1. When you say, do you carefully watch the listener to understand you? Yes Not
2. Do you select words appropriate to the training of the listener? Yes Not
3. Do you think about your instructions before giving them to students? Yes Not
4. Do you give orders in a fairly short form? Yes Not
5. If no student asks questions after you have explained something new to them, do you think that they understood everything? Yes Not
6. Do you make sure that your statements are as specific as possible? Yes Not
7. Do you tie up your thoughts before expressing them, so as not to speak incoherently? Yes Not
8. Do you encourage questions? Yes Not
9. Do you think you know the thoughts of the people around you, or ask questions to find out? Yes Not
10. Do you distinguish facts from opinions? Yes Not
11. Do you strengthen the opposition by opposing any arguments of the interlocutor? Yes Not
12. Do you want your students to agree with you on everything? Yes Not
13. Do you use buzzwords and expressions, although they are not always sure that they are fully understood by the audience? Yes Not
14. Do you speak clearly, concisely, accurately and politely? Yes Not
15. Do you follow the impression your speech makes on listeners, are they attentive? Yes Not
16. Do you make deliberate pauses in your speech in order to collect your thoughts, pay special attention to some position or give them an opportunity to think over your words, ask a question? Yes Not
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Higher education pedagogy (engineering pedagogy)
Terms: Higher education pedagogy (engineering pedagogy)