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checklistofdosdonts-lecturing

checklistofdosdonts-lecturing

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Categories:Types, Research
Published by: Sarath Bhushan Kaluturi on May 25, 2013
Copyright:Attribution Non-commercial

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10/24/2014

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 A 
PPENDIX 
III
43
C
HECK 
L
IST OF
D
O
'
S AND
D
ON
'
TSWHEN
L
ECTURING
Do'sDontsBefore the lecture
Be there first
Be the last to arrive, in a"grand entry"
Check that everything you need is there
Adopt an aloof posture
Have handouts organised
Fill the board withinformation before thepresentation
Have transparencies in correct order
Give handouts that will notbe used during the presentation
Greet participants as they arrive
Starting the lecture
Give non-verbal cues that you are
Start talking over noise orready to startconfusion
Give a friendly greeting, and
Jump straight into the topicremember to smilewithout introduction
State the aims and scope of thepresentation
Maintaining rapport
Maintain eye contact with the students
Gaze at the ceiling or back wall
Maintain a relaxed, friendly but firm
Disregard signs thatmannerparticipants are bored, tired,can't keep pace
Watch for signs that participants are
Appear uninterested in thebored, tired, lost, frustratedparticipants or the subject
Look calm and confident
 
G
UIDE FOR
T
RAINERS
44
Do'sDontsPointing
Face the group as you point
Make unnecessary movementswith the pointer
Use an unobtrusive, straight pointer
Use your hand/arm/finger forpointing
Keep the pointer on the spot longenough for everyone to see
Personal gestures and movements
Vary your posture in a natural way
Talk all the time the visual isshown
Move from the lectern to the front rows
Use poor contrasting coloursand to other positions
Keep your head up and face the group
Use badly exposed or out-of-most of the timefocus slides/videos
Use suitable gestures to emphasise/ 
Show a visual on one conceptillustrate your pointand talk about something else
Rehearse the screening before thepresentation
Make sure all relevant aspects arevisible to all students
Follow the Rule of Seven for Visuals
Draw attention to essential elements
Provide a summary handout if visual iscomplicated
Using handouts
Use handouts to involve participants
Issue complete notes that leavein activity or responseno room for notes/reading
Use partial notes to allow for notations
Read completely or evenextensively from handouts

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