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I feel sorry for flight attendants. I think the worst part of their job is before takeoff, when the plane is leaving the terminal and they are reviewing its safety features, which includes showing passengers how to buckle their seatbelts. Yeah, right. I feel sorry for them because everybody ignores them, except me. Now I admit that I am not really listening to them-after all, I know how to buckle my seatbelt. No, I only appear to be listening because I know what it is like to speak before a group of people who clearly are not listening-as when I have given a bad lecture. This is why I still get nervous every time I enter a classroom. It is not because I am inexperienced in the classroomI have been teaching at the college level for more than thirteen years. Rather, I get nervous from the anticipation and fearyes, fearthat my class will be flat. Nothing terrifies me more. Lecturing as a means of instruction has taken a thrashing these days because it is said to make students passive. Some of the loudest complaints have come from the so-called scholars of teaching and learning, such as Alan Guskin, who writes that "the primary learning environment for undergraduate students, the fairly passive lecturediscussion format where faculty talk and most students listen, is contrary to almost every principle of optimal settings for student learning." 1 But critics like Guskin miss the point. If that were true, students would not learn from various media-e.g. television, music, and moviesthat require no interaction at all. The difference is that students find what they watch and listen to in these media interesting but most lectures boring, as one student describes in an open letter to professors: "If you literally read off of a paper for a hour and fifteen minutes this does not count as a lecture. Everyone will either be asleep or hate you. I had a professor once do this for the full fourteen weeks of the semester. She would often pause and look up at us, as if expecting some sort of

Speak That I May See Thee, or the Elements of Effective Lecturing