a.       Maxims of teaching refers to the techniques of teaching used by the teacher to teach systematically. It has universal significance.

 

b.      Simply the Maxims in Teaching Learning Process are some techniques of teaching, which a teacher uses during teaching.

 

c.       Maxims are nothing but simple guidelines or principles which help the teachers to take decisions and act accordingly during the teaching process.

 

d.      These maxims are used by teacher to create and sustain interest and attention of the students in what he/she is teaching.

 

e.       Maxims of teaching motivate the learners and also make teaching learning process effective, fruitful, inspirational and meaningful.

 

f.       Without using the proper use of maxim a teacher cannot teach effectively.

 

g.      A good teacher should know when and how to use the maxim appropriately for the effective classroom and active involvement of the students.

 

Features

 

·         They motivate the teacher

·         Help teachers take decisions during teaching

·         Make teaching interesting, creative and purposeful

·         Make teaching a simplified affair

·         Make teaching organized and effective

 

Benefits of Maxims of teaching

 

·         Simplify the process of teaching

·         Joyful teaching & learning environment

·         Purposeful teaching

·         To create creativity among students

·         To analysis & synthesis by students

·         To develop scientific attitude

·         Learning by doing

·         To develop critical thinking

 

1.      Known to Unknown

 

a.       It is based on the fact that a learner knows something means he is not blank.

b.      It is considered that old knowledge lays the foundation of new knowledge.

c.       Previous knowledge of a learner can be used to increase and widen the outlook of a learner.

d.      E.g... Pronoun can be taught only when the learner has knowledge of noun.

 

 

 

2.      Simple to Complex

 

a.       First simple things should be taught and then complex things.

b.      By learning simple things learners feel encouraged and confident thus they can easily understand complex things.

c.       For example. if learners are to be taught about complex sentences then they should be first taught about simple sentences

 

3.      Concrete to Abstract

 

a.       Those things which can be felt with our five senses are known as concrete (real) things where as things which can be imagined are known as abstract things.

b.      Things taught with the help of concrete objects last for longer period.

c.       For example. a learner can imagine about golden apple only if he has seen an apple and golden color.

 

4.    Analysis to Synthesis

 

a.       Simply analysis to synthesis means from detailed to summary.

b.      A complex problem when divided into different parts can be understood easily.

c.       For example. when a learner is taught the different parts of a sentence then he is able to understand the synthesis of sentences.

 

5.    Induction to Deduction

 

a.       In induction few examples are given and then a conclusion is drawn

b.      In deduction, first a rule is made to known and then examples are given.

c.       Teaching should proceed from induction to deduction.

d.      For example while teaching narration, few examples of the conversion of direct into indirect speech should be given and then a general rule of the conversion should be concluded.

 

6.     Near to Afar

 

a.       A learner is acquainted with his/her immediate environment.

b.      Thus examples from his/her environment should be given first and then examples from other environment/surrounding should be cited.

c.       This helps in step-by-step learning.

d.      For examples while teaching noun, examples from learners' immediate environment, i.e. from class should be cited, such as fan, desk, chair, and other examples such as train, Airplane , lake and river should be given afterwards.

 

7.     Empirical to rational

    

a.      The first-hand knowledge given to the learners is real and pragmatic which he gets from his own experiences and then it moves on to more balanced and sensible content.

 

 

 

8.     Psychological to logical

 

a.      It is considered during the pre-active phase of teaching where the content is arranged in such a manner where the priority.

 

9.      Indefinite to definite

 

a.       The content to be taught in the class may be definite for teachers but may not be so for the learners.

b.      Therefore the teaching style should be such that the learners are able to get direct knowledge which is possible only when they are familiarized with it.