4 Presentation Mistakes that Teachers Should Avoid
Public speaking is important — though typically overlooked — part of working in education. Lecturers speak before their classes every day. Administrators present to employees, members, parents, and community teams. Presenting may be a significant part of teaching; thus, lecturers got to be mindful of how shows will go astray.
It is natural to emphasize the content of what you’re going to say — what mathematics skills should you teach next? How will you tell the students’ parents concerning the new school assignment policy? But the manner you handle the presentation will affect how much people keep in mind.
Every renowned boarding school in Dehradun knows the importance of public speaking, students learn more when they attend the lecture rather than reading notes. It’s very essential for students because they not only understand things but they also learn keys to express themselves. Therefore school in Dehradun, such as Ecole Globale, train their teachers to represent it more effectively and also organize such activities for students.
Robert Jolles, a speaker and author of books as well as the way to Run Seminars and Workshops: Presentation Skills for Trainers, Consultants, and lecturers, explains many common presentation mistakes — and the way to avoid them.
1. Too much info
Teachers don’t wish to bore their students with also several facts. But very long lists of state standards and other needs typically lead them in that direction. “They are needed to teach a huge quantity of information,” Jolles says. “They are losing the hearts and minds of their students after they robotically cowl too much material.”
Since lecturers usually have a set of skills their students should learn and should not have much leeway to cut some of them out quickly, one solution could also be to divide the knowledge up. Teach some in presentations, let’s say, but have students explore different materials in small teams.
“If you emphasize everything, you emphasize nothing,” Robert says. “The idea is to inspire; the thought is to encourage.”
2. Misuse of visual aids
Rather than relying entirely on a PowerPoint presentation that’s “numbing the audience,” Jolles suggests using a kind of visual aids. Choices include whiteboards (traditional or electronic), flip charts, objects that you pass around, and demonstrations.
One advantage of many of those is that they get the scholars moving a bit. Students will rise and write on flip charts, let’s say, or pass around an object. They’ll get to turn their heads to check a different section of whiteboard. This change in movement will facilitate to keep their attention.
3. Bad queries
To open up friendly conversations, have interaction students with queries that go beyond whether they remember the facts you presented. Ask them to create comparisons or analyze a case study.
“The world doesn’t run just on facts. If we want to do our jobs as lecturers, we want to mention, ‘Now that I have taught you this, what would happen if this occurred?’”
4. Misuse of breaks
Don’t let your chapters plan, or the clock dictates exactly once to take a break. Instead, watch your students. If they seem to be losing interest, either take a break or, if the timing is not right, plan for an activity that will get them moving around. Let’s say; you’ll be able to ask them to pair up with the person next to them and answer two queries.
“I can’t always take a break,” Robert adds, “but I will get them up, moving, and turning — doing some activity other than sitting and looking at me.”
