METHODS OF TEACHING IN MEDIEVAL PERIOD B.ED NOTES

During the medieval period, the Imitation, Practice, and Memorization Method was a key teaching approach, especially at the primary level.

 1. Imitation and Recitation

• Teachers, known as Ustads, would recite verses from religious texts like the Quran Sharif, along with basic elements such as the alphabet and number tables, aloud.
• Students, or Shagird, would then imitate these recitations in groups, helping them to memorize important content through repetition.

 2. Focus on Pronunciation and Handwriting

• A significant emphasis was placed on correct pronunciation and good handwriting. This approach not only encouraged clarity in speech but also promoted fine motor skills and neatness in writing.
• AiniAkbari, a historical record, describes the tools used in this process: wooden slates, ink, and pens made from wild grass (sarkanda).

 3. Handson Demonstrations by Teachers

• Teachers demonstrated the process of writing on wooden slates, while students observed and imitated these demonstrations.

Through consistent practice and imitation, students gradually improved their handwriting.

 4. Rote Learning

• Rote memorization was central at this level, as students were expected to internalize religious texts, basic literacy, and numeracy through repetition.
• This method solidified foundational skills through repetition, though it may have limited critical thinking or analytical skills.

 this method relied on group recitation, practice, imitation, and repetition to develop primary literacy, memorization, and handwriting skills. The emphasis on rote learning was reflective of the educational priorities of the period, focusing more on internalizing content than on critical thinking or creativity.