BEHAVIOR  ASSOCIATED  WITH  EFFECTIVE  LECTURING

Mohd.Yazid Deraman.

Pensyarah Cemerlang PJK. IPG.KKB.

 mydyazid@gmail.com.

•  Reviews briefly the main ideas from the provious lecture, or asks student to summarize them.

•   States topic of each lecture.

• Provides an outline for each lecture,on the board on in a handout.

• Follows outline and present an orderly progression of ideas.

• Spells and defines all new or specialized vocabulary and important point in writing.

• Reinforces information with visual aids.

• Gives many concrete examples.

•   Uses analogies frequently so that student can conceptualizeb concepts within a more farmiliar context.

• Refers to assigned reading when relevant,including the precise place where student s can find the information.

• Speaks loudly and clearly uses microphone if needed.

•  Stops to check for comprehensions regulary rather than only at end of lecture.

• Clearly signals topic shifts and transitions both verbally and non-verbally.

• Clearly signals digressions : explicitly  indicates how a digression relates (or  does not relate) to the prior points.

• Makers regular aye contact with all student

• Uses paralanguage (diction, tone, volume) and body language (hand motion,walking) effectively.

•  Summsrizes main point of lecture at the end of class

• Saves time during class for student questations/ comments.

• Ends class on time

SUMBER

Building Community Through Peer Observation

American Association For Higher Education,Forum on Faculty Role and Rewards

San Diego, CA January 18,1997. Kathleen McEnerney,CSU Dormingguez Hills,mary J Allen CSU,Bakersfield. Ethelynda Harding,CSU Fresno. Cynthia Desrrochers Northridge.