PRINCIPLE OF TEACHING

Why do we learn the principle and maxims of teaching?

Every teacher wants to make maximum involvement and participation of the learners in the learning process. He sets the classroom in such a way so that it becomes attractive for them. He uses different methods, rules, principles etc in order to make his lesson effective and purposeful.

Meaning of maxims of teaching

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 systematically.

Meaning of principle

It is a comprehensive and fundamental law, doctrine, or assumption.

General Principle of teaching

There are some general principles of teaching emerged from the general experience, traditions and new researches in the field of education and pedagogy. These are

Principle of definiteness of goals or objectives.

Teaching should start with defining aim and objective.

The teacher and students must be clear about the goals of teaching-learning. It helps them to be on the track.

When the goals and objectives of the lesson are determined properly it will help the teacher to plan, execute and evaluate the phase of the teaching-learning process.

 

Principle of planning

Planning in teaching is a very important step, teachers must plan properly before coming to actual classroom teaching.

 The successful teaching-learning process highly depends on teachers’ planning and execution in the class.

The planning includes a lesson plan, Teaching aids, Strategy and Methods of teaching.

Principle of flexibility and elasticity

The teaching strategy must be flexible.

 It needs to be changed according to the classroom situations and the needs of students.

Teachers should be imaginative and resourceful people so that they can adapt strategies according to the needs of the classroom environment.

Principle of utilizing past experiences

In effective teaching, the teacher must start a lesson with questions to know about the student’s previous knowledge. Prior knowledge could reduce the cognitive load leading to better learning engagement.

Principle of child centeredness

The modern education system is child centeredness. According to the National Curriculum Framework (NCF), the students are the active participant and the teachers are the facilitators.

 So the teaching should be according to the child’s needs, abilities and interests and teaching should be activity-based so that students can be learned with the active participants.

 

 

Principle of making provision of individual differences

As we know every child is different from each other. The teacher should be kept in mind Individual differences while teaching and he should teach according to the children’s abilities and interests.

Principle of linking with actual life

According to the NCF-2005 the learning should go beyond the four walls of the school. Teaching should be linked with real-life experiences of everyday life. It not only motivates students but also makes them easy to learn a lesson. In teaching, lesson teacher should give appropriate examples with the student’s day to day life activities

Principle of correlating with other subjects

The correlating of one subject with another subject is very important in order to create interest in the subject. In effective teaching, the teacher gives correlates one subject with another to the overall development of the students.

Principle of effective strategies and instructional material

Effective strategies in teaching are very important. The teacher should adopt effective teaching methods so that students can gain maximum knowledge and the teaching aids and other instructional materials should be used effectively.

Principle of active participation and involvement

In modern-day education, teaching and learning must be child centeredness so that children can actively participate in learning.

 The teacher should use the activity-based teaching method so that the maximum number of students can be involved and active participants in the teaching-learning process.

Principle of conducive and proper control

The teacher should create such a conducive environment so that it becomes a motivating factor for learning. There must be proper arrangement of light, furniture and other needful resources. The teacher should maintain proper order and discipline by being sympathetic but at the same time, he must be firm.

Psychological Principles of teaching

Psychological principle of teaching means in the process of teaching as teacher ,we can able to shape the behaviors of students. teacher can adopt the way through which the students will not feel that they are pressurized to learn rather they will feel it according to their interest so on.

1. Principle of Motivation and Interest
2. Principle of repetition and exercise
3. Principle of change, Rest and Recreation
4. Principle of reinforcement and Feedback
5. Principle of sympathy and cooperation
6. Principle of training to senses
7. Principle of utilizing group dynamics
8. Principle of encouraging self learning
9. Principle of remedial teaching

Maxims of teaching

 

1. From Known to Unknown
2. From definite to indefinite
3. From simple to complex
4. From concrete to abstract
5. From actual to Representative
6. From particular to General
7. From whole to parts
8. From induction to deduction
9. From analysis to synthesis
10. From empirical to Rational
11. From Psychological to Logical

 

 

 

         please share other

Burner’s theory of Cognitive development

 

Burner’s theory of Cognitive development

Jerome Seymour Bruner is an American psychologist who has contributed to cognitive psychology and cognitive learning theory in educational psychology, as well as to history and to the general philosophy of education. Bruner theorized that learners go through three major stages of intellectual development. These are:

1. Enactive representation (action-based)

2. Iconic representation (image-based)

3. Symbolic representation (language-based)

1. Enactive representation (action-based)

Ø       It is initial stage of cognitive development.

Ø      Physical action based information and storing it in our memory.

For example, in the form of movement as a muscle memory, a baby might remember the action of shaking a rattle.

Ø     This mode continues later in many physical activities, such as learning to ride a bike.

2. Iconic representation (image-based)

Ø         In this stage the child is guided by mental imagery.

        This is the representative stage of reality.

Ø        The child is able to think about different images. 

        They can also imagine a triangular, circular or   rectangular plot through the figure drawn by the teacher on the blackboard or demonstrated through a chart.

Ø  Thinking is also based on the use of other mental images (icons), such as hearing, smell or touch

Ø  It relates much to Piaget’s Preoperational Stage

3. Symbolic representation (language-based)

Ø  Child expresses himself in the form of words .Language plays an important role

Ø  This develops last. This is where information is stored in the form of a code or symbol, such as language.

Ø  In the symbolic stage, knowledge is stored primarily as words, mathematical symbols, or in other symbol systems, such as music.

Ø  Symbols are flexible in that they can be manipulated, ordered, classified, etc. so the user isn't constrained by actions or images.

Importance of Bruner development of Language

Ø  Language is important for the increased ability to deal with abstract concepts.

Ø  Bruner argues that language can make easy for an individual when dealing with different problem, different situation etc.

Ø  The use of words can aid the development of the concepts they represent and can remove the constraints .example the distinction between the "here & now" concept. The child can learn the concept by covering its stage of development .Bruner views the infant as an intelligent & active problem solver from birth, with intellectual abilities basically similar to those of the mature adult.

Educational Implications

The aim of education should be to create autonomous learners (i.e., learning to learn). For Bruner (1961), the develop symbolic thinking in children. In 1960 Bruner's text. The Process of Education was published. The main premise of Bruner's text was that students are active learners where they construct their own knowledge.

    Arouse curiosity-Children are curious by nature. Instinct of curiosity forces children to discover something new environment. Hence children curiosity should be aroused to make them independent interpreters.

Discourage mechanical Repetition –The teacher should discourage practice of mechanical repetition and blind reproduction of what teacher presents .children should encouraged adopting discovery approach. They should apply reasoning before accepting anything.

 

Identification of Learning Disability and it's Assessment

 

Learning disabilities

Identification

(a) Difficulty in counting.

(b) Lack of concentration, or easily distracted by the surroundings, either at home or school.

(c) Difficulty in sitting quietly in the classroom.

(d) Does not write down the spoken words correctly.

(e) Inappropriate additions to the right word, e.g., ‘ischool’ in place of school.

(f) Always confused between right and left.

(g) Unreasonable difficulty in remembering the verbal instructions.

(h) General difficulty in memorizing the things.

(i) Extreme restlessness in a child which significantly interferes with the timely completion of various tasks.

(j) Reverses letters or symbols too frequently while reading for example, b as d, saw as was, etc.

(k) Reverses numbers too frequently while reading, for example,31 as 13, 6 as 9, etc.

(l) Excessive errors during reading like looses place/repeat/ insert/substitute/omit words.

(m) Poor in mathematical calculations.

(n) Problems in accurate copying from the common sources like a book or a blackboard, even though the vision is normal.

(o) Write letters or words either too close or too far (spacing problems).

(p) The child appears to comprehend satisfactorily but is notable to answer the relevant questions.

Assessment

If any of the three to five conditions are present, the child should be examined by a qualified psychologist, pediatrician or a special educator for initial screening and further consultations.

One of the main characteristics of children with learning disabilities are that their verbal skills are often much better than the writing skills.

Therefore, they should be formally tested .

 

 please like and comment

  please comment

Identification of cognitive disability and it's assessment

 

Cognitive Disability (Mental Retardation)

Identification

 

(a)  If the child does not sit unassisted even after 12-15 months.

 

(b) Or does not walk even after 2½ years.

 

 (c) Or does not talk even after 2 ½ years.

 

(d) If a child has undue problems in doing independently any of the following activities by the age of 6 years:

— Eating

— Dressing

— Toilet activity

(e) Problems in holding a pencil/or using a pair of scissors.

 

(f) Unable to play with a ball or play ‘guilli-danda’ with the peers.

 

(g) Frequent tantrums, while playing with the peers.

 

(h) Usual inattentiveness to the spoken speech.

 

(i) Requires too many repetitions to remember simple things.

(j) Problems in naming even five fruits, vegetables or plants.

 

(k) Problems in naming the days of the week.

 

(l) Exhibit problems in expressing the needs in a clear language unlike the other peers.

 

(m) Unable to concentrate on tasks even for a short period of time.

(n) Inappropriate oral responses.

 

(o) Difficulty in learning new things.

 

(p) Poor comprehension of lessons taught in the school class.

(q) Difficulty in learning new things.

 

(r) Difficulty in conceptualization.

 

(s) Does not get well along with the children of same age group.

 

(t) More efforts are required in learning or practicing as compare to the peers.

(u) Takes an unreasonable amount of time in perfecting any work.

(v) Poor academic achievements.

(w) Show an undue dependency on visual clues or material for learning

 

 

Assessment

If the responses to any of the four indicators is positive when compared to the average school going peers of the same age group and class, then the child should be properly assessed by a qualified psychologist or a teacher who is specially trained to taken care of the mentally challenged children.

 

Identification of Loco motor Disability

 

 

Loco motors Disabilities

 

Identification

 

(a) Deformity in the neck, hand, finger,  waist or legs.

(b) Difficulty in sitting, standing or walking.

(c) Difficulty in lifting, holding or keeping things on floor.

(d) Difficulty in moving or using any part of body.

(e) Difficulty in holding a pen.

(f) Using a stick to walk.

(g) Jerks during walking.

(h) Lack bodily coordination.

(i) Epileptic movements of tremors.

(j) Joint pains.

(k) Any part of the body is amputated.

Assessment

If any of the conditions is/are present, the child should be carefully examined by a qualified orthopedic surgeon and referred to a physiotherapist &/or prosthetic/ orthotic technician as needed.

Identification of Hearing And Speech disability

 

Hearing	Identification
	(a) Malformation of the ear.
	(b) Discharge from ear.
	(c) Pain in ear.
	(d) Irritation in ear.
	(e) Trying to listen from a closer distance.
	(f) Ask for the instructions repeatedly.
	(g) Not able to write properly.
	(h) Trying to listen to the echo reflection rather than to the speaker.
	(i) Make errors while copying from blackboard.
	(j) Frequently ask a colleague to show his workbook.
	(k) Problems in paying attention in the class.
	(l) Favour one ear for listening purposes.
	(m) Problems when anyone speaks from behind.
	(n) Child speaks loudly or too softly.
	(o) Exhibit voice problem and mispronunciation.
	(p) Tune the TV/Radio too loud.
	(q) Irrelevant answers.
	(r) The child keeps away from his age mates.
	(s) The child is unable to respond when called from the
	other room.
	(t) The child understands only after few repetitions.

 

Assessment

If any 3 to 4 of the conditions are present,  it indicates some kind of Hearing/speech loss.

 Then the child should be carefully examined by a qualified ENT specialist an audiologist, and also by a speech therapist for complete evaluation.

In case the child is below 4-5 years, a psychologist should also be consulted to identify and address any associated psychological problems which may not be overtly evident.

 

Speech

Identification

 (a) Inappropriate sounds in speech.

(b) Stammering.

(c) Baby speech.

(d) Inability to learn correct sound, and use incorrect speech.

(e) Incomprehensible speech.

Assessment

 Conduct a camp of health camp focusing problem related to speech.

Observe the problem of speech and consult the required specialist.

Identification of visual impairment and assessment unit 3

 

Challenges and prospects in Identification and assessment of children in inclusive education Timely identification of impairments, a secondary prevention, can reduce the impact of the impairment on the functional level of the individual and also in checking the impairments from becoming a disabling condition.

 Initially they need to be identified as soon as possible at home by the parents and outside (in the anganwadi centres/schools/sub-health centres/through camps), and then they need to be assessed by a team of specialists in order to plan necessary interventions.

 

 

 

Impairment	Symptoms ( for identification)
Visual	(a) Watering of eyes.
	(b) Recurrent redness.
	(c) Frequent irritation.
	(d) Frequent blinking.
	(e) Squint.
	(f) Inappropriate stumbling upon objects or bumping
	into other people.
	(g) Titling of the head or closure of one eye.
	(h) Difficulty in counting the fingers of an outstretched
	hand at a distance of one meter.
	(i) Moving head side to side while reading.
	(j) Difficulty in recognizing distant objects.
	(k) Difficulty in doing fine work requiring perfect vision.
	(l) Holding books too close or too far from the eyes.
	(m) Frequently ask other children when taking down
	(n) Exhibit difficulty in reading from the blackboard.
	(o) Hitting against the objects on the side.

 

 

Assessment

If any of the four conditions are present, then the child should be properly examined by a qualified ophthalmologist to see if the existing condition can be improved by medical Treatment or by using spectacles.