Since students usually copy what is on the board directly into their notes, writing down important points will help. Similarly, when solving problems on the board, check periodically to be sure that you model the kind of problem-solving behavior you expect from them. It is also useful to check your board work occasionally by going to the back of the room after class and assessing legibility, clarity, and organization. This activity provides immediate feedback about any organizational problems in your lectures and makes you more aware of the difficulties your students may have as they try to take notes. Organizing a lecture is the first step, but the second is presentation and delivery.
Performance is a basic part of lecturing, especially in larger classes.
Many people equate teaching to acting, which highlights such basics as projecting your voice and using gestures. However, you do not have to be a flamboyant performer to lecture effectively. Below are some guidelines for making classroom presentation more effective. You may also want to refer to the October 1992 issue of ID , in which we outline guidelines for teaching large classes effectively. Although reading a lecture may seem to be a comfortable option, it is the rare and highly skillful teacher who can successfully and effectively read lectures to students.