Videotaping is an excellent way to becoming aware that you need work on your oral presentation. However, this may not be feasable. As an alternative, have a friend or co-worker sit in your class and observe.
I used this approach and had another teacher count how many times I used phrases like, "ok, ugh, like, etc."
I wanted to be very polished before my formal evaluation.
As one who believes knowledge is power and meant to be shared (unsure as to whom this should be attributed - Bacon? - IBM?), we realize editing is our biggest communication issue in the classroom. The desire to share leads to trying to cram “way too much†info into “way too little†time.
We hand out guided lecture notes and project onto the screen the complete lecture. We hope the audio, the visual and the “fill in the blank†action on the part of the students covers the intake of new knowledge for different learning styles. (Hopefully this enables students with reading issues and keeps the kinetics learning active for all.)
We do reinforce lecture points that will be on the quiz, midterm or final and connect these points with the homework questions covering the text.
But, (you knew there was a but coming) this desire to share must be edited. The lectures are edited after each class session, but this is not fair to the students in that we have not been able to do so earlier. Hearing ourselves spout and seeing the time go past 15 minutes makes us very aware of the issue. At least each new term brings a tighter lecture.
Always evolving!
I would like to become more dynamic and engaging, I tend to be a little dry and factual when lecturing. I teach computer classes can you provide some suggestions on how this may be accomplished.
Hi Matt!
I think most of us fight the tendency to rush or speak quickly. When I can have more of a conversational tone, I find that students become more involved in the learning conversation.
Good job!
Jane Davis
ED106
I also fight that habit. As a welding instructor, I have found that the type of students I usually have dont do all that well in a classroom setting. Their not dumb folks, they just do better with "hands on" learning where the revelance is instantly evident. Sometimes my lectures involve physical examples. It seems to hold their attention much better than simply writing on the board.
When speaking to the class I do not want to overwhelm students to the point that they lose interest. I often look for signs when students start to become unfocused (glazed eyes, ect) with the material. I would like to strengthen my awareness to avoid such road blocks.
Via online, perhaps taking more time to read and paraphrase discussions more precisely. Once the email is sent, it is sent. No time to go back and review to ensure the message is as intended. Many things can easily be misinterrpreted via email.
I know that I sometimes have a tendency to use "filler" words like "um". This increases when I am less familiar with the content I am teaching. I feel that this is an important issue to focus on improving because it can be extreamely distracting. I know that when I am attending a class, if the teacher uses repetitive words I become completely fixated on how many times I hear the word, totally losing sight of the content of the lecture.
I would lime to make sure most students get my main points. It seems occasionally that the majority do not. Is it my presentation, emphasis or the student's aptitude? I tend to blame the student's lack of attention, but is this true? The students who do well always seem to get the points. I'm concerned about reaching more students.
At one time I found it tough to keep eye contact, but as I forced myself to make and maintain good eye contact, I've noticed it makes me seem more confident. I think the students need to build confidence and by seeing their instructors have confidence they may become inspired/motivated.
Considering most of my students are my age, I find it hard to communicate to them only, because sometimes they don't take me serious. So, I would like to improve my leadership communication skills a little better so they don't just look at me as someone that understands because of my age being close to theirs.
I have a tendency to talk quickly and also softly. I try to mentally review as I go along to make sure I am speaking slowly enough for comprehension and loudly enough for the students to hear me from the back. One way I do this is by looking at the students and keeping track of their facial expressions and posture. Also by asking for feedback and if anyone needs any clarification. Maybe I went over a point too quickly, or was not loud enough. I have found that the longer I teach, the better I am at slowing down and speaking louder.
As a business person for many years before becoming an instructor, I developed poor presentation habits. My voice is flat and I focused on the "facts and numbers" and assumed that the
audience was interested in the material. I can't make that assumption with students and must work on my voice modulation,eye contact and,pace.
I often trip over myself when I'm talking. Slowing down helps, but I feel that practice and experience are the greatest help to fixing this issue.
Hi Kari!
Oh, I think most instructors struggle with the "pregnant pause"! We're helpers and want our students to feel successful, but I do agree that we have to help them feel competent and confident in their own skills. Most students have good answers/questions/suggestions, just lack confidence.
Keep up the good work!
Jane Davis
ED106 Facilitator
I have trouble with that "uncomfortable silence" when a student is stumbling for the answer--I have a tendency to want to go and "save them" and rescue them with the answer. I really need to work on that and realize I am probably doing them a disservice in doing so.
Hi Deborah!
How can you use electronics in your favor in the classroom? This is a discussion that more and more instructors are having. Instructors need to find creative ways to use technology to help students stay focused in class.
Keep up the good work!
Jane Davis
ED106 Facilitator
My verbal skills. I feel that at times I feel that at times I struggle finding good examples in answering questions.
Distractions can make any lecture appear longer and disorganized. Students are sometimes more interested in what is going on with their electronics then really listening to the lecture.
Communication is the basis of understanding one's intention.As an educator I would like to improve the process of making sure i can arrest everyone's attention during my lecture. students become distracted by the smallest sound or interruption,such as a cell phone buzzing, therefore I would like to keep all cell phones until the end of class . Why ? students would focus more on what is being said rather than anticipating a buzz from their neighbors cell phone.
