makes presentation of terms and concept easily understandable.
• It enables teachers to make his communication effective for mental level of
the students.
• It is an important component of instructional procedure which is used in
designing and presenting content in an effective way.

5. Maxim of Teaching
Maxim
of
Teaching
Known to
Unknown
From Simple to
Complex
From Indefinite
to Definite
From Empirical
of Rational
From Concrete
to Abstract
From Analysis to
Synthesis
From Seen
to Unseen
From Particular to
General
From Psychological
to Logical
From Psychological
to Logical From Induction
to Deduction
From Whole
to Part

6. Every time a teacher introduced new
concept which is unknown to a learner
by linking it with their previous
knowledge (known Concept). Hence,
it use maxim from known to unknown
( Sharma, R.A. 2000,P.258).
Known to Unknown
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7. Every time a teacher introduced
new concept which is unknown to
a learner by linking it with their
previous knowledge (known
Concept). Hence, it use maxim
from known to unknown
( Sharma, R.A. 2000,P.258).
Simple to Complex
NCERT Class 8
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8. Whole to Part
A teacher should organize his teaching activities is such a way that
student can perceive whole then its parts because whole attract first
( Sharma, R.A. 2000,P.259).
Example: In language teaching sentence functions as an unit. The words,
letters and spellings are its parts. Definitions are introduced first then its
example are given. computers introduced first then its different parts
introduced.

9. Concrete to Abstract
A child has curiosity to know about objects and things which are around
him. The learning of a child is done from perception and experiences about
the object. After conception, concept is formed which are partially concrete
and partially abstract in nature. Teacher should try to present his concrete in
concrete form then its abstract form ( Sharma, R.A. 2000,P.259).
Example: At primary stage letters and numbers are presented in concrete form then
proceed in its abstract form. Concepts of Plants and leaves also introduces by real
object then its abstract form.

10. Particular to General
A inductive approach is used by teacher where examples of concept introduced
first and then its meaning and definition are introduced. Teacher illustrates
number of examples then explain the concept that is part convey the whole
( Sharma, R.A. 2000,P.259).
Example: At primary stage letters and numbers are presented in concrete form then
proceed in its abstract form. Concepts of Plants and leaves also introduces by real object
then its abstract form.

11. Seen to Unseen
The awareness of certain things and events can not be provided directly and
some times difficult. A teacher should take help of things and events which are
directly related or in contact. New terms and concepts can be easily taught by
related to their experiences ( Sharma, R.A. 2000,P.259).
Example: for Jean Paiget cognitive development theory teacher first introduce concept of
schema, assimilation and accommodation with examples. All examples first introduced
then student will be familiarize with the concept of schema and other.

12. Analysis to Synthesis
The analysis is a mental process. Every phenomena is multi dimensional,
therefore it is to be analyzed into its components. An effective teacher first
analyses the various aspects then he tries to integrate or synthesis ( Sharma, R.A.
2000,P.259).
Example: A teacher teaches concept of magnet in his class with its applications then give
different projects to students that represents the properties of magnet. In chemistry
physical and chemical change is introduced then different activities are assigned that
demonstrate physical and chemical change.

13. Psychological to Logical
A content and teaching aids should be selected and arranged according to age,
interest, capacity, need and maturity of child. These all psychological concepts
used by teachers while selecting the content, teaching methods and teaching
aids. Selected content should be arranged logically and present to students one
by one ( Sharma, R.A. 2000,P.260)
.
Example: A teacher explains parts of flower with demonstration method where china rose
flower is used by a teacher . During explaining the different parts of flower teacher use
charts with real flower.

14. Empirical to Rationale
In education system empirical and logical both type of knowledge is essential.
Child learns with experiences and observation by learning by doing activities.
Here teaching activities should be organized that can provide new experience
through observation, then teacher should proceed logical aspect of it ( Sharma,
R.A. 2000,P.259).
Example: A teacher explains properties of chemical and physical change by performing
activities. In Physics concept of convection, conduction and radiation explained with help
of activities that are observed by students.