This is a system of organising a course rather than a method of teaching. It is, therefore, better to call it concentric system or ap­proach. It implies widening of knowledge just as concentric circles go on extending and widening. It is a system of arrangement of subject matter. In this method the study of the topic is spread over a number of years. It is based on the principle that subject cannot be given an exhaustive treatment at the first stage. To begin with, a simple pre­sentation of the subject is given and further knowledge is imparted in following years. Thus beginning from a nucleus the circles of knowledge go on widening year after year and hence the name concentric method.

Procedure

A topic is divided into a number of portions which are then allotted to different classes. The criterion for allotment of a particular portion of the course to a particular class is the difficulty of portion and power of comprehension of students in the age group. Thus it is mainly concerned with year to year teaching but its influence can also be exercised in day-to-day teaching Knowledge being given today should follow from knowledge given yesterday and should lead to teaching on following day.

Merits of Concentric Method

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(i) This method of organisation of subject matter is decidedly superior to that in which one topic is taken up in particu­lar class and an effort is made to deal with all aspects of the topic in that particular class.

(ii) It provides a framework from course which is of real value to students.

(iii) The system is most successful when the teaching is in hand of one teacher because then he can preserve continuity in the teaching and keeps his expanding circle concentric.

(iv) It provides opportunity for revision of work already cov­ered in a previous class and carrying out new work.

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(v) It enables the teacher to cover a portion according to recep­tivity of learner.

(vi) Since the same topic is learnt over many years so its im­pressions are more lasting.

(vii) It does not allow teaching to become dull because every year a new interest can be given to the topic. Every year there are new problems to solve and new difficulties to overcome.

Drawbacks

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For the success of this approach we require really capable teacher. If a teacher becomes over ambitious and exhausts all the possible interesting illustrations in there introductory year then the subject loses its power of freshness and appeal and nothing is left to create interest in the topic in subsequent years.

In case the topic is too short or too long then also the method is not found to be useful. A too long portion makes the topic dull and a too short portion fails to leave any permanent and lasting impression on the mind of the pupil.

Conclusion

It is a good method for being adopted for arranging the subject matter. It should be kept in mind, by the organisers, while organising the subject matter no portion is too long or too short. It would also be much useful if the teacher teaches the same class year after year so that he can reserve some illustrative examples for each year and thus can maintain the interest of the students in the topic.