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point, or a few points, in a vivid,
memorable form. Other virtues are generating greater class interest with a more varied format, seeing
psychology in action, and building up a reserve of “can’t miss” demonstrations you can rely on term after
term. Nevertheless, the first time out, demonstrations take lots of planning and time. All demonstrations
should be tried at least once before you attempt them in class; if possible, they should be practiced several
times. This is the only way to accurately gauge the time you need, anticipate operational difficulties, and get
the feel of introducing the demonstration, making transitions, and concluding it. For demonstrations that
are time-consuming or demanding, videotape them so next time you are set to go through with the show if
something goes amiss in the live act.
LECTURES
Lectures should be drafted in final form several days before they are to be delivered so that you can revise
them as the ideas revolve in your mind. Lectures read verbatim are almost inevitably deadly boring. Never
read a lecture, unless you can read like Dylan Thomas.
OUTLINES
Draw up an outline on the evening or morning before the lecture date and speak from that outline, carrying
the full notes in your briefcase for reference and a sense of security. If duplicating facilities are adequate, it is
helpful to distribute copies of your outline to the students as they enter the room. Otherwise, you may want
to write the outline on the board or display it by overhead projection. Teachers who use an overhead
projector regularly during their lectures may keep their outline visible throughout, projecting it via a second
overhead projector on one side of the screen. Speaking from your outline encourages spontaneity of
expression and natural nonverbal interaction with your students, while making the outline available to
students in advance allows them to attend to the content of your presentation without simultaneously
attempting to tease out its structure. It is also a helpful gift to students who must miss a class or leave early
and so is appreciated by all. Writing the outline in advance also forces you to be organized and to avoid
last-minute rushes. When you cannot prepare an outline in advance, distribute one the next session.
AUDIT OTHER PSYCHOLOGY COURSES
If there is an introductory psychology course in progress in the term before yours, sit in on it periodically.
See how the teacher launches the course, handles testing and evaluation, and deals with disturbances.
What might you do to get the same positive results but avoid any negative ones you observe?