Teaching aptitude combines both inherent tendencies and systematically developed skills required for effective teaching. It includes planning lessons, selecting methods and communicating ideas clearly. It also involves understanding learners, motivating them and evaluating their progress appropriately. Thus, teaching aptitude is about overall suitability and preparedness for the teaching profession.
Option A:
This option restricts aptitude to the ability to memorise content, which is only one small part of a teacher’s work. Knowing content is necessary but not sufficient for teaching aptitude. Without pedagogical skills, mere memory of facts will not lead to effective teaching.
Option B:
This option rightly emphasises both natural ability and acquired skills needed for effective teaching. It shows that aptitude is not only a matter of talent but also of training, reflection and practice. By referring to planning, organisation and delivery, it captures major components of successful teaching behaviour.
Option C:
This option reduces aptitude to administrative efficiency, which is again only a peripheral aspect. While paperwork is part of institutional responsibilities, teaching aptitude primarily concerns instructional and relational skills with learners.
Option D:
This option confuses aptitude with authoritarian behaviour. Constant punishment usually harms learners’ motivation and does not demonstrate sound professional suitability for teaching.
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