MAXIMS OF TEACHING

1. 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. It is said that old knowledge serves as a hook on which the new one can be hung. Known is trustworthy and unknown cannot be trusted. 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.

2. Simple to complex

Class-room teaching is formal where the teacher tries to teach and the students try to learn things. In this process of teaching-learning, the teacher should see that simple things are presented first to the students. That way they will start taking interest. Once they become interested, thou gradually complex type of things can also be learnt by them. By learning simple things, they feel encouraged and they also gain confidence. On this basis, they become further receptive to the complex matter. On the other hand, if complex types of things are presented to the learner first, he become, upset, feels bored and finds himself in a challenging situation lot which he is not yet ready being immature and unripe.For example when we teach counting to the students we should first examine concrete nouns like, laptop, book, Pen etc. and then proceed to digits and numbers. The stars, the moon, the sun etc. being taught first whereas the abstract thing:, like planet, satellites etc. should be taught afterwards.

3. Actual to Representative

For teaching excellently, actual objects should be, shown to the children as far as possible. It gives them concrete learning which is more desirable. 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. Representative things in the form of pictures, models; etc. should be used for the grown ups or the seniors who are already familiar with the actual objects.

For example, the teacher should show the elephant, the camel, the horse, the railway station, the post office etc. and thereby he should make them understand about these things. The representative of these things in the form of pictures or models may be used at later stages.

4. 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.

The above given maxims are only hints and guidelines for the teacher, especially at the initial stages. He may use them if he finds some of them useful in his teaching situations. In some situations of class-room teaching, he may not use them if he feels so. The teacher should keep the maxims in his hand and he should remain their master. Then only the different maxims will remain tools and yield better result.

5. General to Particular

While teaching, the teacher should first of all take particular statements and then on the basis of those particular cases, generalization should be made. Suppose the teacher is teaching Present Continuous Tense while Teaching English, he should first of all give a few examples and then on the basis of those make them generalize is that this tense is used to denote an action that is going on at the time of speaking.