Will my lectures go well?

The new semester is about to start at the University of Surrey and elsewhere in the higher education sector. Around this time, most academics begin preparing themselves for the 15 weeks of intense student interaction that follow. That is, preparing mentally, because the actual preparation –in terms of selecting the material, preparing notes, arranging the online content, drafting assessments and generally organising the modules– is normally finished long before the first class takes place.

This mental preparation can be stressful for academics irrespective or rank, but especially for colleagues on their first teaching job. The question at the heart of it all is rather simple: "Will my lectures go well?". The answer, however, depends on many factors and there cannot be absolute certainty that "it will go well". Still, there are many things that conscientious academics can think about and do in order to deliver beneficial and enjoyable learning experiences to their students; and –why not– enjoy them, too.  

With almost 15 years of teaching experience in HE and awards of teaching excellence, I  thought the time was right to reflect on what I have learned, and write it in the form of advice to my PhD students undertaking classes for the first time. I am sharing this, in the hope that it may be useful to others, too.

1. Make the first 5-10 minutes of the lecture matter.  Clearly identify what you will explain during the class and give reasons why your attendees should bother listening to you. It’s all about motivation: as the speaker, you know that the model/equation/experiment you are about to talk about is important in your field. But what can you say that can make your audience actually want to learn about it? (And yes, saying that it will come up in the exam counts as cheating!) As a bonus, if you introduce your lectures well, you will also see a drop in the number of latecomers in subsequent sessions.
2. Tell a story. What I basically mean here is putting your material in context. A simple thing to do is convey a sense of continuity by linking today’s stuff with what was discussed in the previous lecture/teaching session. Or, you can explain how it fits in the bigger picture you are trying to paint. You can then build your ‘story’ by adding more information incrementally and bring your lecture to a close by summarising the main points. Like a story, there is a beginning (that needs to be enticing), a middle part (where the details are panned out) and the end (which should feel rewarding). 
3. Be interested. And, as a result, be interesting. We’ve all been there, the talk where the speaker is clearly doing a chore. It could be because the module is not the lecturer’s favourite, or because she has been teaching it for way too long, or because she is filling up for someone else, or, or, or… There could be many legitimate –or not so legitimate– reasons why the presenter would rather be doing something else. But then, they shouldn’t expect their audience to be appreciative. So, if you teach, and if you are interested in the learning of your students, it is your job to motivate yourself and find these aspects of your material that can capture your and, consequently, your students’ attention.
4. Simplify. Be a bit like Apple. Its webpages are clear, elegant and convey the message without bogging you down in the fine detail. Your slides and other visual aids should follow the same principles. They shouldn’t be cramped with information, which can be provided in a separate handout or an appropriate reference. Instead, they should be streamlined and allow the audience to focus on the person who is doing the explaining: you! 
5. Use technology. It’s actually fun. And I’m not talking about PowerPoints, the data projector and a laser pointer. The modern lecture theatre should be able to accommodate video presentations and electronic voting systems (EVS). Some of these allow students to use their mobile devices to register their vote or other contribution. And most universities these days have dedicated virtual learning environments (VLE) that support discussion forums and generally encourage more effective communication with the class. You may think of these technological provisions as unnecessary but students have come to expect them. 
6. Look after your students. It is not easy being at University. Yes, I am not joking. It can be immense fun, but easy it is not. Just remember the uncertainty. Uncertainty about whether you are able to cope in a totally new and demanding environment. And uncertainty about what follows. “Will I do well at uni?”, “Will I get a good job after graduation?”, “How much debt will I have?” These questions –and many others– are there to sabotage the idea that going to university is a way of having a few years of undisturbed fun. And you, as a higher education professional, can help by being an eager listener, a facilitator and an accommodator.  
7. Be you! You may not like the idea –and most of us do not– but standing in front of an audience means that everyone is looking at you. You are being scrutinised. Your dress sense, your appearance, your mannerisms, your talk, everything is there for all to observe –and, more worryingly, judge. All from the comfort of a warm lecture theatre seat. But accept it! You are doing a challenging job so go out there and be who you are.
8. It’s OK to be nervous. Almost everyone I have known in the profession is dreading that first lecture. And quite a few dread each one after that, too. Preparation can reduce the nerves but, in my experience, it cannot eliminate them. Which probably is a good thing, as any remaining nervousness drives out complacency and ensures that you are ready to perform what truly is a challenging task. If nerves are, however, debilitating then you may want to seek the support of a professional.
9. Don’t stand still. Knowledge is being created all the time, both in terms of teaching effectiveness and in terms of your actual teaching material. You cannot afford to fall behind in any of these things. Most institutions have developmental seminars in support of learning and teaching, so use them. Your student evaluations may be stellar but you can still gain job satisfaction from improving aspects of your delivery. And, of course, new editions of textbooks and new research should be incorporated in your teaching material to keep it up-to-date.
10. Open up. Learn to enjoy the privilege of being surrounded by young, enquiring and aspiring people. This aspect of our job becomes more and more valuable as one grows older in the profession!

Thanks for reading and good luck.