i am going to give a lecture in the naxt week. it is about
'dr. faustus' by christopher marlowe. i'm stressed out and wonder how to give my lecture. please guid me how to give a satisfied lecture?
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There are two important things about giving any lecture. First, you have to know what you are talking about. Second, you need to be organized. Giving a lecture starts with having planned what you are going to say. You need to make sure that you have your lecture planned out just like an essay would be. You need your introduction and your body and your conclusion.
No one can make you a great and comfortable speaker overnight. That takes practice. But you can be sure that you are well prepared. If you are, you will have confidence and will be able to do your best.
It's not a big deal if you're well prepared. Study the part and organize what you're going to say. Make it attracktive so the audience won't break the attention. Practice at home untill you're satisfied, If you have these presentation skills you don't need to worry anyway, even if not, practising will make you confident.. :)
I practiced law for a very long time, and one of the most intimidating things I had to do was argue in front of appellate courts. I finally got over my anxiety by re-framing the situation by thinking of what I was doing as simply having a conversation with the judges. Think about this as simply having a conversation with your classmates. Even if it is a one-sided conversation, it really helps to conceptualize it like this.
It certainly is important to pay attention to who your audience is. You will be most successful if you tailor your lecture to them. I also suggest making a clear outline that you can follow, so that you don't get confused or forget something.
To give a successful lecture you must define your topic. Then you very often have to either trim it down or build it up. If you are prone to analysing carefully and compiling great detail, you will want to trim your lecture material down to the most important elements that comprise the whole picture of the point you want to make. If you are a "big picture" kind of thinker who sees the overall shape of things without needing great detail to do so, you will want to build up the elements comprising the point you want to make so it is illustrative enough. The seemingly minor detail of speaking at a calm pace will also help produce a successful lecture.
There are a couple of things you can do to involve your audience. And involved audience always makes a lecture more palatable and a lot less boring.
- First, ask them questions. The trick here is to make sure you know how to respond to the likely answers that you'll get to the questions.
- Second, have some kind of visual aid. Having something to look at helps and audience connect with a speaker and a topic.
- Third, find a way to relate your topic to your audience's lives. Dr. Faustus was written a long time ago, but if you can show a connection to the lives of people in the 21st century you'll go a long way toward engaging your audience.
- Finally, when you are done, don't say anything like "Well, that's all," or "and that's my lecture about this." Thank your audience for listening and ask for questions.
Lectures constitute a double-edged sword as teachig method--1) they allow you to convey as much information as possible in a relatively short time, but 2) lectures lead to passive rather than active learning. In many cases, depending on the time and nature of the class, lectures alone induce drowsiness in the students and boredom for the teacher. As soon as you begin to see a student's eyes roll back in his or her head, you realize the limitations of the lecture format. Lectures are often more appropriate to upper-level courses in which the students are there because the subject is inherently interesting to them, but in most cases, lectures should be a relatively small part of lower-level courses in subjects like English or history. Of course, some lectures are unavoidable, especially in large survey courses in which you strap on a mike and speak to ninety students, but I am assuming that most classes comprise no more than thirty students, which is the norm for my school.
When I am teaching writing and literature courses, I usually use short lectures in order to provide the barest common ground for understanding, and then I begin what I hope is a series of effective questions--in the form of a Socratic dialogue--to get the students actively thinking and speaking about the subject under discussion. This dialoque begins with questions of fact--what happened here?: what makes this different from what we discussed last time?--and then I move to questions of interpretation (is this work successful? how do its parts work together to create a whole? does the work speak to your experience--why or why not").
My experience with lectures--both as a student and as a teacher--tells me that lectures are efficient for the instlructor but not particularly effective for the student. Any teaching method that disengages the average student is not optimal for learning, and I would argue that the intructor's goal is to engage students quickly and continuously in as many classes possible, which requires almost constant discussion among teacher and students and among students themselves.
As a middle school teacher, lectures had to have very specific points to cover so that students knew which notes were important. For any lecture, I used an overhear projector or white board interactive board to list the most important points of my lecture IN DIFFERENT COLORS so that my learning disabled or ADHD students could follow more easily. The biggest problem at the college level which I also taught was to make the lecture active. You can stop after your first main point, ask a question which requires a response even if it is only a thumbs up or thumbs down, and make sure that you see all students answer. You can then compare answers if you wish or go on. I believe that requiring a response is essential to keep them engaged even if you have them get up, group into yes and no answers, and have them summarize to the other group why they believe as they do. Lectures are important for information but need to be short and to the point, conveying truly important information which needs to be remembered. Adding detail is also important but make sure it is worthwhile. Some of the detail can be a funny or unusual which lightens the lecture but still makes a point. Lectures can be hard to do well, so be well prepared.
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