Teaching Aptitude: Nature, Objectives, Characteristics and Basic Requirements

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DEFINITION OF TEACHING and Aptitude

Nature of teaching aptitude

Definition:

Teaching aptitude is the process of attending to people’s needs, experiences and feelings, and making specific interventions to help them learn particular things. Interventions commonly take the form of questioning, listening, giving information, explaining some phenomenon, demonstrating a skill or process, testing understanding and capacity, and facilitating learning activities (such as note-taking, discussion, assignment writing, simulations, and practice).

According to Bingham – “teaching aptitude is a specific ability, potentiality, interest, satisfaction, and fitness in the teaching profession”.The teaching aptitude means an interest in the teaching work orientation, implementing teaching principles and methods. Under the gamut of teaching aptitude, teaching skill occupies a major place.

Every student is a different entity from the viewpoint of his intelligence, aptitude, and interest. Under a particular situation, different students may have different perceptions, actions, and reactions to a given issue/subject.

Teaching is a social process in which the teacher influences the behavior of the less experienced pupil and helps him develop according to the needs of the society. Effecting coordination among them could be a very difficult task for a teacher and is put to test only on such occasions.

Teaching is an art and science as well. It is a professional activity involving teacher and student with a view to the development of the student. Teaching is a system of actions varied in form and related with content and pupil behavior under the prevailing physical and social conditions.

Smith (1947)”considered teaching as a tripolar process involving (i) agent or source producing learning which may be  human or material; (ii) a goal or target to be achieved; (iii) the intervening variables consisting of learning or teaching situation; involving human or physical conditions and instructional methods”.

Amidon (1967) ” Teaching as a process of interaction between the teacher and the taught as a cooperative enterprise, as a two-way traffic”. The manner of teaching should be such that it makes the pupils feel at home in his class room. The teacher has to ensure that the learner is well adjusted to the environment which includes his classmates, school mates and other members of his society at large. nature

COMMON CHARACTERISTICS AND OBJECTIVES OF GOOD TEACHING

According to UNESCO (2004) and Scheerens (2004), the main characteristics of good teaching relate to a number of broad categories:

• Relevance: of the teaching content, in particular alignment with the
• Sufficient learning time: this refers to the time devoted to actual teaching, as opposed to the official hours set in the curriculum.
• Structured teaching, in which learners’ engagement is stimulated, their understanding monitored, and feedback and reinforcement regularly
• A conducive classroom environment with, in particular, a task-oriented climate, mutual respect between the students and teacher and among students themselves, orderliness, and
• Teachers with appropriate subject matter mastery, verbal intelligence, a broad teaching repertoire, and motivation to achieve.
• What research also underlines though is that adaptability to context matters as different countries and students may need different teaching contents (both in terms of subject matter knowledge and of medium of instruction) and different levels of structure tailored to students’ profile. It is therefore important to critically assess the relevance of both current and planned objectives (in terms of the content, structure, and context of teaching and learning) to the national

NATURE AND CHARACTERISTICS OF TEACHING

Following are the nature of teaching aptitude

1. The main character of teaching is to provide guidance and
2. Teaching is the interaction between teacher and
3. Teaching is an art to give knowledge to students with effective
4. Teaching is a science to educate fact and causes of different topics of different
5. Teaching is continues
6. The teacher can teach effectively if he has full confidence in the
7. Teaching encourages students to learn more and
8. Teaching is formal as well as informal
9. Teaching is the communication of information to students. In teaching, the teacher imparts information in an interesting way so that students can easily understand the
10. Teaching is a tool to help the student to adjust himself in society and its

Nature of teaching aptitude

LEARNERS CHARACTERISTICS

Some of the learner’s characteristics of Teaching Aptitude

1. Motivational Characteristics
   1. Self-efficacy: Bandura defines the term perceived self-efficacy as a belief in one’s capabilities to organize and execute the actions necessary to manage particular situations. Bandura also notes physiological and emotional states can influence individuals to interpret stress reactions and tension as indicator of vulnerability to poor Therefore one way to alter self-efficacy is to reduce stress and negative emotional tendencies. Those who believe they cannot manage threats experience high anxiety arousal. They view many aspects of their environment as fraught with danger (Bandura, 1993).
   2. Attribution Patterns: Attribution research focuses on the ways that individuals arrive at casual explanations of what takes place in their lives. Success and failure perceived as due to internal causes such as personality ability or effort respectively raises or lowers self-esteem or self worth, whereas external attributions for positive or negative outcomes do not influence feelings about one (Weiner, 1985)
   3. Goal Orientation:Mastery Orientation (Learning goal): Students are concerned with developing skills, knowledge, understanding.Performance Orientation ( Performance or ego goals): Student’s more concerned with the outcome (performance) than the process/learning.
   4. Intrinsic/Extrinsic Motivation: Intrinsic Motivation: Individual is self-directed. Could be derived from a desire for academic success, knowledge, or working with a positive self-esteem. Extrinsic Motivation: Individual is other directed. Could be a result of,
      • Parental influences: Parents hold academic success in high regard and have high expectations for the
      • Rewards: These could be monetary or material
      • Acknowledgment: Honor roll, or other academic awards, attention of other students/teacher.
      • Classroom privileges for positive academic performances: These could range from free time, time in organized centers, or other opportunities that students are not

2.      Multiple Intelligence Characteristics

Existential Intelligence: Students with existential intelligence are attuned to the human condition. They are able to comprehend issues like the significance of life and death and the experience of love:

Inter/Intrapersonal Intelligence: Interpersonallearners understand the mood and motivations of others enabling them to work and communicate effectively. They enjoy social activities. Intrapersonal learners have a deep awareness of their own inner feelings. They have a strong sense of independence and self-confidence.

Bodily-Kinesthetic Intelligence: Students who possess bodily-kinesthetic intelligence have the ability to work skillfully with objects involving both fine and gross motor skills. They are characterized by a well-developed sense of balance and motor control. In addition, they are skillful at translating intention into action. These students learn best by doing.

Visual-Spatial Intelligence: Spatial intelligence is characterized by a person’s capacity to perceive the visual world and recreate aspects of it even in the absence of relevant stimuli. This intelligence is fundamentally tied to the concrete world and the locations of objects in that world.eg.,Play chess, Guess the mystery object inside a bag.

Musical/Naturalist Intelligence: No other intelligence emerges earlier than musical talent. Those who possess high levels of musical or rhythmic intelligence constantly hear tones, rhythms, and musical patterns in the environment and human voice, as well as music. The auditory sense is crucial, although not mandatory.

Logical-Mathematical Intelligence: Logical-mathematical intelligence initially develops through observation, manipulation, and handling of physical objects. In time, thinking becomes more abstract. This intelligence is closely related to scientific thinking and deductive reasoning.

Verbal-Linguistic Intelligence: The power and love of the written and spoken word is at the heart of this intelligence. Reading, writing, listening, and speaking are the activities that represent this intelligence

3.  Prior Knowledge:

nature Prior knowledge is the knowledge the learner already has before they meet new information. A learner’s understanding of a text can be improved by activating their prior knowledge before dealing with the text, and developing this habit is good learner training for them.

4.  Economic/Home Life

• Proper nutrition before school
• Appropriate/necessary school supplies
• Parents’ ability to assist the learner with academic/school-related homework and
• Parents’ involvement in a teacher/parent

5.  Values:

Our values are determined by the beliefs we hold which, in turn, will determine our behaviors. Beliefs are based on our worldview. One common worldview is naturalism; the idea that nothing exists outside of natural laws. Transcendentalism is the belief that nature is god and god is whatever you want it to be. Theism is the belief in a god whom you hold some responsibility to. The way you interpret the world will significantly affect what you value. Your values will then determine how you behave.

6.  Emotional intelligence:

Emotional intelligence(EI) is the capability of individuals to recognize their own and other people’s emotions, discern between different feelings and label them appropriately, use emotional information to guide thinking and behavior, and manage and/or adjust emotions to adapt to environments or achieve one’s goal(s)

7. Culture: the ideas, customs, and social behavior of a particular people

8.  Language

9. Social Skills: A social skill is any skill facilitating interaction and communication with others. Social rules and relations are created, communicated, and changed in verbal and nonverbal The process of learning these skills is called socialization.

So above was nature, characteristics, objectives, and basic requirements of teaching aptitude.

Objectives of teaching aptitude, characteristics of teaching aptitude and basic requirements of teaching aptitude

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