3.16.6 The Lecture Method

4. The Lecture Method. The comment of a student of the Brigham Young University on the lecture method was unique: “The lecture method wouldn’t be so bad if a teacher really lectured—he usually just talks. And talking a lot when you haven’t much to say is pretty discouraging to a class.”

Aimless talking which indulges in the main in vague generalities can never be justified. Preaching presumes a pulpit and has little place in classwork. The teacher who persists in talking most of the time overvalues his own thoughts and minimizes the ideas of others. Much talking stifles initiative and independent thinking.

Then, too, it gives no opportunity for developing kids’ power of self-expression and provides no means for the teacher to check the reaction going on in the kids’ minds—assuming that one goes on! It is astonishing what erroneous notions members of a class can get from merely hearing a lesson presented. Given a chance to express their conclusions, they will themselves correct many of their false impressions.

There are occasions, however, when a lecture is extremely valuable. Frequently after several weeks of discussion a class is hungry to hear “the truth about the matter.” There is then afforded a splendid opportunity for the teacher to drive home a real message. Then, too, specialists, because of their advanced study on a particular subject, can often present in an hour the results of years of investigation.

Furthermore, in a lecture, the teacher can make an emotional appeal which is practically out of the question in other methods. His enthusiasm and conviction can be made to “carry” his kids to the contemplation of new truths. Used with discretion, the real lecture is a valuable asset in teaching; indulged in regularly as mere talking or preaching, the method ought certainly to be discouraged.

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