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Students’ Notes – Students can often spend more mental energy taking notes during class than thinking about your content.Verbal Message – Whether you prepare typed lecture notes or just improvise in the classroom, the words you say are an integral part of your lecture.(Watch “ The Act of Teaching: Theater Techniques for Classrooms and Presentations” for great advice from Harvard University’s Nancy Houfek on improving your physical presence in the classroom.) Physical Presence – While some instructors are naturally gifted public speakers, we can all be more aware of and leverage our physical presence to better communicate to our audiences.(For an example, see the “Lecturing Basics” slideshow above.) Consider how photos and other images might function as metaphors that make your points more memorable. Visual Message – The slides and other visual aids you use can either complement or confuse your verbal message, depending on how you design them.When planning a lecture, keep in mind that you have control or influence over several elements of your classroom: See also Davis’ chapter, “Preparing to Teach the Large Lecture Course.”

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That chapter is an excellent resource for learning how to lecture well. The above quote is from “Delivering a Lecture,” a chapter in Barbara Gross Davis’ classic text Tools for Teaching. No matter what your topic, your delivery and manner of speaking immeasurably influence your students’ attentiveness and learning.” The classroom lecture is a special form of communication in which voice, gesture, movement, facial expression, and eye contact can either complement or detract from the content. “Lecturing is not simply a matter of standing in front of a class and reciting what you know. Vanderbilt University Center for Teaching.