Hannah Monahan

After I share a few things about myself, I really like going around the room and having students share their name, and whatever they want to share.  This give students the opt out ~ some just aren't in the mood ~ and some will share quite a bit. It's unfortunate if there is no time to do something like this. 

I have never taught a lecture without a syllabus, though in the advent of digital learning I think the focus is more on the how and what of technology, rather than the older parts of the syllabus like etiquette, attendance expectations, and grading policy.  While I go over that, its more abbreviated due to time constraints and all the supplemental online book work and assessments and such that need to be covered. 

This is a good question and can be handled similarly with younger and older students.  I tend to raise my hand and wait until the room is quiet.  It takes some time but is effective.  Then I reiterate expectations that when my hand is raised, the room should finish conversations and quiet.  With adults I will make eye contact and ask them if they have any questions I can answer.  I rarely have consistent overtalking.  Also if its content area  students are talking about, its an opportunity to discuss more what the conversation is about.  

Presentation is half the battle; in terms of how I look, how I seem prepared, and the energy I bring to lecture.  All these variables contribute to classroom dynamics.  Coming to lecture prepared is very important to success.