The lecture method, delivered by a teacher on a platform while students take notes, is an economical way to cover syllabi efficiently but limits student interaction and understanding. While it is suited for presenting factual information and complex topics, it does not foster scientific attitudes and may lead to passive learning and monotony. Effective delivery requires engaging personality, attentiveness to student reactions, and opportunities for questions, but it lacks provisions for individualized learning.

1. Lecture Method
By
Dr. I. Uma Maheswari
iuma_maheswari@yahoo.co.in

2. Lecture-Method
 In the Lecture method the
teacher is usually elevated by
means of platform and he
delivers the talks continuously
for a fixed period of time.
 Students are expected to take
down notes while they are
listening.

3.  They are not permitted to
interpret the teacher.
 Lecture is often described as a
material passing from the
notebook of the lecturer to the
notebook of the student.

4.  It is not passed efficiently into
the head of the students, as the
teacher constantly pours out the
information’s.
 It presupposes a class of
intelligent students who can
understand and remember the
facts with the same speed as the
teacher tells them.

5. Merits of the Lecture
method
 It is economical.
 A Single teacher can handle classes
for any number of students at a
time, which is impossible in any
other method.
 It saves much time and the
syllabus can be easily covered in a
limited time.

6.  It is a direct method.
 It simplifies the work of the teacher.
 It is a chalk-talk method.
 It is a useful in imparting factual
information’s.
 Some of the historical and biological
incidents in science can be given
directly.

7.  As students are immature, they can
learn more easily from listening than
by reading text-materials.
 Lecturers are a good means of opening
a topic for discussion.
 In Computer science lectures, are
valuable in presenting materials,
which could be too complex to
understand without oral explanation.

8. When to resort to this
technique
 Teachers should limit
themselves to brief
presentation.
 It will be useful to new and
difficult topic.

9. How to deliver a good
lecture?
 The impact of the personality of
the teacher is revealed in the
delivery of ways like facial
expression, expressive
movements, and emotional
reactions in different situations,
voice, etc.

10.  The teacher must look at the
audience and watch the
emotional reactions of the
students.
 He should be ready to switch
over to the next activity when
there is some unrest or
disinterest.
 The teacher must develop a
sense of humour.

11.  He can punctuate his lecture with
wit and humour to release tension.
 The teacher should not read from
his lecture-notes or a textbook,
unless the portion read is very
important or could be given
otherwise.

12.  The teacher must summarize
at the end of his lecture.
 He should allot some time for
his students to ask questions
or raise doubts.

13. Evaluating the Lecture
 After lecturing to large groups of
students, the large group must
be split up into smaller groups
for discussion, laboratory work
and problem solving exercises.
 The performance of the students
in these small groups will only
enable the teacher to evaluate
the effectiveness of his lecture.

14. Demerits or limitations
of this method
 It does not provide room to develop
scientific attitudes.
 There is no room for training in
scientific method, which is the main
aim of teaching science.
 It is against the principle of
“learning by doing”. There is no
provision for any type of
experimental work.

15.  It is an authoritarian approach.
 The teacher is only the active
participant and students are
passive listeners.
 No care is taken for individual
difference in intelligence,
interests, aptitudes, abilities,
etc.

16.  There is no assurance whether the
students are attentive and
understanding all said by the
teacher.
 It is monotonous and boring, as
the information’s given may be fast
or slow.
 The learner may not get the
necessary connection of thought.