Rosemary ,
I think it would help include those in the back of the class, especially since it is more a long, narrow class (at least sounds like it), this might help pull in those students.
Dr. Ryan Meers
I tend to move about the classroom but since our rooms tend to be like bowling alleys and have only 1 very narrow aisle i tend to stay more to the front. Should I make more of an effort to get to the back?
Stephan,
this is a common problem, but I think you are taking great steps to try & slow down & asking your students for help is a great idea.
Dr. Ryan Meers
As an instructor, I wish to improve my communication skills regarding speaking more slowly and enunciating my words. I often remind my students that I tend to speak quickly and ask them to let me know if I'm "going to fast". I attribute this to growing up in the north and in a "fast-talking" family. I try to be conscious of this as I lecture and solicit feedback from my students or try to read their faces to make sure I am understood.
As an instructor, I wish to improve my communication skills regarding speaking more slowly and enunciating my words. I often remind my students that I tend to speak quickly and ask them to let me know if I'm "going to fast". I attribute this to growing up in the north and in a "fast-talking" family. I try to be conscious of this as I lecture and solicit feedback from my students or try to read their faces to make sure I am understood.
Wesley ,
yes, we must always be aware of our rate. I generally tell my speech students that if you feel like you are talking extremely slow, you're probably at the right speed for the audience.
Dr. Ryan Meers
Dr. Meers,
The communication skill I would like to improve on is my speaking skills. I speak quickly and sometimes students do not want to ask me to repeat a topic. I have worked on this communcation piece but continue on a dialy basis to improve my speech patterns.
Barbara,
I think this is a great strategy to not only wrap up the class but also helps to review the importance concepts everyday.
Dr. Ryan Meers
I always end the last 15 minutes of my lecture classes with a quick game of jeporady as a review of what we cover and for students that participate get participation points. there are other games too, but the games seem to work for me to keep students engaged
Jamie,
this is a great goal. One thing I would suggest is to think of some really great questions ahead of time & have those ready to go to really stimulate the discussion.
Dr. Ryan Meers
Diana,
this is often true for many of us. I would encourage you to be conscious of working in vocal variety in your lectures.
Dr. Ryan Meers
I would like to improve on the question and answer portion. I tend to have a small class and it is sometimes hard to get a good discussion going.
My voice. I feel that I am flat in lectures. I move around, I gesture, but I dislike how my voice sounds.
I know I need to slow down and take a breathe. Sometimes I find myself talking to fast and the students are having a hard time keeping up.
I believe I need to improve my vocal pace. I have a tendency to speak fast.
There is always need for improving both verbal and nonverbal communication skills. I search out articles that would help in this area often. It takes lots of practice when trying new ideas because it very easy to slip back into old habits.
I find that students love to hear about real situations they may encounter in the field. I love to tell them about my experiences good and bad and how I handled them. We usually end up with a great discussion session and have a lot of fun also.
I can remember when in college, a lot of professors tried to tell us to imagine our "audience" naked. That did not work for me. What does work is to concentrate on the foreheads of individuals until I become more comfortable to make eye contact. I try to give these "helpful" hints to my students. I like to go on the premise of "learn from my mistakes" as much as learn the correct way of doing things. I also like to give real life stories to capture the essence of my lecture.
I think that I have become better at picking up queues from students as to whether it is break time or a concept that they just aren't getting.
If I was going to work on something, I would say a more sympathetic approach for students sometimes. I empathize well ( I think), but I just do the sympathy thing very well.
By Eddy Mojena
Improving skills especialy when it comes to communication enhances the students knowledge of the material in class also as a professor.
Martha,
yes these stories & real life examples are great pegs on which the students can hang the concepts.
Dr. Ryan Meers
