a technique to enhance comprehension

a plan of action for an adventure

drawing the picture of a mind

researching the functioning of the mind

a variety of teaching methods suited to the disability

expensive and, glossy support material

easy and interesting textbooks

story-telling method

Need for appreciation or social approval

Need for emotional security

Regular elimination of waste products from the body

Need for company

Teaching the students the practical value of good education

Providing opportunities to question and to nurture the innate talents of every learner

Emphasizing achievement goals from the beginning of school life

Coaching students for good marks in examination

very talented in drawing and painting

highly intelligent

capable of scoring consistently good marks in tests

good at lateral thinking and problem solving

focuses on the role of imitation

emphasises the role of the learner in constructing his own view of the world

emphasises on memorising information and testing through recall

emphasises on the dominant role of the teacher

no two learners are alike in their abilities, interests and talents

learners do not have any common qualities, nor do they share common goals

a common curriculum for all learners is not possible

it is impossible to develop the potential of learners in a heterogeneous class

emotional development

intellectual development

physical development

social development

principles of growth and development

rate of development

sequence of development

general capacity for development

primary

secondary

dynamic

static

throughout the life of a person

during adolescence

during early childhood

during adulthood

it is a convenient beginning for any classroom instruction

relating new information to prior knowledge enhances learning

it is an effective way of revising old lessons

it enhances the memory of learners thereby strengthening learning

a hindrance in teaching-learning process

a resource for enrichment of school life

a challenge to teacher's capacity to motivate students to learn

a factor that makes school life a complex experience for the learners

appropriate remedial measures

intensive drill and practice

systematic revision of all lessons

reporting the findings to learners and parents

by using the senses

by comprehending neutral words

by thinking in an abstract fashion

by applying newly acquired knowledge of language

Cognitivist

Developmental

Behaviourist

Constructivist

direct teaching and direct questions

content-based questions

open-ended questions

a highly disciplined classroom

Learning is a process that mediates behaviour

Learning is something that occurs as a result of certain experiences

Study of behaviour is learning

Unlearning is also a part of learning

Continuity

Sequentiality

General to Specific

Reversible

Ask students to explain a phenomenon or a concept in their own words

Teach students to provide examples to illustrate how a law works

Help students see similarities and differences and generate analogies

Enable students to memorize isolated facts and procedures

their ability to monitor their own learning

creating regulations for student behaviour

rules and regulations made by the student body

self-discipline and control

to point out the errors of the learners

to measure the achievement of learners

to decide if a student should be promoted to the next class

to diagnose and remedy gaps in learning

regular schools

special schools

open schools

Blind Relief Association schools

letter and word recognition

reading speed and fluency

understanding words and ideas

spelling consistency

Errors made by children indicate that no learning has taken place.

Learning is effective in an environment that is emotionally positive and satisfying for the learners.

Learning is not affected by emotional factors at any stage of learning.

Learning is fundamentally a mental activity.