Developing movement and delivery styles
One thing I have noticed is that delivery styles often have to be tailored to the room and students that a class is held in. We often have instructors who have "favorite rooms" not only for technological reasons but also because we understand how to move within the space and that we have developed a comfort level within the space.
I have found that when teaching in a new space if I can get accustomed to the room before delivery it helps me when I have to start teaching. I also try to gage factors like the time of day, level of the student, and type of course to really determine the best way to deliver material as all of these can be keys to engaging a class. A senior level class at 8:00 am is much different than an 8:00 class of freshmen. These strategies have to evolve over the term to provide the best classroom experience.
Ron,
You are absolutely right! I often adjust my teaching style to a course I teach, the number of students in class, as well as the room I am assigned to. I, too, have my favorite classrooms.
Some classroom arrangements are not condusive to the teaching/learning environment. In such cases, do you re-arrange the tables/seats?
I have also found that the configuration of the room, dry board space,type of seating and desks, media tools and relationship of the number of students to the size of the room contribute greatly to the success of a lecture. I once had a class of 25 students in a room that was too small. We were on top of each other and the sound of our voices seemed to be greatly exaggerated. This was so very distracting to both parities that I requested that the room be changed. Fortunately, I was able to swith with an instructor who had 9 students in a large classroom. After the change, the students were calm and able to concentrate on the lecture. Discussions also improved,
Ron
I agree also. The room helps alot with your delivery style. You can build confidence within yourself if you are within your comfort zone.
I agree with what everyone has mentioned so far. I find that I have a difficult time with the small dry erase boards, as I tend to move A LOT around my classroom when I am lecturing. Given the amount of walking I do in the front of the room, I like the entire front wall to be the bord. Any advice on getting used to a smaller bord? I feel hindered in my lecture when it is small.
Hi Jason! I like to spread out as well and at times have been limited by the use of a small whiteboard. In that situation, I used half of the board to list a brief outline of bullet points or learning objectives for the day, and then the other half of the board to write information/examples, but erasing and starting again when time to cover the next bullet point. I would also give the students a chance to write in their notes or journals along the way and often paraphrased content to make it easier for them to capture the most important material. Hope this helps.
Thanks for your comments and question!
Jay Hollowell
ED106 Facilitator
