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1. CONCEPT & DEFINITIONS OF TEACHING
Core definitions (PYQ favourites)
| Theorist | Definition | Key term |
|---|
| Morrison | "Intimate contact between a more mature personality and a less mature one designed to further the education of the latter" | Intimate contact |
| Clarke | "Teaching is the intentional act of communicating content to students" | Intentional act |
| B.O. Smith | "Teaching is a system of actions intended to induce learning" | System of actions |
Nature of teaching (NEP 2020 aligned)
- Planned facilitation (not just delivery)
- Dynamic (evolves with society/tech)
- Two‑way process (reciprocal)
- Goal‑oriented
- Art + Science
🧠 Mnemonic P‑D‑T‑G‑A → Planned, Dynamic, Two‑way, Goal‑oriented, Art+Science
2. INFLUENTIAL TEACHERS WHO REVOLUTIONISED EDUCATION
Indian education revolutionaries (high weightage)
| Teacher | Contribution | Key achievement |
|---|
| Savitribai Phule | First female teacher (1848); first girls' school Pune | Fought caste/gender barriers |
| Dr. S. Radhakrishnan | Philosopher President; Teachers' Day (5 Sept) | Bharat Ratna 1954 |
| Rabindranath Tagore | Shantiniketan (1911); gurukul + modern | Nobel Laureate |
| Swami Vivekananda | Ramakrishna Mission; character building | "Arise! Awake!" |
| Dr. APJ Abdul Kalam | "People's President"; Ignited Minds | Died teaching at IIM Shillong |
| Chanakya | Arthashastra & Chanakya Niti | Royal advisor |
🔹 Memory tip: S‑R‑T‑S‑A‑C → Savitribai, Radhakrishnan, Tagore, Swami Vivekananda, APJ, Chanakya
Global / modern revolutionaries
| Teacher | Innovation | Impact |
|---|
| Sugata Mitra | "Hole in the Wall" (self‑learning via computers) | Children learn without formal teaching |
| Ranjitsinh Disale | Global Teacher Prize 2020; QR‑coded textbooks | 100% attendance, rural Maharashtra |
| Arvind Gupta | Low‑cost science toys from everyday objects | Padma Shri; hands‑on science |
| Kiran Bir Sethi | Design for Change (FIDS: Feel, Imagine, Do, Share) | Reached 2.2 million kids, 65 countries |
3. OBJECTIVES OF TEACHING (Bloom’s taxonomy)
Three domains – must remember
| Domain | Focus | Example objectives |
|---|
| Cognitive (head) | Intellectual skills | Remember, Understand, Apply, Analyse, Evaluate, Create |
| Affective (heart) | Values, emotions | Receiving, Responding, Valuing, Organizing, Characterizing |
| Psychomotor (hands) | Physical skills | Imitation, Manipulation, Precision, Articulation, Naturalization |
Specific teaching objectives
- Knowledge transmission (cognitive)
- Skill formation (competencies)
- Value integration (ethics)
- Critical thinking (problem‑solving)
- Independent learning (self‑directed)
- Holistic development (intellectual+emotional+social)
Exam trick: cognitive = thinking/head, affective = feelings/heart, psychomotor = doing/hands.
4. NATURE & CHARACTERISTICS OF TEACHING
| Characteristic | Explanation |
|---|
| Purposeful | Aimed at specific, measurable outcomes |
| Interactive | Reciprocal teacher‑learner relationship |
| Inclusive | Accommodates diverse backgrounds |
| Reflective | Continuous improvement through feedback |
| Dynamic | Adapts to technology, society, needs |
| Systematic | Follows planned procedure |
Basic requirements for effective teaching
- ✅ Subject matter expertise
- ✅ Pedagogical competence
- ✅ Communication skills
- ✅ Emotional intelligence (empathy, patience)
- ✅ ICT literacy
- ✅ Classroom management skills
5. MAXIMS OF TEACHING (1 question expected)
Core maxims (known → unknown sequence)
| Maxim | Meaning | Application |
|---|
| Known to Unknown | Start with what students know | Build on prior knowledge |
| Simple to Complex | Begin with easy concepts | Gradually increase difficulty |
| Concrete to Abstract | Use real objects first | Then move to theories/ideas |
| Particular to General | Specific examples first | Derive general rules (inductive) |
| Whole to Part | Overview before details | Give big picture first |
| Analysis to Synthesis | Break down, then combine | Understand parts, then integrate |
| Empirical to Rational | Observation/experiment first | Then theoretical explanation |
| Psychological to Logical | Consider learner's mind first | Then subject structure |
🧠 Mnemonic K‑S‑C‑P‑W‑A‑E‑P → “King Sees Cats Playing With A Big Elephant Properly”
Additional maxims
- Activity before passivity (learning by doing)
- Definite before indefinite
- Direct experience before verbalism
6. PHASES OF TEACHING (3‑stage model)
| Phase | Activities |
|---|
| 1. PRE‑ACTIVE (planning) | Objectives, content selection, methods, aids, time management, evaluation preparation |
| 2. INTERACTIVE (implementation) | Actual teaching, questioning, discussion, handling responses, dynamic adjustment |
| 3. POST‑ACTIVE (evaluation) | Measuring outcomes, diagnosis, remedial, self‑reflection, record keeping |
Memory aid: P‑I‑P → Plan, Implement, Perform (evaluation)
7. EFFECTIVE TEACHING BEHAVIOUR
Positive teaching behaviours
| Behaviour | Indicator |
|---|
| Clarity | Clear explanations, organised content |
| Enthusiasm | Shows interest in subject & students |
| Variability | Uses different methods/media |
| Task‑oriented | Focus on learning objectives |
| Student engagement | Encourages participation/questions |
| Feedback | Provides constructive, timely feedback |
| Empathy | Understands student difficulties |
Flanders Interaction Analysis (FIAC)
- Teacher talk: 2/3 of class time (ideally)
- Student talk: 1/3 of class time
- Indirect influence (accepting feelings, praising) > direct influence for better learning
8. ESSENTIAL TEACHING COMPETENCIES & SKILLS
Core competencies framework
| Category | Competencies |
|---|
| Content Competency | Subject knowledge, curriculum understanding |
| Pedagogical Competency | Teaching methods, lesson planning |
| Technological Competency | ICT integration, digital literacy |
| Assessment Competency | Test construction, evaluation techniques |
| Management Competency | Classroom control, time management |
| Professional Competency | Ethics, continuous learning, research |
9. PERSONALITY & ATTITUDE RELATED COMPETENCIES
Essential personality traits
| Trait | Why important |
|---|
| Empathy | Understanding student perspectives |
| Patience | Handling diverse learning paces |
| Fairness | Equal treatment |
| Humor | Creating relaxed environment |
| Confidence | Commanding respect, managing class |
| Adaptability | Adjusting to unexpected situations |
| Enthusiasm | Motivating students |
| Integrity | Role modelling ethical behaviour |
Professional attitudes
- Student‑centredness
- Lifelong learning
- Collaboration
- Innovation
- Reflective practice
10. ESSENTIAL TEACHING SKILLS (micro‑teaching)
Core teaching skills – 7 key skills
| Skill | Description | Components |
|---|
| 1. Set Induction | Introducing lesson effectively | Creating readiness, relating to past knowledge |
| 2. Explaining | Clear concept transmission | Clarity, continuity, relevance, examples |
| 3. Questioning | Stimulating thinking | Fluency, appropriateness, prompting, probing |
| 4. Stimulus Variation | Maintaining attention | Voice modulation, gestures, movement, pausing |
| 5. Reinforcement | Encouraging desired behaviour | Positive verbal/non‑verbal reinforcement |
| 6. Illustrating | Using examples effectively | Relevance, simplicity, interest |
| 7. Closure | Effective lesson ending | Summarising, linking to next lesson |
🧠 Mnemonic S‑E‑Q‑S‑R‑I‑C → “Some Excellent Questions Stimulate Real Interest in Class”
🎯 QUICK REVISION TABLES
Comparison: Levels vs Phases vs Maxims
| Aspect | Levels of Teaching | Phases of Teaching | Maxims of Teaching |
|---|
| Focus | Cognitive depth | Teaching process | Methodology principles |
| Types | Memory, Understanding, Reflective | Pre, Interactive, Post | Known→Unknown, Simple→Complex, … |
| Theorist | Herbart, Morrison, Hunt | General model | Traditional wisdom |
Effective vs Ineffective Teaching
| Effective Teaching | Ineffective Teaching |
|---|
| Student‑centred | Teacher‑centred only |
| Two‑way communication | One‑way lecture |
| Uses variety of methods | Single method throughout |
| Encourages questions | Discourages interruptions |
| Provides feedback | No feedback mechanism |
| Adapts to learners | Rigid approach |
⚠️ PREVIOUS YEAR QUESTION PATTERNS (last 3 years)
Frequently asked topics
- Levels of Teaching (Memory/Understanding/Reflective) – 2‑3 questions
- Phases of Teaching – 1 question
- Maxims of Teaching – 1 application‑based
- Characteristics of Teaching – 1 question
- Teaching vs Learning distinction
- Competencies of effective teacher
Sample PYQ style questions
Q: Which maxim suggests starting from concrete objects before abstract concepts?
(A) Known to Unknown
(B) Simple to Complex
(C) Concrete to Abstract ✓
(D) Particular to General
Q: The objective of reflective level teaching is:
(A) To impart knowledge
(B) To develop insight to solve problems ✓
(C) To memorize facts
(D) To follow instructions
📋 5‑MINUTE FLASH REVISION
- 3 Levels of Teaching: Memory (Herbart) → Understanding (Morrison) → Reflective (Hunt)
- 3 Phases of Teaching: Pre‑active (Plan) → Interactive (Do) → Post‑active (Evaluate)
- 3 Domains of Objectives: Cognitive (Head) → Affective (Heart) → Psychomotor (Hand)
- 8 Maxims: K‑S‑C‑P‑W‑A‑E‑P (King Sees Cats Playing With A Big Elephant Properly)
- 7 Teaching Skills: S‑E‑Q‑S‑R‑I‑C (Some Excellent Questions Stimulate Real Interest in Class)
