The first thing that I find most useful from the McKeachie reading is the section about running a discussion. Although there has been some past input about discussion within a classroom setting, McKeachie was able to expand significantly through details, examples, and ideas. Most of what I have read prior to this article goes against being the ‘devil’s advocate’ when running a discussion, however it was helpful to read how that role can be played positively for a more constructive discussion.

Today in my class I was actually able to implement this idea. Sometimes at the beginning of our class there is always an awkward silence, not only between myself and them, but with the students too. To get the ball rolling I asked the class to think of an idea, or a subject, it could be anything. One student brought up something that was borderline controversial but I let them go with it. Every point they made in favor, I had an opposing argument. I couldn’t believe the reactions this caused not just because it was interesting, but they couldn’t believe that I was actually initiating a small form of debate. It might not have gone in the right direction, but it really made the students interact with one another, which is something I am trying to work on so they feel more comfortable with their speeches.

With this, and discussions in general, my students have informed me that they learn more and enjoy class time when they are able to speak out and interact.


Along the topic of discussion, what about those who don’t participate? We spoke briefly about this in our last class, but McKeachie was able to provide more background and useful information as to why students may or may not participate in the classroom. Some of the things that McKeachie mentioned as reasons for students not participating are: boredom, lack of knowledge, general habits of passivity, and cultural norms, what about those you aren’t any of these categories.

Using myself as an example, there has been plenty of times that I do not participate in class, and really, I have no reason for it. Sometimes there was just a class I took in my undergrad that I didn’t feel required my opinion. Simple as it sounds. I believe that everyone has their own personal opinions and learning styles, and well, sometimes if you don’t have anything to say- you just don’t. This doesn’t mean that the person might lack knowledge, or that they are bored. Thinking about it more, I am sure there could be an endless list of reason why students do not participate or contribute to a class.

Teaching a public speaking course, I want my students to feel comfortable speaking in front of one another. In the first speeches I discovered that the students who were the least active in my class were the ones that presented the most interesting speeches. I was shocked. Sometimes people just like to express themselves in different ways.




A second piece of information that I find useful in this reading is how to organize and/or plan a lecture. There has been some previous readings regarding the same topic, but I feel as though this covers more of an angle from the students perspective on a lecture. It was interesting that during the first few weeks of the course, the instructor should take more time going over the lectures and providing numerous examples. As one would move into the semester, the information can be covered a bit faster as the students start adapting to your methods of teaching and instruction.

As the book states, the body of the lecture can be presented to your students best through visual aids. I have never been much of a fan of PowerPoint presentations, or anything with relation, but this week I have used them in both of my classes and found that it works really well with them. My students have adapted very well, and seem to be more posed to discuss topics that they see on the screen and it allows them to see ahead or fall back on some of the short, simple topics we covered. I have even noticed that they spend more time taking down notes not only from the slides, but what we talk about. Along with the PowerPoint, I have found that anything written on the board seems to enable more of a conversational, laid-back environment that the students feel more comfortable in which leads to a more active hour.

For now, I am going to keep up with the visual presentations for my lectures and hopefully the students won’t get bored with them.

My helpful link:
www.usp.edu/teaching/tips/spal.shtml