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 empirical ,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.
• The 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.