Take Primary Teacher Training Course in Delhi to Learn Language Learning Principles

The maxims of Method

The first word in the maxims of method is to proceed such as, as can be understood from an example, proceeding from Particular to General. This means that the teacher should not allow the child to remain concerned with only one thing that may be occurring prior to all in the maxim. He should act as the leader or guide to help him with getting on to the other things. Those who are undergoing a primary teacher training course in Delhi will learn that a maxim is basically a guide that tells the teacher what he/she should be doing while teaching a lesson. This in no way suggests that the teacher should stick to it like gospel and avoid thinking of better, more innovative approaches to the learning process. These maxims are provided merely to be servants of the teachers and not their masters. They are just guides and play an important role in imparting valuable information to the children.
From Particular to General:

It is important that particular facts and examples get presented to the pupils before they are provided with rules and principles since it is relatively easy to follow facts and examples but much more difficult when it comes to understanding rules and principles. When particular facts and examples are presented they should lead automatically to the formation of general rules and principles. This maxim of teaching method implies that an inductive method is a better approach than a deductive one wherein the learner is expected to deduce facts and examples from the general rules and principles.
From whole to part:

A child will always find the whole to be more meaningful than the parts of the whole. Learning proceeds at a far more rapid pace and gets retained better when the learning material has a structure, organization, and meaning to it. Consequently, it makes a lot of sense for the teacher to be proceeding from the whole to the part.

The whole approach has been found to be better than the part approach in large number of cases such as in the memorizing of poems. The learning material in this case, when memorized as a “whole” makes a lot of sense and the various parts of the whole can be understood by the learner as interrelated. It is important to offer a word of caution in this respect. Slow readers will consider the “whole” to be different from what is perceived as “whole” by faster readers. If the whole turns out to be too large and the learner is unable to make any sense of it, then the student will experience retarded learning which will only put him at a disadvantage. If the parts are presented as an unrelated sequence, the whole of it will not make any sense to the individual.
From known to unknown: The teacher needs to begin teaching with something that is known to the child. It could be that the child possesses only a vague or an incomplete idea of that thing. Until the lesson is completed thoroughly it won’t be possible for him to have a clear and definite idea of the same. New knowledge can be acquired only when there is a link for it with the old knowledge that the child has already taken in through experience. The teacher needs to run a diligent search of what is already known to the pupil. Previous knowledge serves as a hook upon which the new knowledge can be hung. The previous knowledge of every student in the classroom is not the same so the teacher needs to find an average of the previous experience of the class. In actual teaching tasks conducted day-to-day for a teacher, he is required to arrange the subject matter in a way that allows each part to be properly connected with the idea that has already been explained before.
From psychological to logical:

First thing that needs to be taken into consideration is the mental makeup, reaction, and interest needs of the child in question. Upon making a good start, teachers with primary teacher training course in Delhi experience can proceed further and present the material in a more logical order.