8

Arinciples and Maxims of

SUCcessful Teaching

cHAPTER OUT LINE

Introduction
General Principles of Teaching
Psychological Principles of Teaching
Maxims of Teaching
Summary
Review Questions
References and Suggested Readings

Introduction

Teaching is a skilled job and a complex task. By all means, it is done for the benefit of the
pupils, i.e. to bring desirable changes or improvement in their behaviour. Success of this
peration depends upon a good planning and masterly execution of the same. The educationists.
Pychologists, research workers and the teachers working in the fields have tried to establish
Some general principles, psychological principles and maxims of teaching which may prove
quite helpful in making the task of teaching quite effective and purposeful. In the coming
Paz°s, an attempt will be made to present these in details.

Ceneral principles of Teaching

There are Some general principles of teaching that have emerged from the general experiences,
new researches in the field of education
and pedagogy. Some of these broad
traditions and
principles may be summarized as follows:
197
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remains if Principle
marked
place
knowledge to A
always a teacher 198
goals,
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of teacher
onthe
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of
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Goals or Elasticity
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and wi n
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be
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and all techniques, of objectives
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of
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planning
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cause desirable orthe
with of teacher
acquisition and vary teaching
a is
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of
and environment.
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smoothly
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flexibility
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include
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abilities quite theof should in desirable any situation.
as and presentation.
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or stage ease This situations
elasticity classroom matter the
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fast.
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and it
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with economy.
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evaluation
The
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abilities-and
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planning.
not
should, nolinked
act a At of desired 199
domains. child.
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to
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of the be teacher teacher
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appropriate
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students observation,
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effective itnot be essential the
influence
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to
towardsleader dynamicsgroup
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and shouldresult arrangement training should and
bring as
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abilities.
medium be in this for through is inculcate aspects
changes and of
dynamics discrimination, an of of always
try
and Maxims
unintelligent the groupgroup
among effective when senses to
able his no play knowledge. each and
and purpose.
the creation
of for the sight, an senses
fruitful
It to adequate
end
in behaviour,
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develop
and of spoon
knowledge of
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the
effective experience
way.
in
Successful
self-learning knowledge habit group identification.
training taste
acquiring when
self-expression
self-expression
call learning, feeding behaviour
of The
a Defective Researches
care in
the
active
the
adjustment. and
Students upon the
of psychologyparticularmembers, individuals
group role functioning of
major
and self-study,
or
of touch. isany teacher Teaching
participation
th e
creative by direct in in the acquired
should the cramming of leader, sensation type in principle teaching taskand
providing seek this
the senses
generalization
so educational the the attainment For the
originality, that
aspects Therefore, thindependent
instruction e world for
students. effect think of this of ofand
be the the
senses.of maythrough
learning field students of
made students exactor suitable path and attainment interaction
and
as his purpose,
lead of
of the
novelty, of environment the of students
to one's a of one A
counter the Therefore, and to thlearning e have sympathy students.
self-learning
teacher from work group experiences. work
learn reproduction
may opportunities cannot
wise
objectives application disastrous one
use learning.
inventiveness
personality.
exploratio be teacher. and
a of effects
teacher
better
process thinks, for has to
of and
on
the The
203
able should even self and the
a a
in
 of table
Combinations
approached tested
for A some that He
From
the should one
SubtraCtion. Knowledge 1ndiidual he Prove From
good and Cigged definitely. Principle 204
shOuld heI teaching.
*OTNTng TeachingMaximsof torinteraction
Spec1tic
teaching
benot humanity.
task energies
A for of
grammar may or changed is unknown. the
definite unknown universal. penence proper realized sO
teaching
definite, known always 2
help knoWn Simple things,
reliable ways in
related first students
limitations.
ofmay hese I
growth withtheresoon
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may catching àthe form byryplan After a is edy.
act creating
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to
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for the has remedial aims
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help to his us He by
of acquiring learn knoWn and seens
on of to
unknown
muiuplication. therefore indefinite acquaint pupil removingstudents. The been the and and
behaviour teaching asfor tr
be
development.
may to
a to alw feared their
actual
indefinife easilysubject making
a lo teacher
something teacher bring to doing
studentacquire and source as a arrange find
ays discuss teaching
definite himself knowledge on maxims
classroomof own good their A be.
some CSsentiats
then whether
iead
from
the
the acquaintance or particular has There something
that
cause-effect in
learn essentials topic for experiences teacher specifñc for
di\iSion, thones. e proceed some
things.
fromn
his
principle wacquaintance the
wrong when
to Stupulated are of
know ith the teaching.Theyare find
the
Definiteness and may teaching iffßculties Fducational
definite pupil. of remedialstudent new
concerned ledge on
the
skills
known
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and
with many he rellationship
square concepts. of of help out for
hientry
s which a behaviour
has
multiplication
proceeding and
us
with
is
important trusted
have where intervening
may his the
or to behaviour. task inother education not
or indefinite.
of solving trustworthy.
with
to the may and objectives, not been development TechnolooV
language cubeskills events of collect evolved providing the
he unknown. prove guide. ablebe changes the
teaching from ones.quite fault variables able
OOts, known
concerning the new
or previous Similarly,
previOus
people. Educationists
quite
.certain
tocontents, happenings,of
effectively. knowledge One the
problems Hence. trustworthy them any lies to to in
Similarly, facts division.
information the the
new known A particular andlearn achieve and
can helptul adequae
experience
things
known
known simple
then onand
students. society
obstructions.
thousands in and
always
a to Aon
multiplication
definite may nonoured ime in and accountmethods his
and thus
or wise
taddition
he
and friend can notions oppotunities student think
the and objectives, Theis
be
trust deriving unknown. teachers set
ofeasily andteacherexplore always or
task thefor
ofhisor It
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odd and or his thei,
the all an of may
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learning.
course ofthe not difficult It
Generalized
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From conclude.or without
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of matter
with unmatchable the
have
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k
understanding only
Concrete
abstract is to motivates schedules
always
and
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Various particular particular always lasting actual
or toand
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Is facing has not
fact real concrete it
make the is confusing,
and appropriate better
be or complex
Therefore,always or
weight facts, representative and
objects, children
supported
or
Jose
to
to
parts ot solids, presented impresSion
leadhis in to and an of
or them objective. and automatic Complex
begin
to behaviour. terms life to one's
the
acquainting principles, representative difficult individual ones. Principles
or not and to
aerodrome of abstract.
able applied mastery learning
parts a should with with
constiuents
beginning only particular liquids then in generalstudents mountain of apiece patience
Proceeding
anddirect to to reinforcement the
the in Acquisition in
concrete and
geater Theretore, presents
oneself beginning or
concepts clarity any of
learn be The
understand
practical th e
ofto order
relatively
verbally
throughor
actual
from given while aspire Maxims
cases, gases influenceknowledge,
process thconcrete
should than lake. e
examples,
difficult or
from
should with
particular and in maximum
abstract attending
sequence.
a is thoughts situations. of more assimpler
the facts lonely of and simple Successful
of
atways
be parts teacher placing the phenomena of andteaching material new a and the
or aphenomenontheto principle concepts objects subjective. and
presented bebut instancesparticularexamples teaching. educative
and desert, opportunitiesknowledge to complex little grasp Such things to
should horse illustrative is
In an
complex
nade also are concepts and toandcontrast. properly
than Teacm
betore whistling and abstract difficult and
instances A
quite learning. and be One conceptsand
betore with more always
and or
teacher value. events. understanding
theoremexperiences shown. for or to
provides abstract Therefore. aids. in concrete
skill may sequence gradedwork fight or
the then th e acquiring phenomenon. but
understandable,
the
whole, leading cart. who
begin
comparisonVisit
artificial trees An
living A
may easily
be
also
easy

students, persuadedemonstrations on-the-spot are good with

with One beginsnature in toand
always become
is phenomenathine to
and to an at
direct
examples relatively equips him difficult the
cannot
the
representation. chattering
airport
to the teaching bored. of
It simple unnecessary
For then his the by and, teacher
wise mere
a
better expernences
later is
moivating generalization experience fatigued. may
step-by-step
example, learning
students generalize saying therefore. talking is stage. shoula
are
simpler difficult
simple. always 205
related goingbirds than with ones
that to
and to or
in
 Principles and Maxims of
Successful 207
206 evidences,
direct or
some indirect experiences, examples and Teaching
eSsentials of Educational Technology
made with the actual
arrive at
0 concepts of the conclusion or develop arational pointinstances full of objectivity and validity
teaching the topic beginning should be objects, people, events of view in understanding the nature
presentation of the "parts
and functioning of whole
of the
flower, the gradually the knowledgemodel of the water
flowering plant and bethenpresented. Sinmilarly, a
of the elements and
should always
lead the student from and
empirical tophenomena. Therefore, in good teaching one
rational goals.
the different parts From psychological to logical
pump and the actual shouldshouldbe demonstrated as awhole and then the
working of this pump
study and working of its different nads should be taken step-by-steP Psychological point of view emphasizes the
From induction to
importance
andteaching in the process of education. Here, the childof ispsychological principles ofhislearning
the centre of education: needs,
deduction abilities and
the teaching activities.capacities are the deciding
interests,
Induction is a way of proving a thing or stat true for a particular case, The instructional goals arefactors
madefor the planning
to serve the child. Theof
the causeandof organization
tatement by arguing ifit is
and then it should be true for the next similar case, and so on. While employing it tin teaching. curriculum,teaching strategies, aid material and
a teacher is required to place particular instances. examples facts or experiences betore the teaching-learning
view of the psychology of the child and teaching-learning, should not allmean
But itenvironment, are set in
that a
students. On the basis of similarities of properties and repetition of a phenomenon, the go
Students are thus made to generalize a concent nrincinle or rule. On the other hand, deduction teacher has to unplanned or move haphazardly in his teaching act. What is to be taught,
Is the net result of induction. Here the beginning is made by placing the generalized fact, e h based on psychological footing, should have somne logic. The proper organization
and sequencing of teaching activities in terms of the organization of learning experiences,
principle, formula or rule before the students and then thev are asked to verify the truth of
the generalization by applying it in particular instances or examples. It is needless to say that teaching strategies, evaluation activities and feedback devices are very much essential for the
all good teaching begins with induction and ends in deduction. Knowledge is formative and FFoctiveness of a teaching act. Therefore, a wise teacher cares for a beautiful integration of
induction isa way of discovering the knowledge. Deduction is the result of such discoveries. euchological principle to logical agreement in his teaching. He is to move on a psychological
Therefore, a teacher should alwavs proceed from induction to deduction in his teaching. k keeping in view the logic behind his sequences of activities.
From analysis to synthesis
SUMMARY
Analysis refers to a process of breaking or separating out a thing into the simpler parts,
elements or constituents in order to understand its structure or composition. It is a sort of
operationor investigation that is being carried out to know the hidden aspects of a problem, 1. The scholars and educationists working in the field of education and pedagogy (science
some generalized
the causes of an event or behaviour or understanding the complex nature of a thing or of teaching) have arrived through their investigations and experiences atThese generalized
teaching.
phenomenon. For example, to understand the structure and working of a machine the structure principles for the successful execution of the task of
in the language of educational
may be disassembled in terns of its various components or parts and then ene. can gather principles are termed as the general principles of teaching are principle of definiteness
principles
knowledge for these components. To know the composition of a salt (compound or mixture) technology. The mentionable ones of these general principle
it may be analyzed into its elements and then knowledge about the composition or properties planning. principle of flexibility,
of various elements may be acquired. On the other hand, synthesis works quite opposite to of the educational objectives, principle of principle of child centeredness, principle
the previous or past experiences,
of utilizing other subjects and the
analysis. It refers to a process of combining the different elements or parts of a thing in principle of correlating teaching with strategies for teaching,
totality. In comparison to synthesis, the process of analysis represents a systematic and of individual differences, appropriate methods, devices and
natural way of investigation and discovery. It is a formative approach quite applicable to the real life, principle of utilizing of the students and principle of creating
beginning of alearning or teaching act. Therefore, good teaching should always begin with principle of seeking active participation
appropriate learning environment. developed
analysis and lead to synthesis. a number of principleseffective in
principles of teaching, there exists be quite
From empirical to rational 2. Besides the general done by some great psychologists that canon this account may be
through the work mentionable ones exercise,
teaching a success. The principle of repetition and
In ateaching-learning process, it is always safe to begin with what we see, feel and
experience making the task of interest and motivation, reinforcement, principle of
than with what we agree, generalize or explain. The former approach is empirical while the principle of feedback and of
named as the senses, principle
latter is rational. Development of the rational point of view principle of change and rest, principle ofproviding training to principle of fostering
agoal, a result of a
process cooperation, principle of self-learning,
of empirical findings. The concrete facts or empirical evidences are the rock Sympathy and dynamics, principle of encouraging
bottom of a
conclusion or rational knowledge. The rational thinking is not the product of empty jdeas or remedial teaching.
utilizing group self-expression, and principle of
lofty ideals having no naked truth or concrete happenings. A teacher has to place facts, Creativity and
 Technology
the field of
Educational workingin notions,
208 Essentials of teachers generalized
itself. The numberof geting desired
teacher in evolved a for
3. Experience is said to be great have properly psychology,these are
employed
education through their own experiencescanbe educationalare: proceeding from
ideas, work mode and practices that languageof among them
complex, fromconcrete
In the whole to
success in the tasks of teaching. The
notable simpleto from
general, psychological
trom
referred to as maxims of teaching.indetinite, particularto
known to unknown, from definite
to from rational. andIfrom
to representation,
empiricalto
to abstract, from actual synthesis, fromm
parts, from analysis to
to logical.
REVIEW QUESTIONS
Discussin
detail.
of teaching? teaching? Discussin brief the
principles learning.
1. What are the general principles of teachingand
understand by psychological effective
2. What do you consideredusefulfor various maxims of teaching.
various psychological principles the
Discussin brief
'Maxims of Teaching'. effectiveteaching?
3. Explainthe term maxims for the
How would you utilize the followiing
4.
(a) From simple to complex
abstract
(b) From concrete to
(c) From particular to general
(d) From known to
unknown teaching and learning:
following principles inthetask of
the
5. Discuss the application of and reinforcement
(a) Principle of feedback
and exercise
(b) Principle of repetition
centredness
(c) Principle of child
with other subjects
(d) Principle of correlating and interest
motivation
(e) Principle of
() Principle of remedial
teaching

READINGS
REFERENCES AND SUGGESTED

Methodology of Teaching, Ludhiana: Prakash Brothers, 1967.

Bhatia. K.K. and J.N. Arora, 1981.
Learning, New York: McGraw-Hill,
Bloom, B.S.. AIl Our Children
Learning-Psychological Perspective, New Jersey: Prentice
Clayto, Thomas, E., Teaching and
Hall. 1969.
Strategies, Boston: Allyan and Bacon.
Frieberg, H.J. andDriscoli Amy, Universal Teaching
1992
General Method of Effective Teaching-Practical Approach.
Knirk. R.G. andChailds, W. John,Browell, 1973.
New York: Thomas Y.