Kyriacou (1998) asserts that the way a teacher presents a lesson is the most important component of presentation. These are some of the lesson-presenting abilities that an educator should be able to demonstrate. They’re:
Voice:
When a teacher wishes to emphasize anything, he or she should talk in a clear, forceful voice and adjust the volume and tone accordingly. Ascertain that every student can hear the teacher, but take care not to yell or speak so loudly that the kids become agitated by your voice.
Tone:
Tone and voice are often confused by teachers. The “feeling” that comes through in speech and body language is called tone. To effectively convey a pleasant atmosphere to the kids, one should speak in a friendly, confident tone rather than one that is aloof or self-serving.
Vocabulary:
A teacher should try to avoid using jargon and unfamiliar phrases when giving a lecture. Teachers should make an effort to describe technical words and jargon so that students may grasp them if they must be introduced.
One example of this is an acronym. Students should be informed of the meanings of the acronyms if the instructor must use them.
Read: Cooperative learning and its different strategies used to help students
Humor:
A teacher with a good sense of humor can help to create a more relaxed learning atmosphere for the students. Humor in teaching has been known to liven up boring material and help diminish the traditional idea that the teacher is dominant and the students are subordinate. Too much humor can be detrimental. A teacher wants the students to know that he takes his work seriously so they will too.
Body Language:
It is well recognized that when a teacher engages with the class by moving around the room and being somewhat active, the kids respond better to them. It is ineffective to project a comfortable classroom picture when a teacher spends the entire day at the board or in his chair. However, approaching a student in their personal space too closely is also not recommended. While students are working on activities, the instructor can consider trying to instruct from the back of the room. This way, she can easily observe whether any students are struggling without drawing attention to herself. A teacher can avoid shocking a pupil by asking “How is it going” as he approaches their desk.
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