communication Problem
I tend to talk to fast and use sloppy diction.
Andy ,
I think when we admit to our students that we are aware of these issues it helps build credibility & makes it more comfortable for them to ask us to slow down, repeat, etc.
Dr. Ryan Meers
Andy ,
I think you make a good point here, we can ask too many questions. A well-timed question or opening the floor for discussion can help reengage, but if used too much, they'll still tune out.
Dr. Ryan Meers
Hi David,
I also speak fast at times as well. being originally from New york, that is how I am, however I tell eh students to let me know if I am going too fast and if they want me to slow down that they should just let me know and I will.
Hi Larry, I don't stop and ask questions all the time, but if I feel as if they are not paying attention and i would like them to refocus, I will ask for their opinion on the topics or lecture. This will usually help bring them back into the conversation.
Same here. That is my biggest problem as well...
One of the things that I do in class is go in with an accent the first day. I'm originally from Pittsburgh and now live in the Troy, Michigan area. I use my "Pittsburghese" to see who will actually ask questions when they don't understand. Then I open up conversation about why I need to be an effective communicator and cannot understand if they are having problems unless they give me feedback.
I have found that laughter calms them down after that experience, and the whole class usually is confused when I am not "speaking their language." It's really an effective ice-breaker. Let them know that we as teachers understand their confusion and that it is helpful for us to get the input.
I look for student body language- do they appear confused or bored? Then I slow down.
I seem to have the same trouble with students especially in lectures that go into depth.
stopping and asking quest helps me when i see the students loosing attention in the lecture
Hi David! Thanks for your comments. It's true that some students will tell you that you are speaking too fast, others too slow; some ways to help balance this, in addition to asking questions, are to possibly mix a relevant story or example in your presentation (the change in focus automatically changes the pace a bit), mix in visual aids, stop and ask a volunteer student to paraphrase in their own words what is being presented, ask students for examples and include mini, interactive activities or demonstrations. Varying aspects of our lectures affects the pace of our speech.
What additional methods have worked for you (aside asking quesitons) in adjusting your pace?
Jay Hollowell
ED106 Facilitator
sometimes my students tell me I speak too fast for them to take notes. at the same time some tell me i cover things too slow and they get bored. i sometimes stop and ask questions to check if students are understanding topic.
Hi Stillman! Thanks for bringing this up. Talking fast has come up before in this forum's discussion. Being aware of it is the first step. I have also found that simply stopping and taking a breath, then paraphrasing and restating what was said, helps. Also tell a relevant story, provide an example or build in a mini-activity - that automatically changes the pace. Additionally, I have found that by observing students' eye contact and body language, it signals me to slow down when it appears that there is frustration.
Jay Hollowell
ED106 Facilitator
