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Dr N. Mpofu-Hamadziripi INDUCTION COURSE 25 – 26 April 2012 Chinhoyi University of Technology.

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Presentation on theme: "Dr N. Mpofu-Hamadziripi INDUCTION COURSE 25 – 26 April 2012 Chinhoyi University of Technology."— Presentation transcript:

1 Dr N. Mpofu-Hamadziripi INDUCTION COURSE 25 – 26 April 2012 Chinhoyi University of Technology

2 Effective Communication “I never teach my pupils. I only attempt to provide the conditions in which they can learn.” - Albert Einstein How do you start a lecture? Effective communication in the lecture room

3 Effective Communication Teaching is the communication of the facts, ideas, skills, and techniques particular to a discipline. Teaching is a specialised form of bidirectional communication in which the students are active (and interactive!) participants in the process of exposition Verbal communication – be sensitive to cultural, religious, and gender differences Written – assess your students’ writing characteristics and abilities/inabilities (Communication Skills Course)

4 Effective Communication When communication is effective… Learning is easier Goals are more likely to be met Opportunities emerge for expanded learning Students and lecturer connect better Using effective teaching methods does facilitate classroom communication.

5 Effective Communication "I had a biology professor from Latin America. He gave a lecture on hung trees. I had never heard about that kind of tree before... After class a bunch of us students were talking about the hung trees. The American TA heard us and asked us what we were talking about. It was really funny. He said the lecture was about young trees, not hung trees!" This example of miscommunication points out the necessity for student participation in the lecture room. By setting aside class time for students to explain and discuss their understanding of the course material and the lecturer’s explanations, many communication errors can be corrected before they interfere with student learning.

6 Effective Communication Once in a while stop and ask, 'Do you follow?', or 'Am I clear?‘ Let students know that they can stop you at any time for clarification Encourage students to ask questions... say, 'Good question', 'Interesting', or 'Who else has a question?'. You have to make them feel comfortable in the class...“ Be friendly and supportive of students’ comments

7 Effective Communication Avoid: Sarcasm Anger Belittling Negative expectations These create/reinforce negative behaviour.

8 Effective Communication Promote positive behaviour with: Praise Affirmations Positively stated expectations Using appropriate language

9 Lecturer Conduct Gain and maintain your student’s attention Clearly articulate your goals, objectives and expectations for the course. Vary your teaching methods Gain and maintain your student’s respect, i.e. o Be professional o Look professional o Set professional expectations

10 Conduct Management This entails the way you, the lecturer, want your students to conduct themselves in your lecture room. Respect for the lecturer Respect for fellow students Being a lecturer requires conduct management skills. Failure to manage your lecture has a significant impact on the effectiveness of teaching and learning.

11 Conduct Management Handling disruptive behaviour in the lecture room, e.g. Cellphone disruptions Listening to music during a lecture Frequency of walking in & out of lecture room by students Talking during lecture Sleeping General inattentiveness Drunkeness/intoxication Laughing/giggling

12 Conduct Management When such problems arise : Stay calm Speak to the concerned student(s) privately in a quiet voice NB. Pose to think before reacting to provocative /disruptive behaviour.

13 Content Management Designing and delivering effective courses and modules; Having a coherent and explicit set of learning outcomes; Moving towards a student-centred approach; Having a teaching strategy that supports your student’s learning i.e. teaching for learning.

14 Content Management Who are your learners? E.g. undergraduate, graduate, etc. What kinds of learning are trying to achieve? E.g. knowledge, skills, etc. How are you going to deliver the content? E.g lectures, tutorials, practicals, etc. What learning activities can be organised to meet the learning outcomes? E.g. case studies, problem-solving What resources are available to you? E.g. blackboard, handouts, powerpoint, OHPs

15 Student Motivation What are some of the most effective ways in motivating your students: variety in course content and delivery ; learner-centred teaching – making learning the goal of the teaching-learning process; Making your lectures interactive – focus on what activities the students can undertake in class as part of the learning process ; Get students to discuss or evaluate the materials that they are learning.

16 Student Motivation Provide your students with a sense of ownership over their learning, including how they will demonstrate their learning. Show personal interest in the success of each of your students. Provide encouraging feedback to all students on an individual basis. Require students to apply newly learned skills/knowledge in practical settings


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