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The instructor should not, however, use substandard English.
Errors in grammar and vulgarisms detract from an instructor’s
dignity and insult the intelligence of the students.
If the subject matter includes technical terms, the instructor
should clearly define each one so that no student is in doubt
about its meaning. Whenever possible, the instructor should
use specific rather than general words. For example, the
specific words, “a leak in the fuel line” tell more than the
general term “mechanical defect.”
Another way the instructor can add life to the lecture is to
vary his or her tone of voice and pace of speaking. In addition,
using sentences of different length helps, since consistent
use of short sentences results in a choppy style. On the
other hand, poorly constructed long sentences are difficult
to follow and can easily become tangled. To ensure clarity
and variety, the instructor should normally use sentences of
short and medium length.
Types of Delivery
Depending on the requirements of any particular circumstances,
a lecture is usually delivered in one of four ways:
• Reading from a typed or written manuscript
• Reciting memorized material without the aid of a
manuscript
• Speaking extemporaneously from an outline
• Speaking impromptu without preparation
The teaching lecture is probably best delivered in an
extemporaneous manner. The instructor speaks from a mental
or written outline, but does not read or memorize the material
to be presented. Because the exact words to express an idea
are spontaneous, the lecture is more personalized than one
that is read or spoken from memory.
Since the instructor talks directly to the students, their
reactions can be readily observed, and adjustments can be
made based on their responses. The instructor has better
control of the situation, can change the approach to meet any
contingency, and can tailor each idea to suit the responses
of the students. For example, if the instructor realizes from
puzzled expressions that a number of students fail to grasp an
idea, that point can be further elaborated until the reactions of
the students indicate they understand. The extemporaneous
presentation reflects the instructor’s personal enthusiasm and
is more flexible than other methods. For these reasons, it is
likely to hold the interest of the students.
4-12
Figure 4-9. Notes allow the accurate dissemination of complicated
information.
Use of Notes
An instructor who is thoroughly prepared or who has made
the presentation before can usually speak effectively without
notes. If the lecture has been carefully prepared, and the
instructor is completely familiar with the outline, there should
be no real difficulty.
Notes used wisely can ensure accuracy, jog the memory, and
dispel the fear of forgetting. They are essential for reporting
complicated information. For an instructor who tends to
ramble, notes are a must because they help keep the lecture
on track. The instructor who requires notes should use them
sparingly and unobtrusively, but at the same time should
make no effort to hide them from the students. Notes may
be written legibly or typed, and they should be placed where
they can be consulted easily, or held, if the instructor walks
about the room. [Figure 4-9]
Formal Versus Informal Lectures
The lecture may be conducted in either a formal or an
informal manner. The informal lecture includes active
student participation. The primary consideration in the lecture
method, as in all other teaching methods, is the achievement
of desired learning outcomes. Learning is best achieved if
students participate actively in a friendly, relaxed atmosphere.
Therefore, the use of the informal lecture is encouraged. At
the same time, it must be realized that a formal lecture is
still to be preferred on some subjects and occasions, such as
lectures introducing new subject matter.
The instructor can achieve active student participation in
the informal lecture through the use of questions. In this
way, the students are encouraged to make contributions that
supplement the lecture. The instructor can use questions to
determine the experience and background of the students
in order to tailor the lecture to their needs, and/or to add
variety, stimulate interest, and check student understanding.
However, it is the instructor’s responsibility to plan, organize,
develop, and present the major portion of a lesson.
Advantages and Disadvantages of the Lecture
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Aviation Instructor's Handbook航空教员手册(74)
