Education Psychology and Yoga
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Yoga Education Psychology diploma Ghantali Ghatkopar
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Education Psychology and Yoga
- 1. . EDUCATION PSYCHOLOGY AND YOGA GMM Shrikrishna Mhaskar GMM’S YOGA VIDYA PRABODHINI DIPLOMA IN YOGA EDUCATION
- 2. . MEANING OF EDUCATION GMM Shrikrishna Mhaskar EDUCATION IS USED FOR UNDERSTANDING THE HAPPENINGS AROUND US.
- 3. . MEANING OF EDUCATION GMM Shrikrishna Mhaskar TO GET THE KNOWLEDGE & INFORMATION OF VARIOUS SUBJECTS
- 4. . MEANING OF EDUCATION GMM Shrikrishna Mhaskar • HOWEVER – IT CHANGES DUE TO PASSAGE OF TIME AND NEED OF TIME.
- 5. . DEFINITION OF EDUCATION GMM Shrikrishna Mhaskar IN GENERAL IT MEANS • HOLISTIC DEVELOPMENT OF PERSONALITY • IT IS NATURAL, SPONTANEOUS & CONTINUOUS PROCESS.
- 6. . DEFINITION OF EDUCATION GMM Shrikrishna Mhaskar IT BRINGS • INNATE, • DORMANT & • HIDDEN POTENTIAL.
- 7. . DEFINITION OF EDUCATION GMM Shrikrishna Mhaskar IT IS BI-POLAR SYSTEM HAVING STUDENT & TEACHER
- 8. . DEFINITION OF EDUCATION GMM Shrikrishna Mhaskar “EDUCATION” – ORIGNIATED FROM LATIN WORD “EDUATUM”
- 9. . DEFINITION OF EDUCATION GMM Shrikrishna Mhaskar • “WORD “EDUATUM” • COMPOSED OF – “E” AND “DUCO” • “E” – FROM INSIDE • “DUCO” – • TO LEAD, TO BRING FORTH
- 10. . DEFINITION OF EDUCATION GMM Shrikrishna Mhaskar EDUATUM THUS IT IS AN INSTRUMENT • TO EXPLORE & AWAKEN • THE HIDDEN & INNATE POTENTIALS OF MAN, • TO BRING OUT DEVELOP THEM SUITABLY.
- 11. . DEFINITION OF EDUCATION GMM Shrikrishna Mhaskar SOCRATES IT IS BRINGING OUT THE IDEAS OF UNIVERSAL VALIDITY WHICH ARE LATENT IN THE MIND OF EVERY MAN.
- 12. . DEFINITION OF EDUCATION GMM Shrikrishna Mhaskar FOREBEL EDUCATION IS A PROCESS BY WHICH CHILD MAKES ITS INTERNAL, EXTERNAL.
- 13. . DEFINITION OF EDUCATION GMM Shrikrishna Mhaskar ADDISON WHEN EDUCATION WORKS ON THE NOBLE MIND , IT DRAWS OUT TO VIEW EVERY LATENT PERFECTION.
- 14. . DEFINITION OF EDUCATION GMM Shrikrishna Mhaskar DR. JOHN HIBBEN EDUCATION IS THE ABILITY TO MEET LIFE’S SITUATIONS.
- 15. . DEFINITION OF EDUCATION GMM Shrikrishna Mhaskar SANE GURUJI ATTACHING OUR LIFE WITH BROADER ISSUES
- 16. . DEFINITION OF EDUCATION GMM Shrikrishna Mhaskar DR. AMBEDKAR A SEARCH FOR EXCELLENCE P. SHASTRI EDUCATION IS TO FIND OUT
- 17. . DEFINITION OF EDUCATION GMM Shrikrishna Mhaskar MAHATMA GANDHI IT IS AN ALL ROUND DRAWING OUT OF THE BEST IN THE CHILD & MAN – BODY, MIND & SOUL
- 18. . DEFINITION OF EDUCATION GMM Shrikrishna Mhaskar HERBERT SPENCAR THE GREAT AIM OF EDUCATION IS NOT KNOWLEDGE BUT ACTION.
- 19. . DEFINITION OF EDUCATION GMM Shrikrishna Mhaskar THEREFORE IN EDUCATION BIG BECOMES SMALL, TO MAKE THE SMALL BIG
- 20. . PROCESS OF EDCUATION GMM Shrikrishna Mhaskar • IT IS A CONTINUOUS AND UNENDING PROCESS • CONSISTING OF LEARNING AND TEACHING. • BOTH ARE INDEPENDENT, COMPLEMENTARY
- 21. . PROCESS OF EDCUATION GMM Shrikrishna Mhaskar • BASIC LEARNING OF SUBJECT, FURTHER EXTENDED BY WAY OF LEARNING HOW TO TEACH
- 22. . PROCESS OF EDCUATION GMM Shrikrishna Mhaskar TRADITIONALLY BI-POLAR – TEACHER & STUDENT MODERN SYSTEM ADDED – ENVIRONMENT AS A THIRD POLE.
- 23. . TYPES OF EDUCATION GMM Shrikrishna Mhaskar
- 24. . FORMAL EDUCATION FEATURES GMM Shrikrishna Mhaskar • IMPARTED SYSTEMATICALLY AND THEMATICALLY • SPECIFIC AGE GROUP IN TUNE WITH THE CERTAIN OBJECTIVE & DIRECT SYSTEM OF GIVING INPUTS.
- 25. . FORMAL EDUCATION FEATURES GMM Shrikrishna Mhaskar • CURRICULUM IS STRUCTURED WITH TIME FRAME. • EDUCATION IS AS PER NATIONAL POLICIES & GUIDELINES.
- 26. . INFORMAL EDUCATION FEATURES GMM Shrikrishna Mhaskar • NOT ANY STRUCTURED, SPECIFIC PROGRAMME • NEED BASED EDUCATION IS MOTIVE • AIMS & OBJECTIVES AS PER NEED OF LEARNING GROUP.
- 27. . INFORMAL EDUCATION FEATURES GMM Shrikrishna Mhaskar • INPUTS ARE GIVEN INDREICTLY WITHOUT SPECIFIC TIME LIMIT • FEEDBACK MECHANISM MAY NOT EXIST
- 28. . INFORMAL EDUCATION FEATURES GMM Shrikrishna Mhaskar STUDENT & TEACHER COME TOGETHER THROUGH DELIBERATE ENVIRONMENTAL FORCES.
- 29. . EDUCATION FEATURES GMM Shrikrishna Mhaskar FORMAL EDUCATION IT IS IN SCHOOLS, AND COLLEGES.
- 30. . EDUCATION FEATURES GMM Shrikrishna Mhaskar FORMAL EDUCATION • “YOGA EDUCATION” IS UNDER HEALTH EDUCATION. • EXAMPLE : DAILY YOGA SANSKAR
- 31. . EDUCATION FEATURES GMM Shrikrishna Mhaskar INFORMAL EDUCATION • IT IS FOR ADULTS • VOCATIONAL GUIDENCE OR PROGRAMMES FOR SOCIAL AWARENESS. • EXAMPLE 1)MEDHA SANSKAR, 2)HEIGHT INCREASING 3) ASTHMA CONTROL 4) RELAXATION CAMPS
- 32. . OBJECTIVES OF EDUCATION GMM Shrikrishna Mhaskar PROFESSIONAL TO HAVE SOURCE OF INCOME & SUPPORTING LIFE ACADEMIC BROADEN INTELLECTUAL LEVEL PHYSICAL PHYSICAL DEVELOPMENT RELATED TO SPORTS, PERSONALITY
- 33. . OBJECTIVES OF EDUCATION GMM Shrikrishna Mhaskar MENTAL DEVELOPEMENT – SHARPEN MENTAL CAPBILITIES, EDUCATION GIVEN TO UPLIFT I.Q. ABOVE/BELOW LEVEL
- 34. . OBJECTIVES OF EDUCATION GMM Shrikrishna Mhaskar CULTURAL DEVELOPEMENT ISSUES RELATED TO SELF & SOCIAL CULTURE FOR NEXT GENERATIONS
- 35. . OBJECTIVES OF EDUCATION GMM Shrikrishna Mhaskar CHARACTER DEVELOPMENT NOT ONLY PHYSICAL BUT PERSON GETS ETHICAL FACE SOCIAL & ETHICAL PRESERVATION OF MORAL & ETHICAL VALUES IN THE MINDS OF PEOPLE HAVING SOCIAL AWARENESS & RESPONSIBILITY
- 36. . MEANING OF LEARNING GMM Shrikrishna Mhaskar • IT IS LONG & CONTINUOUS • IT BRINGS EXPECTED CHANGES IN HUMAN BEHAVIOR • HUMAN CAPACITY TO ADJUST WITH CHANGING CIRCUMSTANCES IS MORE THAN OTHER LIVING BEINGS
- 37. . MEANING OF LEARNING GMM Shrikrishna Mhaskar • FLEXIBLE APPROACH TOWARDS THE CHANGES IS RIGHT FROM BIRTH. • FIRST HE TRIES TO CHANGE SITUATION, IF NOT POSSIBLE, CHANGES SELF
- 38. . MEANING OF LEARNING GMM Shrikrishna Mhaskar USES PREVIOUS EXPERIENCE TO DECIDE TIME & DEGREE OF CHANGES REQUIRED
- 39. . LEARNING PROCESS GMM Shrikrishna Mhaskar THUS “LEARNING IS CHANGE IN THE EXPERIENTIAL BEHAVIOR OF HUMAN BEING.”
- 40. . LEARNING PROCESS GMM Shrikrishna Mhaskar ALTERNATELY IT MENAS TO GET EXPERIENCE, TO STORE THEM AND TRY TO GET NEW EXPERIENCES BASED ON THEM.
- 41. . LEARNING PROCESS GMM Shrikrishna Mhaskar • INDIVIDUAL LEARNS WHILE TEACHING & • TEACHES WHILE LEARNING, • MAKING BOTH THE THINGS COMLEMENTARY TO EACH OTHER.
- 42. . NATURE OF LEARNING GMM Shrikrishna Mhaskar • PRIMARILY DEPENDS ON EXPERIENCE • CAPACITY TO LEARN FROM EXPERIENCE VARIES INDIVIDUALLY • STORED EXPERIENCES HAVE FIRM IMPRESSION ON THE MIND, WHICH ONE USES TO ACCESS NEW EXPERIENCE
- 43. . NATURE OF LEARNING GMM Shrikrishna Mhaskar • IT CREATES NEW COMBINED EXPERIENCE, THAN STORED ONE WHICH IS STORED FOR LONG TIME WITH A CHANGE IN BEHAVIOR
- 44. . NATURE OF LEARNING GMM Shrikrishna Mhaskar THEREFORE LEARNING IS A SERIES OF EXPERIENCES GATHERED OVER A PERIOD OF TIME.
- 45. . LEARNING & MATURATION GMM Shrikrishna Mhaskar • CHANGE BASED EXPERIENCE IS CONTINUOUS IN NATURE, • IT AFFECTS PHYSICAL AND MENTAL LEVELS
- 46. . LEARNING & MATURATION GMM Shrikrishna Mhaskar PHYSICAL PART RELATES TO BODY GROWTH ON THE LEVELS OF • CELL , • MUSCLES, • ORGANS AND • STRUCTURE WITH VERY LIMITED CONTRIBUTION OF EXPERIENCE
- 47. . LEARNING & MATURATION GMM Shrikrishna Mhaskar • PHYSICAL MATURATION DIFFERS AT VARIOUS STAGES OF LEARNING • IT MAY NEED DIFFERENT PHYSICAL CAPACITIES AT DIFFERENT STAGES
- 48. . MATURATION GMM Shrikrishna Mhaskar • MENTAL MATURATION IS CONTINUOUS& LONG PROCESS • ON ORGANIC LEVEL IT DEPENDS ON GROWTH OF BRAIN, WHICH STOPS AT CERTAIN STAGE • MIXTURE OF EXPERIENCES MAKES IT DYNAMIC ALL THE TIMES
- 49. . MATURATION GMM Shrikrishna Mhaskar • PURE MENTAL MATURATION HAPPENS THROUGH ENRICHMENT OF THOUGHTS, THNKING PATTERN, EMOTIONAL CULTURING AND INTELLECTUAL SHARPENING • ITS USE IS SITUATIONAL & NEED BASED LEADING TO DESIRED RESULTS
- 50. . THEORIES OF LEARNING GMM Shrikrishna Mhaskar THERE ARE 2 MAJOR THEORIES OF LEARNING, BASED ON DIFFERENT PATTERNS OF THOUGHTS. BOTH ARE USED INDEPENDENTLY OR IN A COMBINED MANNER AS PER NEED.
- 51. . THEORIES OF LEARNING GMM Shrikrishna Mhaskar THEORIES OF LEARNING ASSOCIATION THEORY FIELD THEORY
- 52. . ASSOCIATION THEORY GMM Shrikrishna Mhaskar • ON BEHAVIOR PATTERN, WHICH IS LINKED TO HIS PREVIOUS EXPERIENCE. • EACH LEARNING IS ASSOCIATED WITH PREVIOUS EXPERIENCE, WHICH GENERATES NEW EXPERIENCE.
- 53. . ASSOCIATION THEORY GMM Shrikrishna Mhaskar • LEARNING BY TRIAL & ERROR • INTRODUCED BY THORNDIKE THRU VARIOUS EXPERIEMENTS ON LIVING BEINGS.
- 54. . ASSOCIATION THEORY GMM Shrikrishna Mhaskar • WHILE FINDING SOLUTION ON ANY ISSUE, PROBLEM LIVING BEINGS DO ATTEMPT. • IF FAILED, ATTEMPT CONTINUOUSLY TILL THEY GET PROPER SOLUTION.
- 55. . ASSOCIATION THEORY GMM Shrikrishna Mhaskar • NATURE OF THIS LEARNING IS BASED ON STIMULUS AND RESPONSE. • WHEN THEY DIFFER, THERE MAY BE MISTAKE LEADING TO FURTHER ATTEMPTS. • SERIES OF ATTEMPTS CONTINUES TILL STIMULUS AND RESPONSE COINSIDE.
- 56. . ASSOCIATION THEORY GMM Shrikrishna Mhaskar • CRITICS SAY IT AS TIME CONSUMING AND LEADING TO FRUSTRATION, IF ONE LACKS PATIENCE. SLOW PROGRESS. • IT MAY MAKE THE PERSON FATALIST.
- 57. . YOGIC RELEVANCE of ASSOCIATION THEORY GMM Shrikrishna Mhaskar • NOT TO BE USED FOR YOGIC PRACTICES. • EFFORTS TO MASTER THE PROCESS IS TAKEN AS TRIAL & ERROR, WHICH IS NOT CORRECT. • IN FACT IT IS AN ATTEMPT TO ACHIEVE PERFECTION.
- 58. . ASSOCIATION THEORY GMM Shrikrishna Mhaskar LEARNING BY CONDITIONING DEVELOPED BY PAVLOV A RUSSIAN SCIENTIST
- 59. . ASSOCIATION THEORY GMM Shrikrishna Mhaskar • BEHAVIOR CHANGE DEPENDS ON THE RELATIONSHIP BETWEEN ENVIRONMENT AND RESPONSE. • ONE CAN GET SAME RESPONSE BY GIVING DIFFERENT STIMULUS.
- 60. . ASSOCIATION THEORY GMM Shrikrishna Mhaskar • ALTERNATELY IT MEANS CONDITIONING THE PROCESS OF RESPONSE.
- 61. . PAVLOV EXPERIEMENT GMM Shrikrishna Mhaskar • DID ON HIS DOG - SHOWED HIM LOAF OF MUTTON LEAD TO SALIVA SECRETION. (STIMULUS = RESPONSE) • STARTED RINGING BELL WHILE SHOWING MUTTON FOR SOME DAYS.
- 62. . PAVLOV EXPERIEMENT GMM Shrikrishna Mhaskar • ONLY RANG THE BELL, RESULTED INTO SECRETION OF SALIVA (CHANGED STUMULUS) • THUS WITH THE HELP OF EXTERNAL STUMULUS, HE CONDITIONED THE RESPONSE. • THIS PROCESS IS CALLED LEARNING BY CONDITIONING
- 63. . YOGIC RELEVANCE GMM Shrikrishna Mhaskar • SUKHASAN WITH CLOSED EYES – REDUCED BREATHING PATTERN (S = R) • ONLY CLOSED EYES IN ANY POSTURE – (EXTERNAL STIMULUS) BRINGS DOWN BREATH RATE.
- 64. . YOGIC RELEVANCE GMM Shrikrishna Mhaskar • IN DIFFERENT YOGIC PRACTICES WE CAN CHANGE THE BODY STIMULUS AND GET DESIRED & SAME RESPONSE.
- 65. . FIELD THEORY GMM Shrikrishna Mhaskar DEVELOPED BY KOHLAR
- 66. . FIELD THEORY GMM Shrikrishna Mhaskar BASIC GENESIS • LEARNING HAPPENS MERELY BY HABITS • NO MUCH MENTAL INVOLVEMENT
- 67. . FIELD THEORY GMM Shrikrishna Mhaskar • LEARNING THROUGH INSIGHT AND NOT BY TRIAL & ERROR • INSIGHT & PERCEPTION ARE IMPORTANT • THUS UNDERSTANDING IS MOST IMPORTANT FOR LEARNING
- 68. . LEARNING BY IMITATION GMM Shrikrishna Mhaskar • OBSERVATION & IMITATION IMPORTANT FACTORS • COORDINATION WITH ANY ACTION BY MINUTE OBSERVATION IS NECESSARY
- 69. . LEARNING BY IMITATION GMM Shrikrishna Mhaskar • HUMANS HAVE MORE ANALYTICAL SKILL ENABLING HIM TO OBSERVE & IMITATE • SAVES TIME AND LEARNING IS FAST
- 70. . LEARNING BY IMITATION GMM Shrikrishna Mhaskar • USEFUL FOR PRACTICAL ASPECT OF YOGA, • BUT NOT MUCH USEFUL FOR ANTARANG SADHANA, IT BEING EXPERIENCIAL
- 71. . THEORY OF IDENTICAL COMPONENTS GMM Shrikrishna Mhaskar • TWO DIFFERENT SUBJECTS CAN BE LEARNED THROUGH SOME COMMON FACTORS IN THEM. • IT FACILITATES STUDY OF RELATED ISSUES AND SUBJECTS. • THE COMMON RELEVANCE IS NATURAL AND NOT FABRICATED.
- 72. . THEORY OF IDENTICAL COMPONENTS GMM Shrikrishna Mhaskar • BODY, MIND, EMOTIONS & INTELLECT – ARE COMMON LINKS FACILITATING STUDY OF YOGA, ANOTOMY THERAPY PSYCHOLOGY.
- 73. . THEORY OF IDENTICAL COMPONENTS GMM Shrikrishna Mhaskar BODY, MIND, EMOTIONS & INTELLECT – THUS ALL THE ABOVE SYSTEMS ARE INDEPENDENT BUT CAN BE USED AS PER NEED OF LEARNER.
- 74. . FACTORS AFFECTING LEARNING GMM Shrikrishna Mhaskar PHYSICAL FACTORS • SEISITIVITY & UNDERSTANDING – ONE’S CAPACITY TO UNDERSTAND HAPPENING AROUND ON PHYSICAL LEVEL
- 75. . FACTORS AFFECTING LEARNING GMM Shrikrishna Mhaskar PHYSICAL FACTORS • PHYSICAL HEALTH – PROPER HEALTH MAKES LEARNING EASY. SOMETIMES SPECIFIC LEARNING TO MAINTAIN IT IS NEEDED. YOGA HAS SUCH PROCESSES.
- 76. . FACTORS AFFECTING LEARNING GMM Shrikrishna Mhaskar PHYSICAL FACTORS • FATIGUE & BOREDON – ONE IS PHYSICAL AND OTHER A MENTAL. BOTH AFFECTING LEARNING
- 77. . FACTORS AFFECTING LEARNING GMM Shrikrishna Mhaskar PHYSICAL FACTORS • DIET – OVER EATING OR STARVATION BOTH WRONG
- 78. . FACTORS AFFECTING LEARNING GMM Shrikrishna Mhaskar • PHYSICAL FACTORS • TIME – TO INITIATE & CONTINUE LEARNING PROPER TIME IS IMPORTANT.
- 79. . FACTORS AFFECTING LEARNING GMM Shrikrishna Mhaskar • PHYSICAL FACTORS • AGE – PROPER TIME ACCELERATES LEARNING. STILL IT IS NOT A BAR FOR LEARNING.
- 80. . FACTORS AFFECTING LEARNING GMM Shrikrishna Mhaskar • MENTAL FACTORS • MENTAL HEALTH – NEEDED FOR LONG PROCESS. THNIKING PATTERN, RECEPTIVITY IMPORTANT.
- 81. . FACTORS AFFECTING LEARNING GMM Shrikrishna Mhaskar • MENTAL FACTORS MOTIVATION – SELF MOTIVATION NEED IN INFORMAL LEARNING INTEGRAL PART EXTERNAL MOTIVATION IN FORMAL.
- 82. . FACTORS AFFECTING LEARNING GMM Shrikrishna Mhaskar • MENTAL FACTORS CONCENTRATION – VARY IMPORTANT FOR LEARNING.
- 83. . FACTORS AFFECTING LEARNING GMM Shrikrishna Mhaskar • MENTAL FACTORS • REWARD & PUNISHMENT – NEEDED AT DIFFERENT STAGES. CAN BE INTRINSIC OR EXTRANSIC.
- 84. . FACTORS AFFECTING LEARNING GMM Shrikrishna Mhaskar ENVIRONMENTAL FACTORS • CONDUCIVE – NEEDED TO INITIATE FORMAL. CREATED UNDER INFORMAL.
- 85. . FACTORS AFFECTING LEARNING GMM Shrikrishna Mhaskar ENVIRONMENTAL FACTORS • RELATIONSHIP – BETWEEN TEACHER & STUDENT. UNDER INFORMAL IT IS SPONTENOUS AND DEVELOPED UNDER FORMAL.
- 86. . FACTORS AFFECTING LEARNING GMM Shrikrishna Mhaskar ENVIRONMENTAL FACTORS • INSTRUCTIONS – SUITED TO STRUCTURE AND PATTERN OF LEARNING. ACTION, FEEDBACK MECHANISM CAN MAINTAIN CONSISTANCY.
- 87. . STEPS IN LEARNING GMM Shrikrishna Mhaskar • MOTIVATION – DERIEVED FROM MOTIVE INDICATING THE PURPOSE. FORMAL - EXTERNAL MOTIVATION & INFORMAL - SELF MOTIVATION. NEED OF PERSON & MOTIVATION EXPEDITE THE PROCESS.
- 88. . STEPS IN LEARNING GMM Shrikrishna Mhaskar • GOAL – CAN BE OF EDUCATION SYSTEM & OF THE PERSON. THEY SHOULD MATCH & COMPLEMENT.
- 89. . STEPS IN LEARNING GMM Shrikrishna Mhaskar • ENVIRONMENT – CONDUIVE EXPEDITES, OTHERWISE OBSTRUCTS. CAPACITY TO RESPOND THE ENVIRONMENT IMPORTANT
- 90. . STEPS IN LEARNING GMM Shrikrishna Mhaskar • REENFORCEMENT – CONTINUOUS REVISION MAKES THE LEARNING STABLE & CONCRETE. CONTINUED & HONEST ATTEMPTS ARE IMPORTANT
- 91. . LAWS OF LEARNING GMM Shrikrishna Mhaskar DEVELOPED BY THORNDIKE : LAW OF READINESS PROPER PREPARATION IS NECESSARY BEFORE INITIATING ANY LEARNING MERE MEANS ARE SUFFICIENT BUT READINESS TO USE THEM EFFECTIVELY.
- 92. . LAWS OF LEARNING GMM Shrikrishna Mhaskar DEVELOPED BY THORNDIKE : LAW OF READINESS • WILLINGNESS TO LEARN, • ACQUIRING KNOWLEDGE FROM THE LEARNING AND • PREPARING
- 93. . LAWS OF LEARNING GMM Shrikrishna Mhaskar DEVELOPED BY THORNDIKE : LAW OF READINESS PREPARE ONESELF ON • PHYSICAL, • MENTAL, • EMOTIONAL & • INTELLECTUAL LEVELS IS MOST IMPORTANT.
- 94. . LAWS OF LEARNING GMM Shrikrishna Mhaskar DEVELOPED BY THORNDIKE : LAW OF READINESS • LEARNING CAN GO WASTE IF STARTED WITHOUT PROPER PREPARATION.
- 95. . LAWS OF LEARNING GMM Shrikrishna Mhaskar LAW OF EFFECT / REWARD • THIS MEANS RESULT OF FEEDBACK. • EFFECTIVE OBSERVANCE OF EARLIER LAWS DECIDES THIS RULE. • THE RESULTS SHOULD BE LONG LASTING.
- 96. . LAWS OF LEARNING GMM Shrikrishna Mhaskar LAW OF EXERCISE • SUBJECT CAN GET PERMANENTLY REGISTERED BY REPETITIVE READING & WRITING. • REVISION MAKES IT PERFECT. • CONCEPTS CAN BE STUDIED BY MEMORISING.
- 97. . YOGIC RELEVANCE GMM Shrikrishna Mhaskar • ALL THE ABOVE RULES ARE USED IN MOST OF THE YOGIC PROCESSES. • ASANAS, KRIYAS, PRANAYAMAS ARE CLASSIC EXAMPLES OF READINESS, EXERCISE AND RESULT.
- 98. . YOGIC RELEVANCE GMM Shrikrishna Mhaskar • FOR CONCEPTS ONE NEEDS TO FOLLOW THE RULES ON PHYSICAL, MENTAL, EMOTIONAL & INTELLECTUAL LEVELS. • DESIRED RESULT IS POSSIBLE AS THIRD RULE IS PURELY SUBJECTIVE IN NATURE.
- 99. LEARNING STYLES GMM Shrikrishna Mhaskar • VISUAL – BY SEEING THE THINGS ONE CAN LEARN. THE WAY OF LEARNING IS AS UNDER, • I PREFER TO SEE INFORMATION WRITTEN ON A CHALKBOARD, SUPPLEMENTED BY VISUAL AIDS AND ASSIGNED READINGS • I THINK THE BEST WAY TO REMEMBER SOMETHING IS TO PICTURE IT IN MY HEAD • I LIKE TO WRITE THINGS DOWN OR TAKE NOTES FOR VISUAL REVIEW.
- 100. . LEARNING STYLES GMM Shrikrishna Mhaskar • AUDITORY – BY HEARING LEARNING HAPPENS. THEY LEARN AS UNDER, • I CAN REMEMBER BEST BY LISTENING TO A LECTURE THAT INCLUDES INFORMATION, EXPLANATION & DISCUSSION
- 101. . LEARNING STYLES GMM Shrikrishna Mhaskar • I DO BEST IN ACADEMIC SUBJECT BY LISTENING TO LECTURES AND TAPES • I LEARN TO SPELL BETTER BY REPEATING WORDS OUT LOUD, THAN BY WRITING THE WORDS ON PAPER •
- 102. . LEARNING STYLES GMM Shrikrishna Mhaskar • KINESTHETIC – LEARNING BY DOING • I ENJOY WORKING WITH MY HANDS OR MAKING THINGS • I PLAY WITH COINS OR KEYS IN MY POCKETS • I LEARN THE SPELLING OF WORDS BY ‘FINGER SPELLING’ THEM • I REMEMBER BEST BY WRITING THINGS DOWN SEVERAL TIMES • I CAN’T SIT ON A PLACE MORE THAN 20 MINUTES • UNDER THIS STYLE WHEN PERSON IS “PHYSICALLY MOVING” HE BECOMES “MENTALLY STABLE”
- 103. . TYPES OF EDUCATION GMM Shrikrishna Mhaskar • TEACHING & LEARNING ARE TWO SIDES • THEY FORM TWO TYPES OF PATTERNS
- 104. . TYPES OF EDUCATION GMM Shrikrishna Mhaskar • FOR ADULTS IT IS – ANDRAGOGY • FOR CHILDREN IT IS – PEDAGOGY • THEY NEED TO BE USED AS PER AGE GROUP
- 105. . ANDRAGOGY GMM Shrikrishna Mhaskar FOR TEACHING ADULTS • FOCUS ON ADULT PSYCHOLOGY • EXPERIENCED & ACTIVE GROUP – • SELF MOTIVATED – • HETROGENEOUS –
- 106. . ANDRAGOGY GMM Shrikrishna Mhaskar FOR TEACHING ADULTS • TEACHER PASSIVE – • TEACHING THRU EXPERIEMENT, DEMO, DISCUSSIONS – • NEED BASED LEARNING –
- 107. . ANDRAGOGY GMM Shrikrishna Mhaskar FOR TEACHING ADULTS – • FREE, VOLUNTARY ENVIRONMENT – • REWARD,WAGES ARE MOTIVATORS – • TEACHING PATTERN DESIGNED AS PER NEED OF STUDENT
- 108. . PEDAGOGY GMM Shrikrishna Mhaskar FOR TEACHING CHILD • FOCUS ON CHILD PSYCHOLOGY – • LESS EXPERIENCE LESS ACTIVE GROUP – • SUBJECTIVE LEARNING – • HOMOGENOUS GROUP –
- 109. . PEDAGOGY GMM Shrikrishna Mhaskar FOR TEACHING CHILD • TEACHER MORE ACTIVE – • CREATION OF NEED FOR LEARNING – • CONTROLLED, DISCIPLINED ENVIRONMENT –
- 110. . PEDAGOGY GMM Shrikrishna Mhaskar FOR TEACHING CHILD • CERTIFICATE, REWARD ARE MOTIVATORS – • TEACHING METHOD DESIGNED AS PER AGE, RECEPTIVITY, CAPACITY.
- 111. . TEACHING METHODOLOGY GMM Shrikrishna Mhaskar • TEACHING IS A SCIENCE & AN ART • DEEP KNOWLEDGE OF ORIGINAL SUBJECT IS NECESSARY • SUBJECT HAS TO BE TAUGHT AS PER NEED OF GROUP AND OBJECTIVE.
- 112. . TEACHING METHODOLOGY GMM Shrikrishna Mhaskar RULES OF TEACHING • SIMPLE TO COMPLEX – • KNOWN TO UNKNOWN – • PARTS TO WHOLE – • EXAMPLES TO RULES – • CONCRETE TO ABSTRACT
- 113. . TEACHING METHODOLOGY LECTURE SYSTEM GMM Shrikrishna Mhaskar • DIRECT COMMUNICATION, • USEFUL FOR SPECIFIC SUBJECT, GROUP. • IMPORTANT IN CONCEPTUAL TEACHING • USED IN INFORMAL / FORMAL TYPES –
- 114. . TEACHING METHODOLOGY LECTURE SYSTEM GMM Shrikrishna Mhaskar • ONE WAY COMMUNICATION – • SUCCESS DEPENDS ON PERSONAL SKILL – • SIMPLE CAN BECOME COMPLEX OR OTHERWISE –
- 115. . TEACHING METHODOLOGY LECTURE SYSTEM GMM Shrikrishna Mhaskar • TIME & MATTER MAY NOT MATCH – • BODY LANGUAGE OF TEACHER IMPORTANT
- 116. . TEACHING METHODOLOGY LECTURE CUM DEMONSTRATION GMM Shrikrishna Mhaskar • USEFUL FOR CONCEPT & PRACTICAL • ACTION EQUALLY IMPORTANT
- 117. . TEACHING METHODOLOGY LECTURE CUM DEMONSTRATION GMM Shrikrishna Mhaskar • TEACHER & STUDENT BOTH ACTIVE • USE OF AUDIO VISUAL MEDIUM • USED IN YOGA TO TEACH ASANA, PRANAYAMA & KRIYA
- 118. . TEACHING METHODOLOGY DISCUSSION SYSTEM GMM Shrikrishna Mhaskar • SOLUTION THRU DISCUSSION – • PARTICIPANTS NEED TO HAVE MINIMUM LEVEL OF KNOWLEDGE – • CONCLUSION POSSIBLE DUE TO MULTI DIMENTIONAL APPROACH –
- 119. . TEACHING METHODOLOGY DISCUSSION SYSTEM GMM Shrikrishna Mhaskar • EXCHANGE OF EXPERIENCE ALSO NEEDED – • USED ON A SPECIFIC STAGE OF KNOWLEDGE TRANSMISSION – • CAN BE TIME CONSUMING & BORING
- 120. . TEACHING METHODOLOGY PROJECT SYSTEM GMM Shrikrishna Mhaskar • LEARNING THRU DOING – • STUDENT ACTIVE, TEACHER PASSIVE – • PRACTICAL IMPLICATION OF CONCEPT POSSIBLE –
- 121. . TEACHING METHODOLOGY PROJECT SYSTEM GMM Shrikrishna Mhaskar • CAN BE LONG TERM – • CONCLUSION SUBJECTIVE – • USED IN FINAL STAGES.
- 122. . TEACHING METHODOLOGY REMEDIAL SYSTEM GMM Shrikrishna Mhaskar • USEFUL FOR PROBLEM SOLUTION – • PROPER KNOWLEDGE, INTEREST, EXPERIENCE, MATURITY REQUIRED –
- 123. . TEACHING METHODOLOGY REMEDIAL SYSTEM GMM Shrikrishna Mhaskar • RELATION BETWEEN STUDENT & ENVIRONMENT IS IMPORTANT – • TEACHER MORE AS A COUNSELOR
- 124. . SYSTEMS OF TEACHING GMM Shrikrishna Mhaskar • VARIOUS ROLES PLAYED IN LEARNING & TEACHING. • TWO SYSTEMS 1) ROLE PLAYING 2) SIMULATION • SYSTEMS OF TEACHING
- 125. . SYSTEMS OF TEACHING ROLE PLAYING GMM Shrikrishna Mhaskar • TO UNDERSTAND NEW TECHNIQUES VARIOUS ROLES ARE NECESSARY. • FLEXIBILITY & MULTIPLICITY OF ROLES MAKES LEARNING OF TEACHING EASY.
- 126. . SYSTEMS OF TEACHING ROLE PLAYING GMM Shrikrishna Mhaskar • IT IS VERY IMPORTANT IN YOGA – AS TEACHER IS SADHAKA, STUDENT, OBSERVER AND EXPERIENCE PROVIDOR.
- 127. . SYSTEMS OF TEACHING SIMULATION GMM Shrikrishna Mhaskar • CREATION OF ARTIFICIAL SITUATION, WHICH TEACHES HOW TO TEACH. • MOCK ENVIRONMENT NEAR TO REALITY • CO-LEARNERS ARE MADE STUDENTS
- 128. . SYSTEMS OF TEACHING SIMULATION GMM Shrikrishna Mhaskar • USE OF ALL ACTUAL TECHNIQUES OF TEACHING GIVE FEEL OF REAL LIFE • PRESSURE OF ACTUAL TEACHING IS EASED • USED IN YOGIC TEACHING THRU LESSON PLANNING
- 129. . COMMUNICATION PROCESS GMM Shrikrishna Mhaskar • WHILE TEACHING & LEARNING KNOWLEDGE TRANSMISSION TAKES PLACE CALLED AS COMMUNICATION.
- 130. . COMMUNICATION PROCESS GMM Shrikrishna Mhaskar IT BECOMES MEANINGFUL WHEN INTERPERSONAL RELATION ESTABLISHES.
- 131. . COMMUNICATION PROCESS GMM Shrikrishna Mhaskar • IN GENERAL COMMUNICATE MEANS TO INFORM OR INTIMATE. • IT TAKES BETWEEN PERON TO PERSON OR PERSON TO GROUP
- 132. . FACTORS OF COMMUNICATION GMM Shrikrishna Mhaskar THERE ARE FOUR FACTORS – • SENDER • MESSAGE • RECEIVER • MEDIA
- 133. . FACTORS OF COMMUNICATION GMM Shrikrishna Mhaskar • FEEDBACK COMPLETES THE PROCESS • COMMUNICATION IS COMPLETE WHEN SENDER GETS FEEDBACK FROM RECEIVER • MS – MR = 0 EFFECTIVE COMMUNICATION
- 134. . CHANNELS OF COMMUNICATION GMM Shrikrishna Mhaskar • VERBAL – BY SPOKEN WORDS • NONVERBAL – WITHOUT WORDS
- 135. . CHANNELS OF COMMUNICATION GMM Shrikrishna Mhaskar • SEPAKING & LISTENING • WRITING & SHOWING • WRITING & READING
- 136. . OBSTRUCTIONS GMM Shrikrishna Mhaskar • LOW RECEPTIVITY, • PHYSICAL MENTAL IMPAIREDNESS – • NO KNOWLEDGE OF SYMBOLS –
- 137. . OBSTRUCTIONS GMM Shrikrishna Mhaskar • MESSAGE IS COMPLEX, • UNCLEAR, INCOMPLETE • WRONG MEDIA
- 138. . HOW TO MAKE IT EFFECTIVE GMM Shrikrishna Mhaskar • MESSAGE – CLEAR, EXPRESSED • MEDIA – AS PER NEED • FEEDBACK – IN TIME, MEANINGFUL
- 139. . HOW TO MAKE IT EFFECTIVE GMM Shrikrishna Mhaskar • EMOTIONAL LEVEL – RATHER THAN INTELLECTUAL, • EMOTIONAL LEVEL IS EFFECTIVE. • IT SHOULD BE HEART TO HEART THAN BRAIN TO BRAIN.
- 140. . HOW TO MAKE IT EFFECTIVE GMM Shrikrishna Mhaskar USE OF • VOICE CULTURE, • HONESTY, • BODY LANGUAGE ARE QUALITIES OF GOOD TEACHER COMMUNICATOR
- 141. . TEACHING AIDS GMM Shrikrishna Mhaskar • NATURAL SENSORY ORGANS – BOTH FOR TEACHER & STUDENT • AUDIO VISUALS – WRITTEN, TYPED, RECORDED, GRAPHICAL, SYMBOLIC
- 142. . TEACHING AIDS GMM Shrikrishna Mhaskar • CHARTS, • PICTURES, • FILMS ETC. • TECHNOLOGICAL ADVANCEMENTS LIKE I.T. ENABLED MEANS
- 143. . MODEL YOGA TEACHER GMM Shrikrishna Mhaskar • DEEP KNOWLEDGE OF YOGA & PSYCHOLOGY • KNOWLEDGE OF TECHING TECHNIQUES
- 144. . MODEL YOGA TEACHER GMM Shrikrishna Mhaskar • KNOWLEDGE OF MANAGEMENT TECHNIQUES & DIAGNOSTIC SKILLS • AWARENESS OF LATEST DEVELOPMENTS
- 145. . MODEL YOGA TEACHER GMM Shrikrishna Mhaskar • SHOULD HAVE BALANCED MIND, • ENERGETIC, EGOLESS, COMMITTED • SHOULD PROPOGATE YOGA AS A MISSION AND NOT AS A PROFESSION
- 146. . MODEL YOGA TEACHER GMM Shrikrishna Mhaskar • SHOULD GO TO THE ROOT OF PROBLEM FINE TUNE MENTAL, EMOTIONAL LEVEL
- 147. . MODEL YOGA CENTRE COORDINATION GMM Shrikrishna Mhaskar • CLEAN & SPECIFIC MANAGEMENT
- 148. . MODEL YOGA CENTRE COORDINATION GMM Shrikrishna Mhaskar INCHARGE SHOULD BE AWARE OF HIS STATUS BUT SHOULD BE OF MIXING NATURE • PRESERVATION OF RELATIONSHP FOR PROBLEM SOLVING
- 149. . MODEL YOGA CENTRE COORDINATION GMM Shrikrishna Mhaskar • SHARING OF EXPERIENCES AND GUIDE TO ENRICH OTHERS • COHESIVE, TEAM SPIRIT • USE DISCIPLINE AS “CONSENT” RATHER THAN “COERCION”
- 150. . YOGA & PERSONALITY DEVELOPMENT GMM Shrikrishna Mhaskar •PERSONALITY – DERIEVED FROM ROMAN WORD “PERSONA” MEANING “MASK” •IN GENERAL IT INDICATES THE EXTERNAL APPEARANCE. •NOT MERELY EXTERNAL APPEARANCE BUT INCLUDES PHYSICAL, MENTAL, PSYCHOLOGICAL, EMOTIONAL, INTELLECTUAL AND SPIRITUAL EXISTANCE
- 151. . PERSONALITY DEFINED GMM Shrikrishna Mhaskar •NORMAL ELMAN – IT IS A PECULIAR COMBINATION OF PHYSICAL, LIKING, BEHAVIORAL CAPABILITIES & ARTISTIC QUALITIES. •ALLPORT – IT AN ASSOCIATION CORELATING INDIVIDUAL’S BEHAVIOR & ENVIRONMENT AROUND HIM. •TRAAXCLAR – IT IS A SUM OF INDIVIDUAL BEHAVIOR IN RESPONSE TO THE HAPPENINGS AROUND HIM
- 152. . SYMPTOMS OF PERSONALITY GMM Shrikrishna Mhaskar •COMPREHENSIVE – STRUCTURAL SPECIFICATIONS LIKE COLOUR, WEIGHT, SIZE ETC. •DYNAMIC – QUALITIES DO NOT REMAIN STATIC BUT CHANGE FREQUENTLY AS PER SITUATIONAL DEMAND •INCOMPARABLE – INDIVIDUAL CORELATES HIM WITH SOCIETY AND SOCIAL ENVIRONMENT IN THE PROCESS OF INTERACTION
- 153. . NEED FOR DEVELOPMENT & AVAILABLE MEANS GMM Shrikrishna Mhaskar •CHANGES WITH PASSAGE OF TIME & AGE •CHANGE IN UNDERASTANDING LEVEL •SOMETHING IS LACKING ARISING NEED •ALL FACTORS MAY NOT BE BALANCED •MODERN MEANS •EDUCATION – CULTURAL DEVELOPMENT – SELF ANALYSIS - ESTEEM - SELF ACUTLISATION
- 154. . NEED FOR DEVELOPMENT & AVAILABLE MEANS GMM Shrikrishna Mhaskar •CHANGES WITH PASSAGE OF TIME & AGE •CHANGE IN UNDERASTANDING LEVEL •SOMETHING IS LACKING ARISING NEED •ALL FACTORS MAY NOT BE BALANCED •MODERN MEANS •EDUCATION – CULTURAL DEVELOPMENT – SELF ANALYSIS - ESTEEM - SELF ACUTLISATION
- 155. . WESTERN PHILOSOPHY GMM Shrikrishna Mhaskar •SELF ANALYSIS – PSYCO ANALYSIS •SWOT ANALYSIS – STRENGTH, WEAKNESS, OPPORTUNITIES & THREATS •PROPER ASSESSMENT OF THESE FACTORS AND CORRECTING THEM AS PER NEED •JOHARI WINDOW – INVENTED IN 1955 BY JOHN LIFT & HARRY INGHMAN – NAMED AS JOHARI WINDOW
- 156. . JOHARI WINDOW GMM Shrikrishna Mhaskar Traditional window Ideal window PUBLIC BLIND PRIVATE UNKNOWN PUBLIC B L I N D PRIVATE UN KN O W N
- 157. . YOGIC CONCEPT GMM Shrikrishna Mhaskar •COMPOSED OF 5 SHEATHES CALLED AS “PANCH KOSHAS” •ANNAMAYA KOSHA – PHYSICAL •PRANAMAYA KOSHA – BREATHING •MANOMAYA KOSHA – MENTAL •VIDNYAMAYA KOSHA – INTELLECTUAL •ANANDMAYA KOSHA – BLISSFUL •IMBLANCE INITIATES AT MANOMAYA KOSHA - REFLECTS ON PRANAMAYA AND ANNAMAYA KOSHA – OBSTRUCTS JOURNEY TO VIDNYAMAYA &
- 158. . HOW YOGA WORKS GMM Shrikrishna Mhaskar •ANNAMAYA & PRANAMAYA – YAMA, NIYAMA, ASANA, KRIYA, PRANAYAMA •MANOMAYA – ADVANCE STUDY OF PRANAYAMA •VIDNYAMAYA – PRATYAHAAR & DHARANA, SHYANA •ANANDMAYA – SAMADHI ???? •A PERFECT BALANCE IN ALL THESE IS A ENLIGHTENED, DEVELOPED PERSONALITY
- 159. . MESSAGE GMM Shrikrishna Mhaskar •NO YOGA NO PEACE •KNOW YOGA KNOW PEACE •NOW YOGA NOW PEACE !!! HARI OM TATSAT !!!