Teachers are guiding lights, illuminating the path to knowledge and empowering their students on their educational journey. Likewise, the maxims of teaching guide teachers on their own professional journey. They pave the way for practical and impactful teaching practices. These time-tested principles serve as reference points for effective pedagogical strategies.

In this article, we will learn the maxims of teaching meaning, the core teaching maxims, their importance, challenges, and everything you should know about them.

What is maxims of teaching?

Maxims of teaching are universal facts and principles identified by teachers through their experience. These facts and principles play a significant role in pedagogy, guiding teachers in their efforts to impart education more effectively.

Here are the core maxims of teaching:

From known to unknown

According to this maxim, students know a few things, while many things are unknown to them. Teachers have to form a bridge between the known and the unknown to enlighten students. They should use the known as a hook and then lead students towards the unknown.

For example, students know the simple present tense. Teachers can use their existing knowledge to teach the present continuous tense. So, if students learn to say “I play”, teachers can teach them to say it in the present continuous tense, “I am playing.” Similarly, students know that plants grow from seeds. Teachers can use this knowledge to teach students about the process of germination.

From simple to complex

Students easily grasp simple concepts, but struggle with the complex ones. Instead of introducing students to complex ideas and theories, teachers should start with simpler ones and gradually move to more complex topics.

For example, teachers should teach adding simple single-digit numbers before moving to multi-digit numbers.

From whole to part

If students understand a broader concept, it gets easier for them to decipher the minute details. According to this teaching maxim, teachers should explain a general idea to students and then focus on its parts.

For example, reading a complete sentence and then breaking down the subject, verb, and object. Or, showing the world map first, and then focusing on continents, countries, oceans, and regions.

From concrete to abstract

A simple demonstration, such as boiling water in front of students, can help them understand the concepts of evaporation and particle movement. Concrete objects like water, ice, and steam can lay the groundwork for understanding abstract concepts like molecules, kinetic energy, and particle theory.

Let’s understand this teaching maxim with another example. By cutting a pizza into halves or smaller pieces, teachers can easily teach concepts like ½, ¼, ¾, and fraction operations.

Starting with simple, more familiar concepts helps students understand complex, abstract ones more easily.

From particular to general

The maxim “from particular to general” emphasizes that teachers should begin with particular examples or concrete instances before moving towards general concepts or principles. When students understand specific cases, it gets easier for them to identify standard features and patterns.

When students recognize familiar concepts or situations, they form their own ideas and understanding, which helps them understand the general concept.

For instance, teach them particular numbers, like 2, 4, 6, 8, 10, 12, and so on. By observing the pattern of numbers increasing by 2, students learn the general rule for even numbers.

From induction to deduction

Induction is a method of reasoning in which learners infer a generalization from a set of statements and examples. Deduction involves applying general rules to particular cases. A teacher should move from induction to deduction.

For example, students learn that solids have a definite shape and volume by observing rock, wood, and metal. It is induction. Now, they can apply this rule to identify other objects, such as chalk, a book, an eraser, and a sponge.

From psychological to logical

This student-centric maxim states that teachers should begin teaching with what is psychologically suitable for their students, such as their previous knowledge, abilities, and interests. From psychological, they should proceed to logical concepts and ideas.

Students never find logical concepts appealing. They learn more from their experiences, curiosity, and day-to-day lives. They begin grasping logical concepts by drawing meaning from their personal experiences.

For example, teachers should teach addition by first having students physically count objects, such as books or blocks (psychological), and then introduce addition (logical).

From empirical to rational

According to this teaching maxim, teaching should begin with first-hand observation and then progress to complex principles and explanations.

Empirical experiences grounded in practical activities, direct observations, and sensory experiences resonate better with learners. Once they get a hold of things they can see, observe, touch, and experience, understanding rational explanations, underlying principles, and abstract reasons and theories gets easier.

For example, students drop different objects and observe them fall to the ground (empirical experience). The teacher explains the concept of gravity to them (rational explanation).

From analysis to synthesis

Analysis involves breaking down complex concepts into smaller, understandable components and then combining them through synthesis to form a complete understanding.

For example, one effective way to learn sentences is first to analyze their components- nouns, verbs, adjectives, etc., and then synthesize them to construct a sentence.

From definite to indefinite

According to this teaching maxim, the most effective way to teach is to begin with specific, well-defined concepts before moving on to broader, more abstract ones.

When students understand concrete foundational concepts, they easily grasp open-ended concepts.

For example, in mathematics, the best way to start is with concrete concepts like addition and subtraction before moving to abstract problems involving variables.

From actual to representative

Teachers should use actual objects to form foundational understanding, especially for younger children. When students can see and touch real objects, they better understand the concepts.

In senior students, representative learning works wonders. When students have a basic understanding of concepts, they can better understand them through illustrations, such as diagrams and pictures.

For example, showing students a real plant and its parts, then using diagrams and models to explain.

Importance of maxims of teaching in education

Maxims of teaching enhance the overall educational experience. They make it easier for teachers to choose the right pedagogical approaches and help students have an enriching learning experience.

Here are more reasons why maxims of teaching are essential:

Help educators form a teaching strategy

They are guidelines that help educators form suitable teaching strategies. They guide teachers through the process of assessing learning objectives and curriculum requirements to create an effective teaching plan.

Reinforces transparency

They provide a learning framework. When educators and learners are aware of the learning objectives, pathways, and expectations, the entire environment becomes transparent, fostering trust and better learning.

Creates a positive learning environment

They are student-centric. They aim to make learning easy for students. Thereby creating a comfortable and positive learning environment.

Challenges of applying maxims of teaching

Although maxims of teaching facilitate teaching and learning, specific challenges limit their smooth application and the desired outcomes.

Here are some common challenges and how to overcome them:

Challenge: Varied learning capabilities of students

Teachers often face challenges balancing personalized teaching strategies with students’ varied learning capabilities. As students have different learning paces, knowledge, and abilities, it can be challenging to cater to individualized learning needs.

Solution: Teachers should assess students’ learning capabilities before beginning lessons. Giving separate instructions to slow learners and fast learners and pairing students for peer learning also works.

Challenge: Time constraints

Following some maxims can be more time-consuming than others, especially when dealing with complex subjects. Teachers are often under pressure to complete the syllabus and therefore, fail to apply maxims.

Solution: Teachers should focus on key concepts and consolidate various maxims to save time.

Challenge: Teacher training and expertise

Teachers often face challenges in applying certain maxims that demand knowledge, experience, and creativity.

Solution: Schools should provide training workshops to use maxims. New teachers can gain from experienced teachers through mentorship programs.

Challenge: Limited resources

Some maxims require more resources than just a blackboard and chalk. They need objects, visual aids, and other technologies. In schools with limited resources, following the maxims of teaching can be challenging.

Solution: Schools should provide tactile and visual aids.

Challenge: Contradictory maxims

Some maxims contradict others, for example, “from known to unknown” contradicts “from definite to indefinite”.

Solution: Teachers should use a flexible approach and adapt lessons to students’ prior knowledge and understanding.

The bottom line

Maxims of teaching provide essential guidelines for delivering structured and meaningful instruction. By guiding lesson planning and promoting consistent educational practices, teaching maxims ensure effective student learning and teacher development.