MAXIMS OF TEACHING

MAXIMS OF TEACHING

Teaching is considered a part of learning. The culmination of all teaching processes really worth the name is learning. Teaching is an external enterprise while learning is a mental activity. The primary motive of use of maxims of teaching is the enhancement of quality of learning. Teaching maxims play an important role in making learning stable and permanent.

According to Bernard, “In teaching-learning process, teachers and students encourage learning.” In fact, teaching is a task and learning is an achievement. Learning objectives can be realized by properly organizing teaching skillfully, effectively and carefully.

Maxims of teaching

The role of the teacher is considered main in the classroom. He is responsible for creating such an ambience as gives rise to maximum learning activities and various experiences may be achieved. But, practically, it is not as convenient as it looks. However talented, scholarly and able a teacher may be, he would be considered unsuccessful if he or she is unable to transfer learning to students. Teaching is an art which encompasses the following:

Mastery over subject

Scientific knowledge of teaching style for transfer of knowledge to pupils

In order to achieve this objective, teacher’s subject knowledge is not the only factor which is required. In addition to this, the teacher should know some maxims with the help of which the teacher may present the subject matter before the students effectively as well as efficiently. The meaning of maxims of teaching is very simple. Those general ideas and methods of doing the work which prove helpful in the task of teaching are termed as maxims of teaching. These maxims have been formulated by the psychologists, educationists, pedagogues and preceptors on the basis of their experiences. These maxims are reliable and are universally applicable. Different maxims of teaching are applied in different teaching situations on the basis of well-planned strategy and logic. Maxims of teaching act as the springboard which catalyzes the momentum of teaching-learning process and thus helps the teacher in achieving the pre-determined objectives of education besides providing contentment to both the learners as well as the teacher.

A glimpse of prominent maxims of teaching

1. From Known to Unknown - This maxim states that the new knowledge to be given to pupils must be logically linked with their previous knowledge. This maxim facilitates learning process and economizes the efforts of the teacher and the taught. It won’t be an exaggeration to say that this maxim is an indispensable part of teaching-learning process. This is a natural method of learning. In practical life situations too, we follow this maxim in that we interpret new things we perceive on the basis of similar things perceived earlier by us. This roughly corresponds to Analogy and is also the heart and soul of Analytical method of teaching. This maxim is the part and parcel of set induction skill (lesson introduction skill). It can also be employed in instillation of moral values in prospective teachers.

2. From Simple to Complex - This maxim states that difficulty should follow ease in teaching. Alternatively, the teacher should start with simple thing and proceed to difficult one in a logical, systematic and step wise manner. The skillful application of this maxim proves to be advantageous in teaching of all subjects.

The maxim 'From Simple to Complex' in association with another maxim 'From Psychological to Logical' can work wonders for research scholars too as it is not necessary that each and every student who undertakes research work is well acquainted with the essentials of research methodology. Workshops (based on this maxim) should be organized for research scholars so that they get well acquainted with the basics of research. It has been observed that student find 'Formulation of Research design' and 'Statistical interpretation of data' a Herculean task, especially those who are from Arts background or those who are not comfortable with mathematics or data analysis. It is here when this maxim can prove to be boon for such students as well as others too.

If teachers start with complicated problem, it is possible that 70-80% of students may not be able to understand and answer it. Therefore they will lose their heart, confidence and interest in study. Teacher has to be careful in deciding about simpler part too. What is simple in teacher’s view is not necessarily simple for students. It can be vice-versa too. Thus, keeping in view students ability, attitude, potentiality and interest, simple tasks should be fixed. This maxim should also be coupled with another maxims viz. 'From Whole to Part', 'From Analysis to Synthesis' and other maxims as per the felt need.

3. From Concrete to Abstract

Abstract and concrete are classifications that denote whether a term describes an object with a physical referent or one with no physical referents. An abstract object is an object which does not exist at any particular time or place, but rather exists as a type of thing, i.e., an idea, or abstraction. In general, tangible entities are grouped under concrete objects while intangible entities are grouped under abstract objects. This maxim, however, sometimes can't be employed in certain situations. For example, such concepts as personality, intelligence, learning, knowledge, attitude, thinking, etc. are abstract in that these can't be touched or seen directly i.e. these are intangible. (For example, we cannot show or display the intelligence of an individual in a concrete form before the students as intelligence is an abstract concept). The teacher educators should tell the pupil-teachers that the aforementioned concepts are abstract in nature and can't be seen or touched directly but can be assessed (and not physically measured) with the help of actions or behaviors of the subject. For example, taxonomy of educational objectives (propounded by Bloom et. al.) helps us in assessing the teaching objectives at the end of a lesson. Attitude (abstract) can be known with the help of rating scales or point scales or checklist (although indirectly and not directly). Projective techniques viz. Ink blot tests, TAT (Thematic Apperception Test), Child Apperception Test, etc. are concrete entities that can be used to assess the personality of an individual on an indirect basis (abstract form). What is being emphasized here is that the teacher must ponder over the following questions:

1. Is the maxim (in question) feasible for the topic to be taught?

2. Where could the maxim be logically employed?

3. How can the maxim be employed?

The above questions hold good for all the other maxims of teaching also. In fact, the degree of effectiveness and success of teaching maxim(s) depends on teacher's knack of applying the maxim(s). At times, it is the 'Rule of thumb' that determines the strategy of employing maxims in teaching. Application of this maxim helps the learners understand the materials more easily. Some power of imagination also develops in them.

The teacher-educator ought to make the prospective-teachers realize the need and significance of laboratory visit and work, need and significance of direct experience.

4. From Analysis to Synthesis - This maxim states that the difficult or complex topic or subject matter be logically and systematically broken into different components. (This maxim is also known as 'from Part to Whole'.) Analysis means breaking something into individual elements. Synthesis is just reverse of Analysis. It means joining the individual elements into one whole. In other words, in analysis, the subject is broken into its components or elements while in synthesis, the scattered elements of the subject are collected and the clarification of these elements is logically presented. In fact, these two are an integral part of Cognitive domain of Bloom's taxonomy of Educational objectives. The complex topics or subjects need to be taught in a logical and systematic manner with the help of this maxim. (Formulation of objectives, hypothesis or hypotheses on the basis of the rough and systematic analysis of research problem in question.)This maxim is quintessential of science and mathematics. It can, however, be made use of in other subjects too viz. economics, commerce, geography, political science, etc.

5. From Psychological to Logical - As regards the realm of Educational Psychology, the cynosure is the child or the learner. The entire teaching-learning process is planned and organized on the basis of interests, abilities, capacities, etc. of the learner.

This maxim states that the sequence of teaching process should be psychological followed by logical. If the teaching process is not in logical order and its organization is not systematic, the entire teaching process with become either hotchpotch or haphazard. Consequently, the teaching process will either become an exercise in futility or end up in fiasco. [For example, the teacher educator should advice pupil teachers to teach the basics of hydrocarbons, types of bonds to the students before coming on to types of lipids (saturated and unsaturated).]

6. From Actual to Representative - Teaching is more effective when the teacher displays actual teaching aids instead of artificial ones before the pupils in the classroom. Researches have shown that the natural teaching material has more influence in the teaching process instead of artificial one. So, as far as possible, the teacher should make use of this maxim in teaching-learning process. It is not that this maxim should be blindly resorted to. The teacher should use logic to apply this maxim.

It won't be an exaggeration to say that in the current scenario of teacher education in India, various Psychological tests are not actually performed by pupil-teachers. They never ever get the opportunity to get a first-hand (direct) experience of various apparatuses, instruments and concrete entities that are an indispensable part of Psychology laboratory.

7. From Empirical to Rational - It means that the empirical knowledge of a student should be made rational so that it becomes true and definite. (It may be recalled here that empirical knowledge is the one which a learner receives by observation.) If we study and analyze the definitions of learning, we will come to know that the changes in human behavior through experiences are termed as learning. The experiences contribute especially in the learning process. The pupil learns through observation and experience and consequently acquires substantial knowledge. The teacher can employ this maxim especially in teaching of mathematics and sciences. In simple words, the ability to know something, to learn and verify it is acquired first and the ability to interpret it on the basis of logic or reasoning develops afterwards.