<&>Wellington Corpus of Spoken New Zealand English Version One <&>Copyright 1998 School of Linguistics & Applied Language Studies <&>Victoria University of Wellington <&>side one <&>introduction not transcribed thanks veronica <,,><&>3 okay what i want to do first of all is battle with technology <,,><&>6 <&>4:00 still fighting lynn <,,><&>4 yeah and as usual find out where there's a word and it's going word <&>noise word word and now i'll scratch your ears this is not meant to be a repeat of word laughter believe me right but it's turning into one <,,><&>3 how come they change overhead projectors over to the rate that you're not actually used to it <,,><&>4 oh that's word <,,><&>3 at the top the very top the very <{><[>very top one and the mirror <[>that is the top one angle the <{><[>mirror <[>mirror at the top hand left that's it THANK YOU i haven't used one of these before it's obvious eh right some laughter okay this happens to me all the time i'm one of those people who decided right at the start that i was going to avoid technology because <&>5:00 the most i could think about dealing with when i first walked into a lecture theatre was actually standing upright for fifty minutes and remembering to breathe and i thought if i could actually get through fifty minutes without fainting and without losing my voice then i was doing well and so it's only in about the last year that i've actually started tentatively using things like um o h ps but they actually make a difference and what i want to do this morning is um <,> is basically um run through a little bit about lecture preparation now I'VE only been lecturing for two and a half years um and lecturing is something which i always swore when i was a student that i would never ever become a lecturer and i was emPHATIC that that was NOT something i'd wanted to do and i used to sort of legitimate it i suppose in terms of saying that i didn't want to be an ivory tower academic and i used to say that i had this ideologically based resistance to lecturing as <&>6:00 a means of communication that i was abhorred by the power relations implicit in the lecture student relationship basically i was just terrified laughter i thought i'll never get through it um and so now after a couple of years um i'd like to be able sort of say it's a breeze it's great fun and a lot of the time it is fun but i still don't think it's a breeze i still think it's absolutely terrifying and i still get terrified um immediately before every lecture that that i give including today's <,,> okay um so how have i survived you know how do you get through the first couple of years when you're teaching um i think for me part of it has been the support of friends the support of colleagues and THEIR encouragement but i think also it's partly getting a conviction inside that what i've got to say is something that i think is worth saying and i actually think that i really want students to hear it and to engage with it and i <&>7:00 think that belief in what we're trying to put across the belief in the message if you like is really important because if you feel competent that you've got something worth saying then i think that's going to come across to students and they're going to want to listen <,> but the essence the actual essence of being able to put that message across to some extent depends on preparation on how do you actually prepare it how do you actually get yourself and the material and the students to a stage that you can actually deliver a lecture so what i want to do today is basically just address these three now we'll have to find the focus <,,><&>3 these three areas in terms of lecture preparation preparation of the material preparing the students to receive it and preparing the self to deliver it <,> and the most of today i want to talk about the first one because that's the one that probably takes the most of your time and the most of your energy <&>8:00 which is preparation of the material so we'll start by having a look at that <,> okay let's assume that you've actually got a course outline we have course outlines um in criminology you have to do a lot of team teaching so assume you've got a course outline for the year and you look down it and you see that you've got some lectures coming coming up that you have to give and you think okay my case this year for the stage three course i breathe a huge sigh of relief because i don't have to teach in it in the first week somebody else opens the course i think great i've got a week's reprieve then i look at the second week and uh oh the history and development of policing <,> and i think what do i know about the history and development of policing <,> not a lot <,> laughter okay so at that point you sort of think okay i have to give a lecture and it's going to <.>ne to you know and there's a set of issues that come up if it's not a topic that's one that you may have been taught yourself or have ever taught before there's a whole set of issues <&>9:00 around that and it happens i mean i've delivered lectures on all kinds of things i didn't even knew existed laughs almost of course laughter cos criminology i mean you end up dealing with paedophilia and all sorts of things that come up that you have to become knowledgeable on so okay for me this year history and development of policing there's options at that point i can think okay <,> what is the best way to get across to the students to get them interested in how policing has developed in this country <,> and how can i you know one of the things is say well how can i make THIS topic fit in to the whole course outline how can i make it link with what's gone before which has been looking at theories of criminal justice how can i make it link with that material how can i use it as a transition to look at policing in a contemporary situation which IS something that i've i've done research on so i'm looking at this linked lecture it's not a area i know much about i want it to link i want it to fit into the overall course and i <&>10:00 can decide at that point well what who is and what is the most appropriate way to give them that information <,> and i guess there's several options i mean the most automatic response i think that we have is oh no my name's down next to this topic i have to go and you know give a lecture on it i have to become the overnight expert and often um that's that's what has to be done but there's also other possibilities like in this situation i think okay i can become the expert on history of policing well try to overnight um and that's going to be quite a tall order um but okay i could've spent all of january <,> becoming an expert in the history of policing or i could think well maybe they need a field trip perhaps we can justify taking them out to the police museum voc well that's really like a kiddies' jaunt to the zoo that's not going really to get across what you most want them to get out of the history of policing i mean you can tell <.>th you know i can tell them that there is a police museum if they're interested in their own time but really for the purposes of a two hour seminar to <&>11:00 convey something about the development of policing i actually need to do a bit more than that in this case there is a gift sitting in wellington who is a police historian by the name of robert hall and it means that in this situation i've contacted robert and he's coming up because he is the person who's regarded as the current authority in new zealand on history and development of policing and what we're going to do is actually do a joint session together where HE'LL he'll do some of the material from HIS scholarship which has been considerable in the area and then i'll provide some of the links to some of the of the more recent developments in policing and so that's one way um for me is when i first look at a topic is thinking well okay what's the most appropriate way to actually get this across it may not always be them only listening to me saying what i know or finding out about it sometimes there's other possibilities and it's worthwhile considering those <,,><&>3 okay so so that's one situation um in most cases though <&>12:00 probably in about ninety ninety five percent of the time it's yourself who is actually doing the lectures and and again there's a whole series of issues that come up there because if you're having to give the lecture then okay sometimes it can be a new topic area um i've got another one this year on community crime prevention okay it's not an area that i've lectured in before but what i find is if i've got a new topic area then i just start amassing as many articles as many references as possible um about that particular topic so that when it comes the time to actually write the lecture i can pull out a file and i can easily um find enough material use review articles use summary articles ring up anybody i know who's done recent research in it in the area basically do as much as i can to present the most up to date material in the time available that i can prepare for the students <,> now the problem of course if it's a brand new topic for ME that <&>13:00 i'm actually trying to put across is that i panic i think i'm never gonna find out enough to fill an hour on this topic or two hours on this topic and what tends to happen and what i've noticed happens is that i'll go in and i'll have read far too much i'll have written down far too much i'll be in this absolute panic about trying to get it all out in fifty minutes across to the students um and i find often too that one of the things if i've prepared almost too much for a lecture to begin with i realise that i would then start feeling that i had to get it all across in that time like i couldn't carry anything over i couldn't free up i had to get it all out there and sometimes i think that's meant in the past that the lectures have been far too rigid there's hasn't been enough room left in them or i haven't left enough room in them for interaction with students because i've been so worried about getting all this material across i found it all out i wrote it all down they <&>14:00 need to know it all um their lives won't be complete if they walk out of that lecture theatre withOUT it you know and that's that's an unrealistic pressure that i think that i put on myself and that i put on students in the past and so one of the things um that if you find that you're preparing new material is to try and sort of think okay let's strip it back to the bare bones what do they most need to know what do they most need to get out of this and try and resist that temptation to over prepare and to go in there thinking that you've got to sock the lot of them <,,> okay so the fear when you when it's a new topic is of running out of things to say of being left um or of leaving time for questions that you're scared you might not know the answer to i mean that's the other thing if you if you just go there and become the race track commentator for fifty minutes and you get to the end and there's no time for questions then you think phew i got out of that one without them realising that i didn't know anything about this until two DAYS ago laughter you know um but again it's this there's the <&>15:00 sort of a sense of what you if you've prepared well if you've started gathering material reading talking to people writing writing it before hand um you know the directive you want to put across then you know yo you go in there knowing more than most of the students in the class anyway even if you think you only ne know a little you know more than actually they do and if it happens that you do have the world expert pert on community crime prevention sitting in the front row of the lecture um as sometimes happens and they suddenly reveal themselves and you think uh oh you know um i mean try then you know i sort of find because we get police officers we get all sorts sitting in our classes is to try and say okay it's actually a gift that that person is sitting in this lecture theatre they know things that from my perspective i don't know or haven't experienced i can use them i can actually use what they bring to this class i don't need to just get defensive and threatened that they're going to sort of sit there wanting to trip me <&>16:00 up all the time um but i mean i'm still learning that one i mean i still get into the defensive reaction i think but those people really if you do have people who are out of that field who know voc who know more in a particular area from their own experience or have a different perspective say from mine from what you do as a lecturer then they are there to be used you can actually get them on side and it can be um a collaborative effort <&>16:24