MAXIMS OF TEACHING

  

MAXIMS OF TEACHING

INTRODUCTION

Every profession needs proven facts and universal facts to understand and work. As every profession has its facts based on the experiences of people practicing that particular profession, so is the teaching profession. Maxims of teaching are the universally found facts by teachers on the basis of their experience. It is important for every profession to have some rules, ethics, code, and other boundaries to practice that profession with utter fairness and trust. Maxims of teaching, maxims stand for a short statement that expresses a general truth, principle, or rule for behavior. With the understanding of maxims, we can now make teaching more effective and systematic.

 Maxims Of Teaching

These are universal facts that teachers have found over the years from their experience and are universally accepted.

From Known To Unknown

A step from known to unknown explains that it is possible for students to have some prior known and unknown concepts that are to be learned. This maxim of teaching helps to make teaching more effective. To understand this let’s take an example, cooking and eating are known concepts for students, and photosynthesis is an unknown concept.

Students can relate cooking food themselves for eating with the process of photosynthesis as plants cook their own food. The known concepts can be used by teachers to explain the unknown concepts. This helps in improving the effectiveness of teaching.

From Simple To Complex

It is always easier to understand simple concepts for students such as theory but understanding analytics is a complex concept. Teachers must teach simple concepts first to make a strong base for the complex concepts and slowly increase the level of complexity for students.

From Concrete To Abstract

Every fact of the maxims of teaching starts with a simple concept and lands

Up to a complex one. The fact for teachers from concrete to abstract can be explained with a simple mathematical solution. The numbers and digits can be used to make the students understand the concrete concepts that are tangible and with the help of formulas like BODMAS and infinity, abstract concepts can be explained that are to be intangible. This helps in creating a better understanding among the From Particular To GeneralExamples are the best ways to understand any concept.

This maxim of teaching helps teachers in creating a better understanding of the students. The teachers should give particular examples of an incident or scenario and then the students should be asked to generalize them. For example, you are teaching tenses to your students. Take a particular example to explain the use of tenses and then ask them to imply them in general situations and similar scenarios.

 From Whole To Part

It Is easier for students to understand the entire concept at once and then focus on its multiple parts. This is a great way to make students learn the concepts and create an understanding of them. For example, in order to teach a poem, this maxim of teaching is the best way and it’s a fact for teachers.

First, read the entire poem in front of the class and make them understand the generalized concept of the poem and then start with the parts like understanding the meaning of each line, use of words, rhyme scheme, and other parts of the poem.

From Psychological to Logical

Logical

It is always important to keep in mind the ability and level of understanding of your students. Initially, it should be kept in mind to prepare them in the best way. Starting with psychology helps them to create a logical understanding of the concepts. This is a student-centric maxims of teaching.

From Induction To Deduction

Induction refers to arriving at a conclusion after analyzing all the statements and examples, whereas Deduction is entirely the opposite. Teachers should move from induction to deduction. For example, while teaching active and passive voice, teachers should first give some explanations of turning sentences from active to passive and then use them in continuous conversation.

From Empirical To Rational

This maxim of teaching is a journey from smaller maturity levels to a higher maturity level. Empirical is based on first-hand observations and rational is based on more argumentative and logical reasoning. Teachers should start with empirical knowledge and then get to rational concepts. This helps teachers in making students understand the logic behind general concepts.

From Analysis To Synthesis

Analysis means breaking down a complex concept into simpler parts and analyzing them whereas synthesis is bringing all separated parts together or we can say it is used for fixation. The best way to explain this maxim of teaching is that a sentence can be analyzed by breaking it down into many parts such as nouns, verbs, adjectives, conjunction, etc., and by using synthesis it can be formed into a sentence.

From Actual To Representative

The use of actual objects in education is really important, especially for students of lower classes to form concrete learning. Whereas for representative learning, pictures and visuals can be used to explain to senior students who already have an understanding of the real ones. This is a great way to teach students.

From Definite to Indefinite

Starting from definite concepts makesIt easier for students to understand

 and then move on to indefinite knowledge. Such as starting from rules of

grammar, tenses, etc., and then the vast concepts.

Final Thoughts

Everything has its own set of rules to work and some universal facts that

 form the foundation of the profession and grow forward. These are the

maxims of teaching that are universally applicable. Use these in your

 teaching method and make your teaching more effective.

 

MAXIMS OF TEACHING

 

BEHAVIOURISM

Definition

Behaviorism in education, or behavioral learning theory is a branch of psychology

 that focuses on how people learn through their interactions with the environment.

It is based on the idea that all behaviors are acquired through conditioning, which

 is a process of reinforcement and punishment. According to this theory, learning

 is a change in observable behavior that results from experience.

This article will explore the history, Concepts, and applications of behavioral learn

Ing theory in education. We will also discuss the benefits and drawbacks of

working with a behavioral learning model and how to balance it with other learning

 models

Behaviorism include:

Emphasis on observable behavior: Behaviorism only concerns itself with

 observable, measurable behavior and disregards internal processes

 such as thoughts and feelings.

Conditioning: Behaviorism follows that learning occurs through classical

 and operant conditioning, where behavior is shaped through reinforcement

 or punishment.

Stimulus-Response Relationships: Behavior is seen as a response

 to stimuli in the environment, and the goal of behaviorism is to

identify the specific relationships between stimuli and

responses.

Use of Reinforcement and Punishment: Reinforcement is used to

 increase the frequency of desired behaviors, while punishment

 is used to decrease the frequency of undesired behaviors.

Focus on the Environment: Behaviorism places a strong emphasis

on the role of the environment in shaping behavior, and views.

 Behaviorism in education offers valuable insights into the ways

external stimuli and consequences shape behavior and learning

By understanding and applying the principles of behavioral learning

theory, educators can create effective teaching strategies, foster

positive learning environments, and enhance student engagement.

 While behaviorism has its limitations, a balanced approach that

incorporates multiple learning models can cater to the diverse

 needs of students and promote comprehensive learning outcomes.

                 COGNITIVISM

Cognitivism is a theory of learning that focuses on processes of the mind. Cognitivist learning states that the way we learn is determined by the way our mind takes in, stores, processes, and then accesses information. When we learn new things, our brains are able to transfer the information we have learned and apply the information to new situations or problems. This is the main goal of most learning theories. Cognitivism, also known as cognitive learning theory, helps in developing better programs for learners because it uses research that focuses on the brain and mental processes for acquiring and using new information. Developing a strong knowledge of Cognitivism can help anyone who is attempting to teach new information or concepts to others. Even when a student is trying to learn something new, there is usually some sort of prior knowledge that they can use to anchor that new information and connect the new knowledge to it. That is the basis of Cognitivism. The mind is basically an internal processor that uses our internally stored information and connects it to external factors in order to create new learning. Because learning involves activating pre-existing knowledge and gathering information from previous experiences to make sense ofour world, cognitivists believe that their theory is the primary foundation for explaining how we learn things. Cognitivism is viewed as the mainstream for all research and foundations of

Cognitivism Examples

Cognitivism can be observed in many types of scenarios in a learning environment or in any situation where new learning might be taking place.

Explicit learning: Teaching concepts while strictly pointing out the facts and details that must be learned.

Implicit learning: Teaching concepts without pointing out desired facts, but rather exposing various examples.

Meaningful learning: Teaching concepts while invoking personal interests so that concepts are meaningful and connected to the learner.

Discovery learning: Giving students the tools and access to information so that they can discover it themselves, or posing a problem that students can solve while discovering evidence.

CONSTUCTIVISM

Constructivism is a learning theory that emphasizes the active role of learners in building their own understanding. Rather than passively receiving information, learners reflect on their experiences, create mental representations, and incorporate new knowledge into their schemas. This promotes deeper learning and understanding.

 Types Of Constructivism

Typically, this continuum is divided into three broad categories: Cognitive constructivism, based on the work of Jean Piaget; social constructivism, based on the work of Lev Vygotsky; and radical constructivism.

                Cognitive constructivism

Cognitive constructivism :states knowledge is something that is actively constructed by learners based on their existing cognitive structures. Therefore, learning is relative to their stage of cognitive development

   Social constructivism

                Social constructivism :was developed by Lev Vygotsky , who suggested that:

Every function in the child’s cultural development appears twice: first, on the social level and, later on, on the individual level; first, between people (intrapsychological) and then inside the child (intrapsychological Learning .

Radical constructivism

Radical constructivism :also argues that there is no way to directly access an objective reality, and that knowledge can only be understood through the individual’s subjective interpretation of their experiences.

This theory asserts that individuals create their own understanding of reality, and that their knowledge is always incomplete and subjective.

Conclusion

                  Maxims of Teaching are the universal facts found out by the teacher on

                   the basis of experience. They are of universal significance and are

                  trustworthy. The knowledge of different maxims helps the teacher

                   to proceed systematical .To Create creativity among the students

                   to analysis and synthesis by students. To develop scientific attitude by

                    Learning by doing. Behaviorism is a psychological approach that

                     focuses on studying observable behavior rather than internal mental

                     processes, Cognitive learning is about building on prior knowledge,

                      and constructivism is about building new ideas and concepts

                       based on your own discoveries.

Reference

                    1.http///www.structurallearning.com

                      2.www.edu.com

                       3.www.buffallo.edu