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The lecture mode

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Lecturing is not simply a matter ofstanding in front of a class and recitingwhat you know.

The classroom lecture is a special form ofcommunication in which voice, gesture,movement, facial expression, and eyecontact can either complement or detractfrom the content

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No matter what your topic, your deliveryand manner of speaking immeasurablyinfluence your students' attentiveness and

learning.

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Linkage

Conciously relating what you are going tosay either to previous lectures or to somearea of knowledge or experience that is

familiar to your audience.

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Briefing

A procedure by which the speaker makesirt clear what purpose she or he has inmind, and what kind of learning activity

expectas the audience to undertake.

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Overview

Is to indicate the gist and outline structureof the presentation.

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Signposting

Is to indicate clearly what point in thepresentation the lecturer is currently at.

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Final Summary

Is invaluable to the audience as a checkon their notes, so that they have got thegist or main points of the speakers

message.

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Make notes to yourself immediately after

each lecture.

Consider the timing, the effectiveness of yourexamples, the clarity of your explanations,and the like. Jot down questions students

asked or any comments they made. Thesenotes will help you be more effective the nexttime you give that lecture.

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Use a cassette recorder.

Record a practice session or an actuallecture. Listen to your pacing, inflection,tone emphasis, and use of pauses. Is yourtone conversational?

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Use a cassette recorder.

Are the transitions clear? Are thevocalized pauses ("um," "well," "youknow") at a minimum? Lowman (1984)suggests a procedure for comparing yourconversational style and your lecturingstyle.

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Use a video recorder.

Most of the time you will be pleasantlysurprised: you may have felt nervousduring the lecture, but the videotape will

show you that your nervousness was notapparent to your class. Seeing yourself ontape can be a good confidence builder.

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Use a video recorder.

Most of the time you will be pleasantlysurprised: you may have felt nervousduring the lecture, but the videotape will

show you that your nervousness was notapparent to your class. Seeing yourself ontape can be a good confidence builder.

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Knapper, C. K. "Presenting and PublicSpeaking." In M. Argyle (ed.), Social Skillsand Work. New York: Methuen, 1981.

Lowman, J. Mastering the Techniques ofTeaching. San Francisco: JosseyBass,1984.

Penner, J. G. Why Many CollegeTeachers Cannot Lecture. Springfield, Ill.:Thomas, 1984.