A live lecture experiment was conducted where teacher confirmation was manipulated (i.e., not confirming, somewhat confirming, confirming) across three college courses. After the lecture, students completed a post test assessing positive (i.e., student communication motives, student participation) and negative (i.e., challenge behaviors)…

This study examined whether the density of noncontingent outcomes limits instructor expressiveness as an effective teaching behavior in different lecture content conditions. Results indicated that for high-content lectures, instructor expressiveness facilitated achievement and confidence in students who received contingent and low noncontingent…

A systematic approach to preparation of successful college lectures is outlined, including four stages: anticipation (of content and expectations); preparation (selection, acquisition, design, and construction); execution (attention to speech habits, demeanor, and body language); and support (evaluation, maintenance, and enhancement). (MSE)

The development of nine student-constructed lecture feedback questionnaires, whose objective is to help teachers identify general weaknesses and strengths and then further analyze them by breaking down these characteristics into specific associated behaviors is described. Teacher reaction to their use is discussed. (MSE)

Describes team-taught courses in which the lectures of each team member are critiqued by other team members. Stresses that the result is a deeper, more critical analysis of each team member's material and of the interrelationship of their presentations. (DB)

College students in nine intact beginning speech classes served as subjects for a study testing the effects of humor on student recall of lecture information. The 156 subjects were exposed to one of three versions of an audiotaped lecture. One version amplified eight points in the subject matter with humorous material; and a third version (the…

A quasi-experimental design was used to investigate changes in learning outcomes for students enrolled in large-lecture/break-out sections versus in self-contained sections of the basic communication course. More precisely, the study explores the relationship between communication apprehension, immediacy and learning outcomes for the two class…

This pre-post field study compared effects of a coping model (CM) and a lecture/discussion style on use of redirection, general praise, and paraphrasing by 48 undergraduates in an elementary health methods course. Lecture subjects had no significant changes. CM subjects change significantly in use of praise and paraphrasing. (Author/SJL)

Describes ten common technical mistakes most graduate teaching assistants make while teaching, such as projecting a weak presence, relying too heavily on their notes, posing vague questions, and not reinforcing student participation. Offers suggestions for correcting the mistakes. States that faculty might want to monitor their own teaching…

Lectures have a place in educational history and even a place in today's classroom, but students must be exposed to more than one style of teaching. After 20 minutes of listening to a lecture, most students reach a saturation point. To realize their maximum potential, students must do more than just listen in the classroom. They must engage in…

Perhaps more than ever before, college teaching is being studied and evaluated. This paper describes the development of a simple descriptive instrument used to focus observers' classifications and ratings of college teachers' instructional behaviors as recorded on video tape. The need for such an instrument is reviewed, the methodology for testing…

A model of learning from instruction proposed that students perceive and cognitively respond to instructional stimuli before engaging learning processes per se. University students were trained to recognize only or to recognize and cognitively respond to teacher skills in lectures. Additional prelecture practice in recognition enhanced learning.…

A study of 47 clinical medical faculty teaching behaviors had teachers report their teaching behaviors in four areas: interactive skills; knowledge or abilities important for students to develop; factors influencing curriculum development; and sources of pedagogical assistance. Subjects' written simulations on teaching techniques, curriculum…

This handbook is divided into two parts. Part 1 focuses on being a teaching assistant and ideas for teaching. Sections of this part cover: (1) university policies applicable to teaching assistants and behavior guidelines; (2) teaching tips; (3) lecturing techniques; (4) discussion and laboratory sections; (5) using questions; (6) demonstrations;…

A study developing a model for assessing teacher motivation and instructional development needs for a developing university system in northern Nigeria is presented. The problem of motivating professors and lecturers to teach effectively is especially acute there. The study focused on patterns of perceptions and behaviors of Nigerian lecturers that…