Tape yourself, watch yourself, revise, tape, etc. In other words, practice!
First understanding your topic, then apply it to your students for their application in the world.
I would like to work to slow my speech and be aware of my own use of gestures. I liked the idea of the video tape for the gestures, but I would also like to utilize a recording so I can listen to my pace and inflections.
Are they any books/resources that you would suggest?
I like to read out loud at home and work on my pace and diction. I have recorded myself also to refine my delivery. I always have to remember to slow down and speak more clearly.
You can observe a veteran instructor teach a class, one who you know consistantly gets great student evaluations. Then practice some of their methods of communicatint to students. You could ask veteran instructors how they communicate ideas, concepts effectively to their studnets. Then try to emulate their methods.
Certianly the "disaster story" gets more attention and may be remembered for longer, but I disagree with expanding on the failures of others. It is reasonable to mention a failure as a "what not to do" but I will plan my lecture on the correct way to procede and model for my students critical thinking processes to avoid mistakes.
I am sure I deliver too much info at a time. some is due to nervsousness, some is because of the amount of info I need to follow. I appriciate the suggestion of spacing out the information and limiting myself to only 3 topics per class.
Pratice and feedback are great methods to refind any skill. Developing and refining a communication skill means communicating with many others and ask for feedback. As a new instructor I assume I will receive the feedback I am seeking from the students expressions, their questions and their test scores. Videotaping a lecture is a good idea for me to see myself in action, I'm sure my perceptons of how well I present a topic are different than the vidotape. I also like the idea of keeping a notebook of what went well and what needs improvement.
I have some acting and musical theatre experience which has helped me get over initial communication
jitters. Of course, one may wish to try these drills in the privacy of one's own home. For example, sing. Breathe deeply and sing even if you can't carry a tune in a bucket. Pronounce the song lyrics clearly, without accent. Or speak the lyrics aloud in time with the music. Again, concentrate on clear diction. Read aloud from favorite stories, poetry or plays. Start with children's literature; something with a rhyme or cadence to it. Project your voice. Perform the simple story with different voices in character. If you have small children, they will love to be your audience while you practice.
I realize that when I am in a lecture I have the tendancy to speak really fast or rush through what I am talking about. I do not think that it is nerves because I love teaching. It may be just getting used to this new career. What should I do to slow it down a bit?
Hello Jay,
I can definitely move about the room and keep the students attention first off. Then take 2-3 seconds to get eye contact with each student so they feel they are part of the learning process. I can also restate my main points and ask if there are any further questions before moving on to the next point. It will allow the students to have time to get questions asked and communicate with me better. I don't want my students to think I am unapproachable. Do you have any more suggestions?
Reflect upon instructors and such I have observed from in the past. Consider the qualities I find valuable in communication and delivery.
I agree with you, because these students have been out of school for a while, I feel like they need the material broken down into little bits and pieces.
It appears that I move back and forth infrount of the class. This method leaves the students that sit in the back anot engaged with the lecture. So my goal would be to encoumpus the entire class room.
There are many books available that deal with verbal and non-verbal communication skills. These books contain essentially the same concepts that have been proven in other work areas. A lot of it is common sense. Some notable books include Dealing with Difficult People, Self-Esteem (N. Brandon), Feeling Good (Burns), The 7 Habits of Highly Effective People (S. Covey), Tounge Foo, as well as several others. You need to be youself as students can see through coverups. Be honest, caring, concerned, and interested in the students and they will see that you are an instructor who cares about their learning experiences.
At the beginning of each class, I review the key information covered in the last session and use it as a bridge to relate information to be covered in the current session. I usually distribute a handout that I go through briefly with them to describe what we expect to cover that day. Space is provided below each of the points so that they can add additional notes or questions as I lecture. When summarizing the class, I go back through the key points and ask open questions regarding the notes in the handouts. Sometimes rhetorical questions and sometimes directed specifically at individual students.
Some of the ways you can do this are:
- Become more conversational instead of simply lecturing dryly.
- Add personal insight and experience to a topic.
- Be aware of students' attempts to ask a question and address such inquiries promptly.
Video tape your self of have a peer watch throughout your presentation
Me too Elizabeth! I do outlines for everything. Gary
