2. For many beginning teachers thinking about teaching means For many beginning teachers thinking about teaching means thinking about how to execute a captivating lecture. thinking about how to execute a captivating lecture. An effective lecture often has a certain dramatic quality, and many of the elements of public performance can be exploited during a In fact, many people find it useful to draw a comparison between lecturing and acting, but you do not have to be dramatic to lecture effectively. Certainly, if you have dramatic talent and skills, you will probably find that these abilities will serve you well in the classroom. An effective lecture often has a certain dramatic quality, and many of the elements of public performance can be exploited during a In fact, many people find it useful to draw a comparison between lecturing and acting, but you do not have to be dramatic to lecture effectively. Certainly, if you have dramatic talent and skills, you will probably find that these abilities will serve you well in the classroom. A good lecture should play off the strengths of the lecturer and a lack of dramatic talent or experience should not dissuade you from lecturing. A good lecture should play off the strengths of the lecturer and a lack of dramatic talent or experience should not dissuade you from lecturing.

3. Why lecture In the appropriate context, and assuming a certain quality standard, the lecture is an effective means of teaching. In the appropriate context, and assuming a certain quality standard, the lecture is an effective means of teaching. The main benefits of lectures are that: The main benefits of lectures are that: they are an effective way of providing information that is not available from other sources they are an effective way of providing information that is not available from other sources they can be cost-effective for transmitting factual information to a large audience they can be cost-effective for transmitting factual information to a large audience they provide background information and ideas, basic concepts and methods that can be developed later by private study, or in small tutor-supervised group activities they provide background information and ideas, basic concepts and methods that can be developed later by private study, or in small tutor-supervised group activities they can be used to highlight similarities and differences between key concepts they can be used to highlight similarities and differences between key concepts they can be a useful way of demonstrating processes. they can be a useful way of demonstrating processes. (Bligh, 2000) (Bligh, 2000)

4. The main disadvantages of lectures are that: The main disadvantages of lectures are that: lecturing tends to place the audience in a passive role. People may be busy taking notes but usually have little time to reflect, question or analyse and synthesise ideas. lecturing tends to place the audience in a passive role. People may be busy taking notes but usually have little time to reflect, question or analyse and synthesise ideas. lectures are not an effective method for changing attitudes or encouraging higher-order thinking. lectures are not an effective method for changing attitudes or encouraging higher-order thinking. lecturing doesn ’ t encourage the audience to move beyond memorising the information presented and long-term retention may be poor. lecturing doesn ’ t encourage the audience to move beyond memorising the information presented and long-term retention may be poor. lectures are not suitable for a wide diversity of ability. lectures are not suitable for a wide diversity of ability.

5. Which is the best way to begin a lecture ? Which is the best way to begin a lecture ? At the beginning of the lecture, gain the students' attention and remind them of the context of the course. At the beginning of the lecture, gain the students' attention and remind them of the context of the course. The introduction to a lecture should provide your students with the conceptual framework of the information that will be shared. The introduction to a lecture should provide your students with the conceptual framework of the information that will be shared. Emphasize the structure of your lecture by providing an outline of the lecture on the board and make sure the connection between past and future classes is clear. Emphasize the structure of your lecture by providing an outline of the lecture on the board and make sure the connection between past and future classes is clear. Two possible opening gambits are, first, to raise a question that will be answered by the end of the lecture and, second, to state an historical or current problem that is related to the content of the lecture. Two possible opening gambits are, first, to raise a question that will be answered by the end of the lecture and, second, to state an historical or current problem that is related to the content of the lecture. At the close of the lecture, round off the class period by summarizing the main points, by restating the premise, or by returning to the opening question. At the close of the lecture, round off the class period by summarizing the main points, by restating the premise, or by returning to the opening question.

7. 1:Attitude Sometimes being a lecturer is simply a “ requirement ” for professors who want to do research at the university. you have to give a damn about giving a good lecture. You have to care that students are getting something out of the lecture. You have to want students to enjoy your lecture. If you don ’ t care, and you don ’ t have positive attitude and approach to lecturing, it is going to be obvious and will come through the way you deliver it. If you don ’ t care, and you don ’ t have positive attitude and approach to lecturing, it is going to be obvious and will come through the way you deliver it. You ’ re not going to enjoy the experience and the students won ’ t eitheralready. You ’ re not going to enjoy the experience and the students won ’ t eitheralready.

8. 2. Everything About Speech 2. Everything About Speech Clarity :basically,this is about speaking clearly and the audience understanding what you ’ re saying. speaking If you have a strong accent, it can be challenging to make yourself clear, and it might be something to work on. But just realize that if people don ’ t understand what you ’ re saying, If you have a strong accent, it can be challenging to make yourself clear, and it might be something to work on. But just realize that if people don ’ t understand what you ’ re saying, then the reality is that no one will get anything out of the lecture. Volume: Usually there should be a microphone, but if the class is small or the microphone is not working, you need to be able to speak up sometimes. Just keep that in mind!. Speed: Speed: A medium pace. Don ’ t go too fast, and don ’ t drag. A medium pace. Don ’ t go too fast, and don ’ t drag. we need time to process what you ’ re saying, and take notes if need be. we need time to process what you ’ re saying, and take notes if need be. please don ’ t drag and go too slow – you ’ re going to lose the attention of your oudience. please don ’ t drag and go too slow – you ’ re going to lose the attention of your oudience. A medium pace is A medium pace is

9. 3. Slides that Make Sense 3. Slides that Make Sense that students should be constantly writing and breaking their hands during a lecture. that students should be constantly writing and breaking their hands during a lecture. students should be constantly writing and breaking their hands during a lecture. students should be constantly writing and breaking their hands during a lecture. I believe that the lecture slides / notes should have enough concise information where it would basically make sense if read on its own, but there is good room for students to add their own notes during the lecture. I believe that the lecture slides / notes should have enough concise information where it would basically make sense if read on its own, but there is good room for students to add their own notes during the lecture. One day, if you haven ’ t already, you will come across a class where the slides are all diagrams with no explanation and your hand is hurting by the end of the lecture getting down only half the information you need on paper. One day, if you haven ’ t already, you will come across a class where the slides are all diagrams with no explanation and your hand is hurting by the end of the lecture getting down only half the information you need on paper.

10. 4. Add a Bit of Entertainment Value 4. Add a Bit of Entertainment Value One great way to do this is to add humour. Some lecturers do this by just being naturally funny and adding their own humour randomly to the talk. Others prepare by throwing in some random funny/entertaining slides. One great way to do this is to add humour. Some lecturers do this by just being naturally funny and adding their own humour randomly to the talk. Others prepare by throwing in some random funny/entertaining slides. the lectures that are the most entertaining/enjoyable, are also the ones we have learned the most from because the lecturer has your attention, and the additional entertaining moments makes the lecture (and a lot of the information in it) more memorable. 5. Be Conscious of Time this is not an issue for most lecturers. As long as you are reasonable with the amount of information you want to deliver, then usually you can adjust your lecture fine on the go to make sure you finish on time. However, I have had a few lectures that went way over time 6. Be Open to Feedback 6. Be Open to Feedback The last point is to be open to receiving feedback. If you care about how well you ’ re delivering lecture, then you ’ re going to care about how improve yourself as an educator.

11. A good lecture at the right time: A good lecture at the right time: facilitates learning of the key basic principles of the subject facilitates learning of the key basic principles of the subject fits coherently into the overall teaching programme fits coherently into the overall teaching programme is relevant, well presented and holds students ’ attention is relevant, well presented and holds students ’ attention is organised into a logical structure is organised into a logical structure supports and builds on previous learning supports and builds on previous learning is stimulating and provides food for thought. is stimulating and provides food for thought.