Highly useful for Trainee-Teachers Studuing in D.Ed. B.Ed. and M.Ed. Courses. Useful for Trainee Vocational Instructors undergoing CTI Training. Also useful for untrained Teachers, Instructors, College Lecturers, Parents, Students preparing for TET, NET, SET, etc examinations.
Framing an Appropriate Research Question 6b9b26d93da94caf993c038d9efcdedb.pdf
Principles of Good Teaching & Learning
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3. PRINCIPLES OF GOOD TEACHING
At the end of these Pages, you will be able to -
KNOW THE MEANING OF TEACHING
KNOW THE GOOD TEACHING
DESCRIBE THE CHARACTERISTICS OF GOOD TEACHING
UNDERSTAND THE IMPORTANCE OF TEACHING
EXPLAIN THE GENERAL PRINCIPLES OF TEACHING
EXPLAIN THE PSYCHOLOGICAL PRINCIPLES
CONVERSANT WITH THE GENERAL PRINCIPLES
CONVERSANT WITH THE PSYCHOLOGICAL PRINCIPLES OF TEACHING
USE THE MAXIMS OF TEACHING
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CHARACTERISTICS OF GOOD TEACHING
TEACHING: “CREATING AN APPRECIABLE LINK”
GOOD TEACHING:
Imparts Desired Information’s
Teaching is a System of Nurturing / Development
Provides Selected Knowledge
Provides Self-Learning Opportunities for Activeness of Learners
Sympathetic, Co-operative, Diagnostic & Remedial
ENTHUSIASM & TEACHING SKILLS Vs EXPERIENCE
MEASURABLE ASPECT OF TEACHER QUALITY 3% :
TOTAL EXPERIENCE, EDUCATION LEVEL,
PERFORMANCE ON VOCABULARY TESTS.
MEASURABLE ASPECT OF TEACHER QUALITY 97%:
ENTHUSIASM & SKILL IN DELIVERING KNOWLEDGE
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In this Link between Teachers - Learners - Curriculum -
All-Round Progress of the Learner occurs Manifestation
Enriches Learner’s Sense using Energy for All-Round Progress
Society & Individual go on Reaching at Tip of Progress
GOOD TEACHING MUST -
1. HAVE DESIRABLE INFORMATION’S
Knowledge growing due to Progress. It doubles at every 8 years
Human learnt all this by - Trial & Error, Insight & Imitation
Provide desired Knowledge Info’s in a Well-Organized Form
Bookshelf: Form of Human Head
Desired Knowledge Info’s saves time
No Difficulty for Learners in Achieving Knowledge
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2. MOTIVATE FOR SELF-LEARNING
Good Teaching is not just to impart Information’s
Explore their - Interests, Attitudes, Capacities, Skills, Needs and Guide them so
Natural & Interesting Teaching Motivates for Self-Learning
Help to Establish Contact with - Curriculum Subjects & Environment
A TEACHER TRYING TO TEACH WITHOUT INSPIRING PUPIL WITH DESIRE
TO LEARN IS HAMMERING ON COLD IRON HORACE MANN
3. HAVE EFFICIENT PLANNING
Can’t Teach Everything all the time
Use Stages for achieving the Different Aspects of Knowledge
Also Different Learners have Different: Interest, Attitude, Abilities & Needs
So do - Useful Planning of Teaching
PLANNING:
BRIDGE BETWEEN IDENTIFICATION OF LEARNERS NEEDS & THEIR LEARNING ACTIVITIES.
DECISION MAKING PROCESS ABOUT DIRECTIONS THAT LEARNERS WILL TAKE & THEIR
ACTIVITIES ENGAGED. CASTLING
4. BE SELECTIVE & USEFUL
Information is Knowledge, Facts or Knowing Facts
Human Struggling for Gaining & Enriching Knowledge
Such an Explosion in Knowledge can’t be learnt
So, Disseminate (Spread) some Selected & Useful Things
So, Communicate the Selected Information
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5. PROVIDE ACTIVITIES
TELL ME AND I FORGET,
TEACH ME AND I MAY REMEMBER,
INVOLVE ME AND I LEARN. BENJAMIN FRANKLIN
Learners are Active by Nature
Activeness is based on their Basic Instincts
They do Wanted & Unwanted Activities under influence of Instincts
So, Study their Basic Instincts and give Useful Directions
Build Environment so - S/he will acquire & Do Desirable Activities
Provide Maximum Chances for doing Activities
6. BE SYMPATHETIC
Emotionally & Mentally Disturbed Learner - Stop Smooth Working
Successful Teaching needs - Emotional Stability
So, Use “Sympathetic Approach” of Teaching
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As a Great Teacher try to be -
Caring with Young
Compassionate with Aged
Sympathetic with Striving
Tolerant of the Weak
Forgiving to the Wrong
7. BE CO-OPERATIVE
No Forceful Imposition of Knowledge. Only Alive & Active
Need Cooperation of Teacher-Learner for Desired Results
So, Instructive Teacher is not useful to gain New Knowledge
So, be Cooperative & offer Good Suggestions
8. BE THE - ORGANIZATION OF LEARNING
Means, “Association of all Components of Teaching” Marshall
So, unite the Teacher-Learner Activities
Include All Tasks, Teaching Methods & Conditions in the Activities
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9. BE DEMOCRATIC
Real Education Prepares the Learner for Life
So Use Democratic -
Principles
Objectives
Curriculum
Teaching Methods
Make your Classroom Democratic -
Speak in Positive Terms
Encourage Improvement, Not Perfection
Emphasize Strengths while Minimizing Weakness
Teach Students to Learn from their Mistakes
Encourage Student to help each other
Be Optimistic, Use Encouraging Words & Show Faith in Student
10. BE PROGRESSIVE
Real Education based on - Personal Experiences of Learners
Good Teaching Presents - New Knowledge w.r.t. past experiences
This Changes & Modifies the Learner Behavior. Also slowly develops Qualities - E.g.
Initiative
Self-Confidence
Self-Reliance
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11. LEAD TO EMOTIONAL STABILITY
Inborn & Powerful Instincts of Learner make efforts for their Look
If these instincts are not cared then S/he will not behave properly
Suppression of these instincts is harmful for them
Hence, Training of Learners Instincts & Emotions are VIMP
Good Teaching Produces - Emotional Stability
12. HELP TO ADJUST ENVIRONMENT
As the Learner Develops, S/he Faces - The Complex Natural & Social Environments
Learners Life - A Story of Struggle
In this, S/he adapt Environment or Try to Change it according to own Needs
Good Teaching Helps to - Adjust in both Types of Environment
13. BE A MEANS OF PREPARATION
Education Prepares for - Future Life
Teaching Develops - Physically, Mentally, Emotionally & Socially
S/he Leads the Life in Present & for Future due to all-round Development
Good Teaching is IMP for - Present & Future Preparations
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14. BE DIAGNOSTIC & REMEDIAL
Know the Individual Differences of Learners & Make the Teaching Diagnostic & Remedial.
Psycho-Research Shows -
Learners Intelligence
Attitudes
Weaknesses
Use Objective Tests and Identify their -
Competencies
Capacities
Emotional Traits
Make the Educational Diagnosis of -
1. General Difficulties
2. Specific Weakness
Steps in Educational Diagnostics -
1. Teach
2. Review
3. Test for Weaknesses where they appear
4. Follow with corrective practice on specific weaknesses shown by the Tests
IMPORTANCE OF TEACHING
TRAINEE-TEACHERS SHOULD KNOW TEACHING ACTIVITIES -
BEFORE ENTERING CLASSROOM
AFTER ENTERING CLASSROOM
INSIDE CLASSROOM
These Actions create Learning Experiences & Achieve Teaching Objectives.
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Help to know - Nature of Teaching Variables & their Correlation
Teacher-Learners interaction occurs by Systematic Teaching Activities
Influence Various Types of Learning by creating Learning Situations. This results
in Closeness between Teaching-Learning
Explain “Teaching Levels” considering “Teaching Activities”
Present the Science Base for Preparing Instructional Design
Encourage Micro-Approach
Senior Teachers develop their “Teaching Skills” after acquiring Knowledge of
“Teaching Activities”
Teaching: Complex Activity. To become a Good Teacher:
Decide clearly the limit up to which the Learners have learnt
Use the Principles of Educational Technology in Teaching
Analyze the Teaching Behavior w.r.t. all 3-Aspects of Teaching
Analyze the activities of the above 3-Aspects of Teaching
Follow in a Dynamic & Creative Way
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PRINCIPLES OF TEACHING
TEACHING
“CAUSING TO LEARN” Huges
Efficient Delivery of Carefully Prepared Lecture
Nothing is Given - Until it is Taken
Nothing is Taught - Until it is Learnt.
For Successful Teaching
OUR CLASSROOMS - PLACES OF “TELL & PRACTICE” & LITTLE THINKING
TEACHERS WORK HARD - BUT DON’T ALWAYS TEACH HOW TO THINK
Know: How & by Which Methods the Learner Learns
Follow: Teaching Methods / Strategies based on certain Basic Principles which
Control the Behavior of Teacher
TYPES OF TEACHING PRINCIPLES
1. GENERAL PRINCIPLES OF TEACHING
2. PSYCHOLOGICAL PRINCIPLES OF TEACHING
1. GENERAL PRINCIPLES OF TEACHING
Affect the Learning Process Directly
Use following Principles for Learning Effectiveness
PRINCIPLE OF -
1. MOTIVATION: CREATION OF INTEREST FOR LEARNING
“PROCESS OF INSPIRING LEARNERS MIND PSYCHOLOGY, TO RECEIVE NEW KNOWLEDGE, AS DESIRED
BY THE TEACHER”
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Teaching-Learning goes on smooth if a teacher motivates
No Interest is taken in Memorizing Contents, if No Motivation
For motivating, use the Learners' Innate Tendencies carefully
They are curious to know New Things about the environment
So, Create Situations to stimulate them for Gaining Knowledge
E.g., Increase Curiosity and Motivate for Learning -
History of Tajmahal. Show Model /Picture & Tell Exciting Events
Poems - Use Antakshri with the Feelings of Self-Esteem
For Positive & Successful Teaching, Learner must be -
Willing to Learn
Ready to Receive New Info & Knowledge
Motivate Learners by using 3 Factors -
Knowing “What” is to be Learnt
Understand “Why” it is to be Learnt
“To Instill” (Implant) the Passion for Learning in their Minds
To Motivate a Person -
Tell Importance & Need of Knowing New Information
Explain its Use in Life Career and Future Job Opportunities
Tell Relevant Personal Subject / Trade Related Info & Experience
Explain the Info to be Presented by Telling Story or Similar
Use Attractive & Informative Training Aids
Sources of Motivation -
1. Good Teachers
2. Favorable Learning Situation
3. Encouraging Attitude (Mind Set) of all concerned
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4. More Opportunities to Develop Total Personality Curiosity (Interest)
5. Desire for Praise (Admire)
6. Desire for Competition and Adequate & Healthy Competition
7. Ambition (Goal, Aim, Dreams)
Psychological Factors helps to Motivate.
Self-Motivated Learners Learn Faster
2. INTEREST: CREATING CURIOSITY ON SUBJECT-MATTER IN LEARNER’S
Methods of Creating Interest in the Subject-Matter -
Make Lesson Objectives clear. Clarity to Learner-Teacher creates interest
Establish Link of Contents with Learners' Activities & Objectives
Follow the Principle - “LEARNING BY DOING”
Link the Teaching with the - Active Life of Learner
E.g., If Learner has No Interest in a Poem, give him entry in Antakshri. When the same
Learner observes his Team defeating, he will develop his interest
To Achieve Permanent Learning -
Maintain Student’s Attention & Keep up their Interest
For achieving Attention State, Focus their Senses on a Single Set of Idea, to make their
Mind Alert
This Hi-State of Alertness, remains for less period, called Interest
Interested Students always focus, on Specific Idea / Activity.
Teacher thus finds that, he must -
Secure - Learner’s Attention
Develop - Attention into Interest
Cause Interest - to Grow in an Active Desire to Learn
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Ways to Keep Student’s Interest -
1.Make Learner Feel - Teacher as Guardian & Institute 2ND
Home
2.Present - New Ideas & Skills by Different Methods
Good Demo
Good Samples of Finished Goods
Displaying Charts / Pictures
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Displaying Charts, Pictures, Models
Question - Answer Sessions
Using AVA’S: Presentation Peak Interest & Participation
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Group Discussions, Etc.
3. Prepare & Plan Lesson Activities to engage all Learners
4. Show Practical Applications of New Skill / Idea
5. Use Specific Style to -
Show Mistakes
Sustain Learner’s Interest
6. Appreciate Work. Reward to Deserving Learner’s without Bias
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3. LEARNING BY DOING: PHYSICAL-MENTAL ACTIVITIES BY BODY-SENSES
Create these Activities in each Lesson -
1.Physical Activity: Activate Body Organs of Learners
2.Mental Activity: Activate Sense Organs
Learners are Temperamentally Active. So, provide activities w.r.t. their Nature
Every Child has - Inborn Instinct of Construction.
So, they are Always Doing Activities
More Activities - More Teaching-Learning
So, use their basic Instinct of Construction maximum to make the Teaching Effective.
Both, Physical & Mental Activity depend upon each other
After the Birth - Learner becomes Active
As Learner Grows - Mental Activities Develop
Mind-Body work together & shows more Interest in Learning New
Edgar Dale’s Cone - 1969
Use Last 2-Steps for Active Learning
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Froebel’s Kindergarten System - Based on "Learning by Doing"
Be Active while Doing - Also Make the Learner Active for Learning New Things
E.g. Learn Historical Facts/Incidents easily using Plays than Books
Also, Geography is taught by using the Models, Charts & Diagrams
Keep Learners Active - Let them Feel Good and Increase their Efficiency
Methods are -
Montessori
Kindergarten
Heuristic
Dalton
Project & Basic Methods
This Principle will Develop - IMP Habits & Get Proper Training.
Learners Learn Better by Doing
Guide & Supervise Student’s Work
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Expose Student’s to Real Learning & Experience
Allow them to get their Concepts formed
LEARN BY DOING. NICE THEORY. BUT NOTHING REPLACES ACTUAL EXPERIENCE
Want to Win? Combine Learn by Doing with “Not to Repeat Mistake”
4. LINKING WITH LIFE: LINKING SUBJECT-ACTIVITIES WITH LEARNER'S LIFE
Any Learner has his own world
As he Grows - Imagine his world in own way
Shows interest in the Subjects / Activities, if directly linked to him
Thus, link the Activities & Subject-Matter with Learner's Life
They Learn Rapidly & Easily
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Life is a Continuous Experience Ryburn
All we do is linked up with -
What has gone before?
What will come later?
So, relate the New Experiences with Previous Experiences
Linking new-old knowledge, New Knowledge becomes a Part of Life
5. SELECTION OF CONTENTS: IN LINE WITH THE OBJECTIVES
These Elements Shape the Content of each Para -
1. Purpose: The Reason, Writer Composes the Para
2. Tone: The Attitude, Writer conveys about the Para’s Subject
3. Audience: Individual /Group whom the Writer aims to Address
Close Link between Contents & Objectives. Select Contents w.r.t. Objectives
Human collected Huge-Complex Knowledge
Some IMP, Some Not. But Non-Essential Things Confuse Learners
So, Select the Understandable Facts to Achieve Objectives
Select What & How Much is to be Taught w.r.t. Definite, Clear & Pre-Defined Objective.
This will benefit to Teacher-Learners
Teacher develops Lesson well, Learners acquire Knowledge easily.
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6. INDIVIDUAL DIFFERENCES: KNOWING VARIOUS LEVELS OF LEARNER’S
Each Learner is not at Same Level. Not Similar in -
Intelligence
Nature
Ability
Interest
Potentialities, etc.
To develop all the Learners, give -
Proper Guidance to Talented Learners
Sympathy with Abnormal Learners
Friendly Behavior to bring Retarded or Slow Learners to Normal
Learners Show Difference in 5 Main Areas -
1.Physical Differences
Build or Physique: Weak-Strong, Tall-Short, Lean-Fat
Health: Robust (Strong), Weak, Good, Ill, etc.
Age: Young, Old, etc.
Handicapped: Problem of Deficiency in Eyes, Ears, Leg.
Sex: Male & Female.
Attractiveness: Handsome, Beautiful, Fair, Ugly.
2.Mental Differences
Intelligence
Retention (Remembering) Power
Will Power
Sentiments (Feeling / Emotion)
Laziness
Concentration
Talent
Taste
Learning Rate
Attitude (Mind-Set)
Temperament (Spirit, Nature, Popular / Dominant Quality of Mind)
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3.Environmental (Socio-Eco) Differences
Environmental Disparity
Living Conditions
Recreational Facilities
Distance to be Travelled
4.Emotional / Psychological Differences
Encouragement / Support: At Home, School, Teacher, Students
Jealousy (Feeling or Behavior): Fellow Students
Apathy (No Interest to do): At Home, School, Teacher.
Family Problems: Financial, Social.
Social Habits: Sports, Drama, Singing, Reading.
Co-Operative: Fellow Students and Working Atmosphere
5.Cultural Differences
Language
Religion
Hobbies
Dressing
Regional
Rural/Urban
Teacher should have Information on all these Backgrounds
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7. DEFINITE AIM: LESSON WITH AIM FOR ACHIEVEMENT IN TEACHING-LEARNING
Classroom Learning Focus the Aim of Both
“Every Lesson must have some Definite Aim / Objective”
If no Objective, Teacher is like Boatman without knowledge of his aim & Learner is like
Oar-Less Boat sailing in the Sea Waves blindly
So, there must be some Definite, Clear & completely defined Objectives in order to make
the lesson interesting & impressive
Objectives & Teaching Methods are closely related
Every Teaching Method is based on some Objective
E.g. If Objective is “Appreciation of Poem”
Then, Use the Method that has an Objective of Teaching a Poem.
Also, Learners-Teachers must have full knowledge about that.
This Provides Success in Teaching & creates Interest of Learners
8. REVISION: REVISING THE SUBJECT-MATTER FOR STRENGTHENING
PRINCIPLES OF REVISION: PART PSYCHOLOGICAL & PART MECHANICAL PROCESS
Learners must learn to Revise the Subject-Matter Taught
Researchers’ proved, Revision is Essential in Learning
No Revision, Everything is Forgotten
So, Learner must revise Gained Knowledge quickly & frequently
Frequency of Revisions depends upon the Nature of Lesson
More the Lesson Difficult, More it’s Revision.
9. CREATION & RECREATION: LEARNING BY PLAY-WAY
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Learners Activities must be Recreational & Develop their Creativity
Creates interest in them about Teaching Activity. No fear of Teacher-School
They try New Innovations & may express Creative Activity
So, this Principle is essential for Successful Teaching
Many Teaching Methods developed using this Principle in 20th
Era
10. DIVISION: DIVIDING SUBJECT-MATTER IN UNITS & ORDER FOR PRESENTING
Divide Subject-Matter into some Unit’s for Presenting it in order
Follow the Division of content during Presentation that, each Unit will look complete in itself
1ST
Unit Must Create - Curiosity for 2ND
Unit, & so on….
Easily Present the Contents of Lesson by dividing into Units
So, Division of the Lesson into an order of Units / Steps is IMP
11. DEMOCRATIC DEALING: DEVELOPING SELF-THINKING, FREE EXPRESSION
Learner's gets suppressed in Autocracy. This instigates them for Revolt.
Treat them democratically. In a Self-ruled Set-Up, S/he develops Personality by - Self-
Thinking and Free Expression
Development of Lesson should occur with the co-op of Learners
Ask Most Questions & allow removing their doubts
This builds their Thinking Habits & Develop Personality with -
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Self-Confidence
Self-Esteem
Self-Respect etc.
12. PLANNING: RIGHT LESSON PLANNING & TEACHING TO AVOID DEVIATION
Used for Successful Teaching
Decide Teaching Order after Planning & Preparing Lesson Plan (LP)
1ST
Problem of New Teachers is - What to Teach?
Teachers choose Contents of Teaching from Syllabus Analysis
Organize this into Lessons & List in Instructional Sequence
Teacher can Decide -
What & How much to include in a Lesson?
How to Present the Subject Matter Effectively?
Lesson is not a Period of Time. It is Body / Contents of Instruction
Maintain Interest & hold attention of learners due to Time Limit
Not Possible to Maintain Interest & Attention for 45-Mins, unless more Activities &
Participation of Students
So, Normal Lesson does not exceed 1-Hour
Good Lesson should be -
Related to Previous Lessons
Served as a Preparation for Next Lesson
Planned initially in its Complete Form
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Teacher can make certain Changes during Presentation without Losing Sequence.
WHILE PLANNING A LESSON CONSIDER:
1.Objective of the Lesson
If there are more than 3 or 4 Objectives, Don’t combine in 1-Lesson
Divide into 2-Lessons for Effective Presentation
2.Does the Lesson meet the Needs of Students?
Instruction should be Student-Centered. Include essential info necessary to learner, otherwise,
Wastage of Time
Objectives of the Lesson are not fulfilled
3.Deal with only 1-Major Topic / Idea
Don’t confuse them by Presenting many Ideas /Topics at one Time
4.Include New Ideas & Procedure
Include at least 1 or 2 New Ideas in each New Lesson
Ideas must be related to Previous Learning
Ideas must Stimulate Interest for Further Exploration of Subject
5.Duration of Lesson: Lesson should not be - Too Short OR Too Long
Contents should be -
Sufficient
Completed within the Given Time
Given Sufficient Allowance for Student Participation
Teaching Skill is IMP to know learner. Learner’s success depends on Teachers presentation
Teacher should know -
What to Teach?
How Best to Present the Lesson?
What Method of Presentation to use?
Learner should know - What to Learn?
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Teaching Steps in Lesson Planning (Herbart’s) -
1. Preparation
2. Presentation
3. Application
4. Testing
Teacher can decide before Preparing a Lesson Plan -
How much cooperation he can seek from the Learners
Which Teaching Method he is going to use & at what stage
What to do, if an unexpected Problem arises during Teaching
So, Solve the Problem instantly w.r.t. your Ability
Even the Teacher can deviate from the Lesson Plan because -
“Lesson Plan is your HELPER & Not your MASTER”
2. PSYCHOLOGICAL PRINCIPLES OF TEACHING
These Affects Teaching Process Directly-Indirectly
Use them for making Learning-Process Effective
Let us understand these Principles
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PRINCIPLE OF -
1. MOTIVATION & INTEREST: MOTIVATING FOR ACHIEVING EDUCATIONAL-OBJECTIVES
VIMP in the Teaching-Learning Process
Both the Teacher & Learner have to work with Interest & Motivation
I HAVE NOT FAILED. I’VE JUST FOUND 10,000 WAYS THAT WON’T WORK. EDISON
2. TRAINING OF SENSES: DEVELOP SENSES FOR BEST CAPACITIES POTENTIALITIES
To Encourage Effective Learning, Develop Senses properly
All Potentialities & Capacities are required for Aspects of Learning
i.e. Observation, Identification, Generalization & Experiments, etc.
These Capacities & Potentialities can be attained only thru Senses
3. CREATIVITY & SELF-EXPRESSION: DEVELOP VIEWS & INNOVATIVENESS
CREATIVITY IS INTELLIGENCE HAVING FUN ALBERT EINSTEIN
Encourage Creativity & Self-Expression
Develop the Habit of Innovations
Learners should be Capable of presenting their Views & Attitudes
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4. REINFORCEMENT: MAKING LEARNING EFFECTIVE BY INTERACTION
Use / Present / Remove such Stimuli so the possibilities of repetition of any response rises
E.g. Give Reward for Right Answers to the Learners. Similar Behavior from others rises
Encouragement / Praise given to -
Keep Interest
Increase Motivation
5. REMEDIAL TEACHING: CORRECTING INCORRECT TEACHING
Identify the Errors in the Learners & Teaching Activities
Provide remedy to the Mistaken Teaching Activities
As a Teacher, Remedial Teaching is Not Easy Task
First overcome your Blocks before Remedial Teaching
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6. SYMPATHY-COOPERATION: MOTIVATING LEARNERS & BECOMING THEIR GOOD GUIDE
Show enough sympathy for Learners
Help to Remove their Difficulties
Act as a Good Guide & Motivator
MEDIOCRE (AVERAGE) TEACHER TELLS
GOOD TEACHER EXPLAINS
SUPERIOR TEACHER DEMONSTRATES
GREAT TEACHER INSPIRES WILLIAM A. WARD
7. REPETITION & EXERCISE: SLOW-DOWN FORGETTING PROCESS BY REPETITION
Thorndike made Experiment on Forgetting
Forgetting: Opposite of Remembering. Both IMP
“Scanning & Removing Past Experiences Wholly or Partly from Brain”
Forgetting is due to, Non-Use of Gained Knowledge
So, Daily Repetition & Exercise is must among Class Children
If Mind Stores Total Daily Events - Recalling becomes Difficult
E.g. Choosing a Specific Word from a Book takes long time & the Word may miss your sight.
But selecting it from a Para is easier
Person’s Average Rate of Forgetting
Time After The Event % Forgetfulness
20 Minutes 42%
01 Hour 46%
09 Hour 64%
24 Hour 66%
48 Hour 72%
07 Days 75%
30 Days 79%
Reasons for Forgetting:-
Amount of Learning Material
Brain Injury
Defective Method of Learning
Doubts
Disuse of the Activity
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Emotional Disturbances
Fatigue
Intoxication
Lapse of Time
Mental Diseases
Nature of Learning Material
Old Age
Unpleasant Events
Less Learning
8. Recreation: LEARNING WITH PLAY & FUN
Learner Feels Fatigue (Tired) due to Long Teaching
This Creates Dullness & Learner shows Disinterest in the task
This Principle is IMP for Lower Classes
MAXIMS OF TEACHING (SAYINGS)
Teacher’s Attention: IMP for Teaching-Learning to go forward
MAXIMS:
Statements of the Way in which Teaching-Learning go forward well
Discovered, Not Invented
Indicative of Teacher's Ability. Use for Good Results in Teaching Tasks
MEANING:
Distribution of the Knowledge & Teacher's Ability, both are separate
Teacher is failure if unable to distribute the knowledge to the Learners' even if he has Abilities,
Merits & Mastery of the Subject.
For Efficiency in the Art of Teaching Acquire
1. Complete Knowledge of Subject-Matter
2. Scientific Knowledge of Teaching Style (For Distributing Knowledge)
Laws of Learning (LOL)
Derived from many Experiments with IMP Element of Learning
“Maxims are Experiences & Decisions of Educators considering Laws of Learning &
Elements as Basis of Teaching”
Do not use “Principles of Teaching” without following “Maxims”
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New Teachers must Learn Maxims to make clear -
When the teaching should be started?
In what sequence teaching should be done?
How teaching should be done?
Maxims Convey us the:
Starting Points of the Contents
Direction to Move for achieving Objectives.
MAXIMS OF TEACHING
1. KNOWN - UNKNOWN:
INTEREST TAKEN IN NEW KNOWLEDGE IF IT IS LINKED WITH PREVIOUS KNOWLEDGE
Basis of New Knowledge is Previous Knowledge of Learner
So, activate his Previous Knowledge & Present New Knowledge
Use Familiar Simple Info’s, as basis for imparting Unfamiliar Info’s
Means establish link between Known - Unknown
E.g. If Learners are familiar with the Soil of nearby Land, Water & Crop, then provide them
knowledge about farming of that state based on their Previous Knowledge
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2. SEEN – UNSEEN: 1ST
MAKE AWARE ON SEEN THINGS & THEN SHOW UNSEEN
Learners from age 6 - 14 function at Perception (Seen) Level only
So, 1ST
impart Present Knowledge to Learner & then past & future
Use related examples of Seen Things to impart Knowledge of Unseen Things
This enables knowledge about Non-Perceptual (Unseen) Things
3. SIMPLE - COMPLEX: 1ST
TEACH SIMPLE CONTENTS & THEN COMPLEX
Create the interest for New Knowledge & Develop Self-Confidence
Else, Learners will lose Confidence & Subject Interest
May Not Focus in Study
So, divide the Subject-Matter - Simple Aspects 1ST
& then Complex.
Which Aspect is Simple or Complex?
Sometimes, Simpler Things for Teacher may be difficult for Learner
E.g. Drawing a Straight Line
Sometimes, Difficult Things for Teacher may be easy for Learners
E.g. Drawing an Animal's Picture
Decide Easy & Difficult w.r.t. Interest, Attitude, Ability, Potentiality & Needs of the Learners
When Learner's Mental Development occurs, Slowly Increase Complexity
This keeps the Interest of Learner-Teacher & achieve in Teaching
4. PARTICULAR - GENERAL:
1ST
PRESENT SPECIFIC EXAMPLES & THEN DERIVE (GET) GENERAL LAWS / PRINCIPLES
FROM THESE EXAMPLES
1ST
Present Specific Example before Learners. Then evaluate it
After accepting fact, they will be motivated to derive General Principles
E.g., if a Teacher wants to explain -
“When the Solids are Submerged in a Liquid, they lose their Weight”
Perform these Experiments -
1. Weigh up the Solids in the Air
2. Weigh up the Solids in the Liquid
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When Learners Test & Observe, they conclude:
# “Solids lose their Weights when immersed in a Liquid”
# Finally, they will Derive this Principle easily
Mathematics & Laws of Science can be derived with the help of Learners. They get enough
chances to Derive General Principles thru Observation & Testing.
Learners Learn by Doing without Cramming.
It becomes Permanent & Clear Part of their Thinking
This is the Utility of this Maxim
Thus, in the Inductive Method of Teaching, this Maxim is used
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5. INDEFINITE-DEFINITE: INTELLECTUAL DEVELOPMENT LEADS FROM INDEFINITE-DEFINITE
Learner Grows - Senses Develops
Senses gain the Knowledge regarding Different Object from Society
S/he slowly makes Personal Concepts about each object based on Gained Knowledge
These Concepts or Ideas are usually Vague, Unclear & Uncertain
Provide Certainty to their Uncertain Knowledge using Real Objects, Pictures & Examples
6. CONCRETE - ABSTRACT:
MENTAL PROGRESS START WITH CONCRETE OBJECTS & THEN MICRO-WORDS
On starting Teaching, 1ST
Explain about Concrete Objects & Facts
Give the Knowledge about Small Things
To Shape Ideas, Show Actual Objects or Models or Pictures & Use Outlines
E.g., Teach Geography; with the Knowledge of Mountains, Lakes, Rivers, Oceans thru
Seen Things or their Models, Pictures & Lines.
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7. WHOLE - PART GESTALT IN 20TH CENTURY
1ST
GAIN KNOWLEDGE OF 'WHOLE' OBJECT & THEN ITS PARTS
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E.g.
1. If we see Ceiling Fan, 1ST
Whole Fan looks before us & then Parts
2. If Tree - Thought goes on entire Tree & then Stem, Branches, etc.
Need to Study Background & Environment of Object about which the Knowledge is to be
gained. Hence -
1. Present New Teaching Matter as a Whole in a Planned-way
2. Explain its Parts based on this 'Whole'
3. Organize Teaching-Matter by starting with 'Whole' Object, & then Impart Knowledge about
every Part of an Object
While Teaching Language -
1ST
Teach Sentences
Then the Words
Here, 1ST
Decide, what the 'Whole' is?
While Geography -
Do not consider Earth as a 'Whole'
1ST
Do not give, knowledge of entire Earth & then all Countries & then States
Quantity of 'Whole' increases with increase in Knowledge of Child. E.g.
For 6 year old Learner, his Village is 'Whole'
For 12 year, his State is 'Whole'
So, 1ST
Decide 'Whole' for the Learner & then Study its Parts
8. PSYCHOLOGICAL - LOGICAL:
FOLLOW PSYCHOLOGICAL ORDER FOR SLOW LEARNERS, LOGICAL FOR FASTER
Psychological Order: Present the Knowledge about some Object / Subject wrt learners -
Age
Curiosity
Interest
Needs
Acquiring Power
Logical Order:
Present the Action of Knowledge after dividing it logically into various Units
Do not consider Learner's - Interest, Age & Acquiring Power
Only emphasize on Logical Presentation of the Subject-Matter
Logical Presentation was considered good. But today Presentation in Psychological Order is
better & Useful instead of Logical
Thus, Language Education is started with Sentences instead of A, B, C, D… & Sounds
Use Psychological Order for Lower Classes AND Logical Order for Matured Learners
from Higher Classes
9. ANALYSIS-SYNTHESIS:
FIX UP VAGUE, UNCERTAIN & UNORGANIZED KNOWLEDGE INTO CLEAR, DEFINITE &
WELL-ORGANIZED SHAPE
Analysis:
Process of Breaking or Separating out a thing into Simpler Parts
Problem is divided into various Elements & then Studied
E.g., While Teaching about Earth, 1ST
Study it into Parts based on Climate
Can be used in Geography; Geometry, Science & Grammar
Learners will gain a Clear & Definite Knowledge about Problems
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Synthesis:
Opposite to Analysis
Process of Combining Different Element
Understand by connecting the Knowledge acquired from the Analyzed & Living
Components of a Problem
E.g., While Teaching about Earth, 1ST
Study Geographical Facts of different Places and
do a Comparative Study
Finally assemble each Component to gain the knowledge of entire earth
Analysis & Synthesis are linked
For Perfect Teaching, mixture of both is vital
Provide Clear, Definite & Well-Organized Knowledge of various subjects using Analytic-
Synthetic Method
10. EMPIRICAL - RATIONAL:
MAKES LEARNER'S OBSERVED KNOWLEDGE MORE TRUE, VALID, DEFINITE
Empirical Knowledge, Learner gains through Observations
Learner usually observes -
Freezing of Water in Winter
Conversion of Water into Steam in Summer
Daily sees Rising & Setting Sun
If questioned about Freezing & Steaming of Water, they won’t answer Scientifically &
Logically
Thus, make their Empirical Knowledge more Rational to make their knowledge more
True & Definite
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11. FOLLOW NATURE: REGULATE EDUCATION WRT LEARNER’S NATURE & PSYCHOLOGY
Knowledge given should be w.r.t. Learners Physical & Mental Development. So, follow the
Learner's Nature, instead of his Will
Education that Blocks Learners Progress is -
Un-Natural
Un-Psychological
Teacher shouldn’t hamper, Students Physical-Mental Development
12. ENCOURAGE SELF-STUDY:
KNOWLEDGE GAINED BY OWN, BECOMES OUR INTEGRAL PART
Actual Teacher rests hidden in the every Learner
Self-Study gains some knowledge. That knowledge turn into integral part of learners mind
Thus, study the content & give it to Learners for Self-Study
Remove their difficulties so; they will be Motivated, Assisted & Encouraged for Self-Study
Self-Study is VIMP Rousseau & Dalton
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13. TRAINING OF SENSES:
WELL-TRAINED SENSES FORM CONCEPTS OF OBJECTS WELL-WITHIN
Sense Organ are Gateways of Knowledge
With Senses, Learner forms Concepts about various -
Sizes
Types
Colours
Weight
Quantity
Density
Area
Temperature etc.
So, provide most of the Training to Sense Organs of the Learner
Then, they will form concepts of each object properly & make their knowledge true-definite
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All the Maxims help in Lesson-Planning
Guide the Learners considering their -
Interests
Attitudes
Abilities
Capacities
Various Levels of Development of the Learners
For Success in Teaching Task, gain full Knowledge of Maxims
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ANIL D. SHEWALE MA, M.PHIL
TRAINING OFFICER AUTOMOTIVE SECTOR / TRAINING METHODOLOGY
ADVANCED TRAINING INSTITUTE,
GOVT. OF INDIA, DIRECTORATE GENERAL OF TRAINING,
MINISTRY OF SKILL DEVELOPMENT & ENTREPRENEURSHIP
SION, MUMBAI - 400022
(MOB): 9930251562, 7045126333
(E-MAIL): ADSHEWALE@GMAIL.COM