rytelling mode, your voice becomes conversational and your face more expressive, and students tend to listen more closely. Use anecdotes to illustrate your key points.Don't talk into your notes. If you are not using a lectern and you need to refer to your note cards, raise the cards (rather than lower your head) and take a quick glance downward, keeping your head steady This movement will be easier if your notes are brief and in large letters. (Source: Bernhardt, 1989)Maintain eye contact with the class. Look directly at your students one at a time to give them a sense that you are speaking to each individual. Look at a student for three to five seconds - a longer glance will make most students uncomfortable. Beware of aimless scanning or swinging your head back and forth. Mentally divide the lecture hall into three to five sections, and address comments, questions, and eye contact to each section during the course of your lecture, beginning in the center rear of the room. Pick out friendly faces, but also try to include nonlisteners. However, don't waste your time trying to win over the uninterested; concentrate on the attentive. If real eye contact upsets your concentration, look between two students or look at foreheads. (Source: Bernhardt, 1989)Use movements to hold Students' attention. A moving object is more compelling than a static one. Occasionally, move about the room. Use deliberate, purposeful, sustained gestures: hold up an object, roll up your sleeves. To invite students' questions, adopt an open, casual stance. Beware of nervous foot shifting, however, and aimless, distracting gestures.Use movements to emphasize an important point or to lead into a new topic. Some faculty move to one side of the table or the lectern when presenting one side of an argument and to the other side when presenting the opposing view This movement not only captures students' attention but reinforces the Opposition between the two points of view (...
