In other methods of teaching, instructors receive direct reaction from the students in the form of verbal or motor activity. In the teaching lecture, however, the feedback is not as direct and is much harder to interpret. In this type of lecture, instructors must develop a keen perception for subtle responses from the class, such as facial expressions, manner of taking notes, and apparent interest or disinterest in the lesson. They must be able to interpret the meaning of these reactions and adjust their lessons accordingly.
3.4.1.5 Preparing the teaching lecture
Competent instructors know that careful preparation is one key to successful teaching performance. This preparation should follow the four steps outlined under the heading of "The Teaching Process." In all stages of preparing for the teaching lecture, instructors should support any point to be covered with examples, comparisons, statistics, or testimony. They must consider the nature of their audience and work on the assumption that they may neither believe nor understand the points to be covered without the use of supporting information.
3.4.1.6 Suitable Language
Simple, rather than complex words should be used in the classroom lecture whenever possible. Good newspapers offer examples of the effective use of simple words. Picturesque slang and free-and-easy colloquialisms which suit the subject can add variety and vividness to a classroom lecture; however, the instructor should not use substandard English. Vulgarisms and errors in grammar detract from an instructor's dignity and reflect upon the intelligence of the students.
If the subject matter includes technical terms, each one should be defined clearly so that the students are not in doubt about their meanings. Whenever possible, instructors should use specific, instead of general words. For example, the specific words" a leak in the gas line" provide more information than the general term "mechanical defect.'