The lecture is a distinct type of correspondence in which voice, motion, development, outward appearance, and eye contact can either supplement or take away from the substance. Likewise, it surely might incorporate question-and-response interaction between the lecturer and the listener. Also, lecturing is particularly valuable to pass on information, (Bloom et al., 1956). This can impart the characteristic enthusiasm of the topic if the speaker lets his or her excitement for the point appear.
Moreover, lectures are likely the best showing technique for some listeners or students, mainly to communicate cognitive learning, and where there is meaningful information in the middle of the teacher and the listening people. In this case, the absence of a method of reasoning has been a variable in under-assessing the significance of the lecture method. In any case, I recommend that lecture method is still successful because they misuse the unconstrained personal fitness for talk activity and because they are constant, human-vicinity get-togethers (as opposed to electronic media).
Ensuring Lecture is Effective
The lecture method is a kind of strategy that includes the presentation of data given orally of data by a lecturer to the listeners. It is a utilized system of training given its proficiency in transmitting verifiable data to a large gathering of people in a moderately short measure of time. Also, when a lecturer is using slides, maps, charts, PowerPoint presentation, or any visual aids, the lecture method can be a compelling approach to encourage the exchange of ideas and thoughts from the lecturer to the listeners. (Werner and DeSimone, 2009)
Keep in mind that your listeners should be the recipients of your lectures and lessons. Try not to make an excess of presumptions about your the listeners. In any case, you do need to make a few. Also, Audience members will be more involved and amazed with the lecture if they have understood or prior knowledge about the given topic. Moreover, you should put yourself in the shoe of the listeners, and as the lecturer you should ask yourself, "How can this message influence me?" By then, you can understand and can interpret well into what you as a sender bring to the table to your listeners. Also, in a lecture method, please bear in mind that though reading your notes plainly can be good. However, it could give a gap and disconnect the rapport from your audience. (Enhancing the Effectiveness of Lectures, n.d.)
References
Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., and Krathwohl, D.R. (1956). Taxonomy of
educational objectives: Handbook I, the cognitive domain. New York: David McKay.
Enhancing the Effectiveness of Lectures. (n.d.). Retrieved January 19, 2016, from
http://teaching.uncc.edu/learning-resources/articles-books/best-practice/large-
classes/enhancing-lectures
Werner, J., & DeSimone, R. (2009). Human resource development (5e [ed.]. ed.). Mason OH: South-Western Cengage Learning.
