HOW TO GIVE A LECTURE
Most methods of teaching involve some one-way talking by the teacher. In reality, there is little difference between a talk and a lecture other than the density of the content. A lecture is traditionally an exposition on a particular topic, the purpose of which is to instruct. A talk may be formal and instructive as well, but generally is broader in scope rather than in-depth, though all kinds of lectures and talks may be given. For our purposes, any sustained one-way talk by an instructor to a class or expert to an audience, the purpose of which is to instruct, is considered a lecture.A good lecture informs, stimulates, and sometimes, entertains. A boring lecture puts people to sleep, and reduces the likelihood that students will be fully attentive. They may become distracted or drowsy, and miss important bits of information, and may not focus on the information long enough for it to enter their long-term memory. A stimulating, entertaining lecture, on the other hand, creates interest, promotes attentiveness, and increases the probability that the student will retain at least significant parts of the information.
Another reason to aim for an entertaining lecture is to make the information more accessible. Some students do not respond well to the spoken word, and for these students, speech may be the least effective method of teaching. With more excitement, laughter and variety, however, the lecture can feel not so dominated by words, and lightened by emotion. The student’s experience of emotion during the lecture can add another dimension to their understanding of the content.
To understand this, recall the last time someone said something that really interested you. Now recall how you felt at that time – the emotions aroused by what they said.
You will note that we tend to respond emotionally to things that interest us, and to be interested in things that arouse an emotional response. If a teacher can create an emotional response to some or all of a lecture, that lecture is more likely to be found interesting.
Good lecturers not only have in-depth knowledge of their topic; they communicate that knowledge clearly and in an interesting manner, and communicate enthusiasm for the topic. They inform and entertain, not in the way we usually think of entertaining, but in the sense that they arouse, stir, and stimulate. This takes planning and preparation. Good lecturers are skilled public speaker, which means they are very effective at sharing their knowledge and enthusiasm. With practice, every lecturer or teacher can use public speaking techniques to teach, enthuse and inspire their students.
Elements of the lecture
The four main elements of any lecture or public speaking situation are:
- The Speaker – the lecturer or teacher
- The Message – the lecture or lesson
- The Audience – the students
- The Situation – the classroom, lecture theater or tutorial.
The Speaker
The way in which a teacher chooses to present a lesson should be determined by his or her communication strengths and weaknesses. If the teacher does not feel confident of their ability to lecture or speak on a topic, then the lecture mode might not be suitable for the, or if they must lecture, they should prepare themselves by developing essential skills and confidence. The teacher should honestly assess their ability to speak in a sustained manner before an audience, their ability to manage audio-visual aids and resources, and their skill at humour or other entertaining elements to add variety and liveliness. If they lack these abilities and skills, they should consider a good public speaking course, or practice speaking before others until they feel more confident. The fact is that while not all teachers are good lecturers, but most can learn to speak well before an audience.
The Message
The message should be clear, well defined, and logically structured. Any teacher, no matter how experienced or skilled, will benefit from writing down the ‘key message’ and the main points they want to impart and having that before them as a reminder and reference. Planning is very important. Plan what will be included, how it will be structured (consider the needs of your audience), what other resources will be used, and when and how, how long the lecture will take. Make sure that every part of the lecture clearly relates back to the message.
The Audience
In a lecture or public speaking situation, the audience may be small or large, homogeneous (ie. people with similar interests), or heterogeneous (ie. people with differing interests). They may be of one particular age group, or a cross-section of ages.
In comparison, students in a lecture theater or classroom are often of similar age and with similar interests, though that might not always be the case.
The Context
The lecture or talk situation can be variable, and will influence the way in which the lesson or lecture is delivered. For example:
- A lesson may be given in the form of a formal lecture, with the audience ranging from a dozen to several hundred students.
- An informal talk may be given. It could be an informal lesson with participation encouraged from students.
- A talk or lecture may take place in a large lecture theater, a small tutorial room, a school classroom, or even out of doors.
A lecture in a lecture hall is generally more formal, longer and less liable to be interrupted by student questions or comment than a classroom talk. A classroom or a tutorial room environment is more suitable for informal talks, or for short lectures (lecturettes) interspersed with discussions or activities. Students are often intimidated by formal lecture situations. A teacher who wants students to ask questions or comment on the information in a lecture hall might need to offer inducements, as many students are embarrassed to draw attention to themselves in that situation, where they are observed by many people. Where more student participation is sought, a more intimate context is best.
Developing public speaking and lecturing skills
- To develop the skills needed to speak well or to lecture on a topic, learn to do the following:
- Overcome self consciousness so you may give yourself to your audience, without fear.
- Cultivate a strong, pure, clear, speaking voice.
- Discipline the body to complement the spoken word (ie. your actions should fit your words)
- Be logical and truthful. (Only say what you have confirmed is true, and present that information in a way that makes sense to the audience).
- Use correct language with knowledge, simplicity and force.
- Have something worthy to say. Be economical and not long-winded with your use of time.
What to do about….?
Self consciousness - All good speakers are keyed up before they give a speech. To reduce anxiety, practice, and have a firm grip on your subject. Don't be too self conscious; public speaking is really only talking to several people at once. Also, your audience wants to like you, so don’t be afraid.
Voice – You can lose your voice from fear, or use it effectively.
Breath deeply.
Practice voice placement.
Practice pitch.
Be relaxed.
Keep a good tone.
Inflection should be good.
Give each word full value.
Delivery and Deportment - Control your body’s movements, but use it to emphasise points.
Do not over emphasise. Watch unnecessary movement.
Use your eyes.
Use facial expressions.
Have your weight on both feet. Don't lean over to one side all of the time.
Use notes if necessary (ie: small cards which are not noticeable...not large sheets of
paper which distract).
Be enthusiastic.
Structure of the speech - A speech should have three easily defined parts:
- Introduction should arouse interest and lead to discussion.
- Discussion should present the main ideas, each idea being developed to a conclusion with examples, comparisons, evidence, facts and quotations.
- Conclusion should bring the main ideas together, then appealing for either some action or belief in the ideas put forward.
Use of language - A large vocabulary is very useful, but do not try to use it to impress. Simple, correct, and concise language is usually best. Remember, your audience must understand you.
Clarity - Clarity is one of the MOST important aspects of any form of communication. Complicated language can be easily misunderstood. The students are relying on you, as the teacher, to use clear, unambiguous and consistent language to deliver your message.
Purpose of the speech – Know exactly what you want to achieve with the lecture or speech, and what message you need to achieve that purpose. Make sure that every point is related to your purpose.
Preparation
Prepare rough notes on your subject.
Select the most interesting points.
Decide on what your conclusion will be.
Decide on your opening statement.
Write the speech.
Delete the unnecessary.
When you give the speech, it is normally best to NOT read it word for word...use your
prepared notes as a guideline. Read speeches can be boring, even if prepared very
well.
Be logical and truthful
Avoid all possible ambiguity.
Don't make broad conclusions; don't over simplify; don't use irrelevant arguments; and be
sure your reasoning is sound.
Be very careful at avoid emotional words or behaviour.
Do not use deliberate misrepresentations.
Avoid prejudice and stereotyping. Self examination should be practiced.
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