The Seven Laws of 👩‍🏫 Teaching p1by John Milton Gregory Empower your Mind #teaching #tools

“The Seven Laws of Teaching” by John Milton Gregory is a concise and insightful work that outlines fundamental principles for effective teaching. Let’s delve into these laws:

1. The Law of the Teacher: The teacher plays a pivotal role in the learning process. Gregory emphasizes that a teacher must possess both skill and enthusiasm. Skill involves mastery of the subject matter, effective communication, and adaptability to diverse learners. Enthusiasm, on the other hand, fuels engagement and inspires students.
2. The Law of the Learner: Understanding the learner’s needs, interests, and abilities is crucial. Effective teaching considers individual differences and tailors instruction accordingly. Gregory encourages teachers to be student-centered, fostering a positive and supportive learning environment.
3. The Law of the Language: Communication lies at the heart of teaching. Gregory emphasizes clarity, simplicity, and relevance in language. Teachers should convey ideas effectively, using examples, analogies, and relatable language. Engaging communication enhances comprehension.
4. The Law of the Lesson: A well-structured lesson is essential. Gregory advocates for a clear lesson plan that includes an introduction, development, and conclusion. Teachers should organize content logically, provide context, and ensure active participation.
5. The Law of the Teaching Process: Gregory underscores the importance of systematic teaching methods. Teachers should employ strategies such as questioning, illustration, repetition, and application. Adaptability to different learning styles enhances effectiveness.
6. The Law of the Learning Process: Learning is an active process. Gregory encourages teachers to facilitate meaningful experiences that allow students to construct knowledge. Encourage exploration, critical thinking, and reflection.
7. Review and Application: Regular review reinforces learning. Gregory suggests periodic revision, assessment, and practical application. Feedback helps students consolidate knowledge and apply it beyond the classroom.

In summary, “The Seven Laws of Teaching” provides timeless guidance for educators, emphasizing empathy, clarity, and adaptability. Whether in traditional classrooms or modern digital settings, these principles remain relevant and valuable 12. 📚✨






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Episode Transcript

Speaker 1 (00:00):
Section one of the Seven Laws of Teaching. This is
a LibriVox recording. All LibriVox recordings are in the public domain.
For more information or to volunteer, please visit LibriVox dot org.
Read by Lurie Wilson. The Seven Laws of Teaching by
John M. Gregory. Introduction, Let us, like the Master, place

(00:23):
a little child in our midst Let us carefully observe
this child that we may learn from it what education is.
For education in its broadest meaning, embraces all the steps
and processes by which an infant is gradually transformed into
a full, gown and intelligent man. Let us take account
of the child as it is. It has a complete

(00:45):
human body, with eyes, hands, and feet, all the organs
of sense, of action and of locomotion, and yet it
lies helpless in its cradle. It laughs, cries, feels, and
seems to perceive, remember, and will. It has all the
faculties of the human being, but is without power to

(01:05):
use them, save in a merely animal way. In what
does this infant differ from a man simply in being
a child. Its body and limbs are small, weak, and
without voluntary use. Its feet cannot walk, Its hands have
no skill, Its lips cannot speak, its eyes see without perceiving,

(01:26):
its ears. Here without understanding, the universe into which it
has come lies around it wholly unseen and unknown. As
we more carefully study all this, two chief facts become clear. First,
this child is but a germ. It has not its
destined growth. Second, it is ignorant without acquired ideas. On

(01:48):
these two facts rest the two notions of education. One
the development of powers to the acquisition of knowledge. The
first is an unfolding of the faculties of a body
and mind to full growth and strength. The second is
the furnishing of the mind with the knowledge of things,
of the facts and truths known to the human intelligence.

(02:10):
Each of these two facts, the child's immaturity and its ignorance,
might serve as a basis for a science of education.
The first would include a study of the faculties and
powers of the human being, their order of development, in
their laws of growth and action. The second would involve
a study of the various branches of knowledge and arts,
with the relations to the faculties by which they are discovered, developed,

(02:34):
and perfected. Each of these sciences will necessarily draw into
sight and involve the other just as a study of
powers involves a knowledge of their products, and a study
of the effects includes a survey of causes. Corresponding to
these two forms of educational science, we find two branches
of the art of education. The one is the art

(02:55):
of training, the other the art of teaching. Training is
the the systematic development and cultivation of the powers of
mind and body. Teaching is the systematic inculcation of knowledge.
As the child is immature in all its powers, it
is the first business of education, as an art to
cultivate those powers, by giving to each power regular exercise

(03:18):
in its own proper sphere, till through exercise and growth
they come to their full strength and skill. This training
may be physical, mental, or moral, according to the powers trained,
or the field of their application. As the child is ignorant,
it is equally the business of education to communicate knowledge.

(03:39):
This is properly the work of teaching. But as it
is not expected that the child shall acquire at school
all the knowledge he will need, nor that he will
cease to learn when school instruction ceases, the first object
of teaching is to communicate such knowledge as may be
useful in gaining other knowledge, to stimulate in the pupil
the love of learning, and to form any him the

(04:00):
habits of independent study. These two, the cultivation of the
powers and the communication of knowledge, together make up the
teacher's work. All organizing and governing are subsidiary to this.
To full vaime, the result to be sought is a
full going, physical, intellectual, and moral manhood, with such intelligence
as is necessary to make life useful and happy, and

(04:23):
as will fit the soul to go on learning from
all the scenes of life and from all the available
sources of knowledge. These two great branches of educational art,
training and teaching, though separable in thought, are not separable
in practice. We can only train by teaching, and we
teach best when we train best. Training implies the exercise

(04:44):
of the powers to be trained, but the proper exercise
of the intellectual powers is found in the acquisition, the elaboration,
and the application of knowledge. There is, however, a practical
advantage in keeping these two processes of education distinct before
the mind. The teaching with these clearly in view, will

(05:05):
watch more easily and estimate more intelligently the real progress
of his pupils. He will not, on the one side,
be content with a dry daily drill which keeps his
pupils at work as in a treadmill, without any sound
and substantial advance in knowledge. Nor will he, on the
other side, be satisfied with cramming the memory with useless

(05:26):
facts or empty names, without any increase of powers of
thought and understanding. He will certainly note both sides of
his pupil's education, the increase of power and the advance
in knowledge, and will direct his labors as select the
lessons with a wise and skillful adaptation, to secure both
of the ends in view. This statement of the two

(05:46):
sides of the size and art of education brings us
to the point of view from which may be clearly
seen the real aim of this little volume. That aim
is stated in its title, The Seven Laws of Teaching.
Its object is to set forth, in a certain systematic order,
the principles of the art of teaching. Incidentally, it brings

(06:07):
into view the mental faculties and their order of growth,
but it deals with these only as they need to
be considered in a clear discussion of the work of
acquiring knowledge. As the most obvious work of the school
room is that of learning lessons from the various branches
of knowledge, so the work of teaching the work of assigning, explaining,
and hearing these lessons is that which chiefly occupies the

(06:31):
time and attention of the schoolmaster or instructor. To explain
the laws of teaching will therefore seem the most direct
and practical way to attract teachers in their art. It
presents at once the clearest and most practical view of
their duties and of the methods by which they may
win success in their work. Having learned the laws of teaching,
the teacher will easily master the philosophy of training. The

(06:55):
author does not claim to have expounded the whole science
of education, nor to have set forth even the whole
art of teaching. This would require a systematic study of
each mental faculty, and of the relation of each to
every branch of knowledge, both of sciences and arts. But
if he has succeeded in grouping around the seven factors
which are present in every act of true teaching, the

(07:18):
leading principles and rules of the teaching art, so that
they can be seen in their natural order and connections,
and can be methodically learned and used, he has done
what he wished to do. He leaves his offering on
the altar of service to God and his fellow men.
In the section one