Lefton Learning Community

The Lecture

Kenneth Eble (1976) considers that the best general advice to the teacher who would lecture is still "Don't lecture." That is, for most of teaching, think in terms of discourse--talk, conversation--rather than lecture. But when a substantial volume of vital information needs to be transmitted to students quickly, lecturing may be not only inevitable, but desirable.

Useful suggestions to enliven the process of lecturing can be drawn from various publications. Those that follow come from How to Succeed as a New Teacher (1978, Change Magazine Press).

Break a lecture every few minutes with an exercise that involves students actively. Rhetorical questions, anecdotes, problems, and the act of relating ideas to current events give the students mind an exercise break.
Make eye contact with each student at least once during the lecture. This personalizes the lecture and increases a students sense of involvement.
Do not read a lecture. However it is a good idea to use a set of guide notes to make certain you cover all intended items and details that you might not remember.
Do not read a lecture. However it is a good idea to use a set of guide notes to make certain you cover all intended items and details that you might not remember.
Provide students a road map through the lecture. By putting an outline on the blackboard at the start of class, you help students organize the lecture material and recognize major transition points.
Illustrate points frequently. The best examples may be those that draw on students experiences; therefore, instructors should be aware of the latest campus events and trends.
Regularly evaluate your lecturing effectiveness. Solicit student feedback on your effectiveness by asking students to write answers to one or two questions, such as "What was the most interesting part of today's lecture?" or "I was most confused when. . ."