The document outlines the principles of good teaching, emphasizing characteristics such as motivation for self-learning, effective planning, and sympathy towards learners. It stresses the importance of creating a conducive learning environment, engaging students through activities, and understanding individual differences among learners. Key teaching principles include motivation, interest, learning by doing, linking content to life, and the necessity of having clear objectives in lessons.

1. 1 | P a g e
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

2. 2 | P a g e
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

3. 3 | P a g e
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

4. 4 | P a g e
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

5. 5 | P a g e
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

6. 6 | P a g e
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

7. 7 | P a g e
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

8. 8 | P a g e
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

9. 9 | P a g e
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.

10. 10 | P a g e
 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

11. 11 | P a g e
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”

12. 12 | P a g e
 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

13. 13 | P a g e
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

14. 14 | P a g e
 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

15. 15 | P a g e
Displaying Charts, Pictures, Models
Question - Answer Sessions
Using AVA’S: Presentation Peak Interest & Participation

16. 16 | P a g e
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

17. 17 | P a g e
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

18. 18 | P a g e
 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

19. 19 | P a g e
 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

20. 20 | P a g e
 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.

21. 21 | P a g e
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)

22. 22 | P a g e
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

23. 23 | P a g e
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

24. 24 | P a g e
 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 -

25. 25 | P a g e
 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

26. 26 | P a g e
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?

27. 27 | P a g e
 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

28. 28 | P a g e
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

29. 29 | P a g e
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

30. 30 | P a g e
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

31. 31 | P a g e
 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”

32. 32 | P a g e
 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

33. 33 | P a g e
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

34. 34 | P a g e
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

35. 35 | P a g e
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.

36. 36 | P a g e
7. WHOLE - PART GESTALT IN 20TH CENTURY
1ST
GAIN KNOWLEDGE OF 'WHOLE' OBJECT & THEN ITS PARTS

37. 37 | P a g e
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

38. 38 | P a g e
 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

39. 39 | P a g e
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

40. 40 | P a g e
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

41. 41 | P a g e
 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

42. 42 | P a g e
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