• That self may be formal, "laid back," understated, or hyper. Use those traits; don't fight against them.
• Talk about the material; don't lecture about it. (Talking is easier if you don't read verbatim.)

• Gauge audience reaction, and
• Repeat critical points immediately if you sense the necessity.
• Use your voice to underline and italicize the important points. 
• Pause before new points.
• Use transitional statements to move to the next idea.

• Consider gestures to be a mirror of your voice. 
• Adjust your gestures to the size of the room.

• Try to cover all parts of the room by dividing it into four quadrants.
• If direct eye contact makes you forget your place, try looking just over a student's head, or between two students (They won't see the difference).

• Use metaphors, analogies, and similes.

• Try out in your own class techniques you admire in others.
• Like any skill, delivery is not innate, but must be learned

• Cover the first; try to cover the second; forget about the third. 
• Release a little control over the material and rely on the textbook or a list of supplementary readings for the nonessentials. 

• What do you want to have accomplished at the end of the lecture?
• What do you want the students to know and be able to do at the end of the lecture?

• It takes some time to get going.
• Questions always take up more time than you expect.

• Divide it both in terms of time and in terms of material. 
• Try for ten or fifteen minute blocks, each one of a topic. 
• Briefly summarize the previous lecture; introduce the topic(s) for the day; present the material; summarize briefly; preview any homework and the next lecture.

• It's too tempting to simply read, rather than lecture, from a complete text.
• Reading also creates a barrier between teaching and students.
• Writing up an entire lecture is very time consuming.
• A written lecture often becomes a fossil that never gets updated

The First Day

• Introduce content--and relate why it's important to you and your students
• Clarify your objectives for students (cognitive and behavioral).
• Establish tone and expectations--yours of them, theirs of you.

Openings

• Begin with a provocative question, anecdote, or current event--and how it relates to the content.
• Ask someone in the class to summarize what happened in the last session.
• Use a question box--select the most interesting/difficult questions and address those.
• Set up a problem--and promise that they'll have all the tools for a solution by the end of the class.

Closings

• Plan a rhythm for your class—plan to end with content 5 minutes early, so you can summarize, raise questions, preview the next topic.
• Set aside a time for questions—and structure that time.
• Frame/suggest an approach for assigned reading, etc.--"As you read the assigned text, please keep in mind these three key questions we'll be discussing next time. . ."

• demographics (age, ethnicity, gender mix, etc.).
• predispositions (hopes, fears, positives/negatives, level of interest).
• knowledge of/experience with subject/me.

• large lecture hall, small seminar room or classroom.
• lighting and sound issues.
• time of day.

• Picture yourself as a member of the audience and ask "How does this message affect me, here, now?"
• Me, here, now translates into what you as a sender have to offer your students/receivers—what they will be able to understand, accept, support, consider important—because it matters to them.  

• What do I want my students to know?
• What do I want my students to do with what they know? Analyze, synthesize, apply, evaluate?