Lecturing: Four Things to Keep in Mind

Many unseasoned (and plenty of seasoned) teachers hate giving lectures. I never feared lectures because I have a background in third-person historical interpretation and this made the transition from talking to the public to teaching a lecture-style class easy for me. I’ve spent years developing methods to engage different kinds of audiences and it has served me well in the classroom. I know that some new instructors have had little experience speaking to an audience outside of presenting at conferences, which is why I wanted to share some tips based on my experience on how to give effective lectures.

Read your classroom and adjust your presentation, just as you would in any other public speaking situation.

This is often considered rule number one when addressing an audience and it is just as important when in the classroom. When I arrive before my students, I observe them as they enter the room, or, at the very least, look around just before I am about to start. Their body language speaks volumes and the success of the lecture rests on how well I “listen.” Actors who perform live often talk about how the energy of the crowd influences their performances and vice versa. I try to calibrate that energy to the best of my ability. If they’re cranky, I crack more jokes. If they’re all wound up, I’m more serious. When they’re sleepy, I just get loud. If the whole class seems out-of-sorts, I’ll ask, “Why are you guys so cranky/tired/happy?” Sometimes giving them a moment to vent frustrations helps them refocus and makes it easier for me to know how to approach the lecture.

Watch your own body language (and your idiosyncrasies).

Student body language is helpful but it is important that you also pay attention to how you carry yourself. Both students and colleagues have told me that I always look angry (colloquially – Resting Bitch Face). While I knew about my RBF before I stepped into the classroom, it wasn’t until I started lecturing that I made significant strides to remedy my problem. I know that this is a constant struggle for me and that I may never defeat the demon that is RBF, but I am mindful of how students perceive me.

Additionally, most lecturers have habits and tendencies that are distracting to students. “Ums” and “uhs” are usually cured with practice, but other idiosyncrasies need to be addressed in different ways. For example, I tend to physically wander away from my notes when I lecture, only to run back to them when I forget what comes next. Students thought that my rambling ways meant that what I was saying wasn’t important. The class would stop taking notes until I returned to the podium, thinking that it was only then that I had “wisdom” to impart to them. It took me a while to figure out what was going on and I now start every semester explaining my habit. Warning them in advance helps them – and me.

Don’t suppress your personality, your style says a lot about you as a teacher.

I found hiding who I am is counterproductive and exhausting. I believe that one’s lecturing style should be a natural extension of one’s personality. It is, of course, a distillation of the personality, best suited to talking to a large group at once. I have known many teachers who have created a lecturing persona. I’ve seen colleagues become stiff, formal, and, in some instances, intentionally unapproachable in front of their class. They are also the same instructors that have students who struggle with the material, who “give up” on the class, and bash the instructor on evaluations. I’ve known others that were too informal. These colleagues have difficulty maintaining order in their classrooms and students often assume the teacher is easily manipulated. Once again, balance is key. Showcasing one’s personality humanizes the instructor and show his or her students that the lecturer is not cold and indifferent. A certain amount of decorum demonstrates the instructor is not one to be trifled with.

You know more than they do, but it’s OK that you don’t know everything.

This sounds obvious but sometimes lecturing on a topic outside one’s specialty can be daunting. Once I’m sure I’m adequately prepared for the lecture, I remind myself that much (if not all) of the material is new to the students. This helps ground me if I go into panic mode when I realize I haven’t read the newest book on (insert topic here). The students sometimes ask me questions during the course of the lecture I simply can’t answer. I’ve developed three approaches to dealing with this situation:

1)      Look it up. If it is something simple but relevant to the success of the rest of the lecture or answering a student’s question, I have someone in the room look it up online. I reserve this ONLY when the issue in question is a concrete name, date, etc. Once we have the information from a reliable source, I integrate it into the lecture.

2)      “I’ll look it up and let you know the next time we meet.” I use this tactic when the question is historiographical in nature. I’m careful to follow through, as I want the students to know that their questions matter.

3)      “Let’s learn together.” I only use this when I screw up big time. If it is clear that there was a serious blind-spot in my preparation (and it happens), I usually give a small assignment to the class in which they have to find the answer. I build “TBD” assignments into my syllabi that give me the flexibility should this situation arise (I’ll have a future post on the value of having “unset” assignments built into a syllabus.).

 

Those that have taught lecture courses, what other tips would you offer those that haven’t lectured before?

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