Communicate about what you are communicating to ensure that students focus their attention on the content of the presentation rather than trying to figure out the structure of it. Meta-communication guides the students, so that they are constantly aware of what part of the presentation you’re at and where it is going.   

The initial presentation of your agenda is part of your meta-communication. But you also need to meta-communicate during your presentation, for example by signposting about where you’ve gotten to in the structure of your presentation. For example, you could say, "My first point today was... And now I move on to my second point, that..." or "What is important to understand here is...".

Make the content of the presentation as specific as possible, especially when presenting abstract academic terms and theories. Aim to make the abstract more clear and comprehensive.  

You can use calculations, pictures, illustrations, anecdotes, comparisons, examples of practice, analogies, etc in your presentation.   

The students need you to repeat important points, terms and definitions in order to understand and remember them. It is particularly important to repeat your key points at the end of your presentation. Just as you begin by presenting what you intend to cover. Then you should wrap up by reminding the students of what you've said, what was most important and what the take-home points are. Students will remember the presentation better if these points are repeated. It is also a good way to summarise your presentation.  

It is a good idea to express yourself in a slightly different way when repeating something.  

Speak in plain language with words that are easy to understand. Language can still be academic, even though it’s simple. You can still use academic terms and concepts, but the surrounding language doesn’t have to be advanced. It is also easier for students to understand short and simple sentences.       

It can be a good idea to explain academic words that are new, complex or difficult to pronounce, for example by showing how to spell the word and giving a definition. This helps students to add the word to their academic vocabulary and makes it easier for them to understand it the next time you use it.  

Make eye contact with students rather than staring at the blackboard, a screen or a stack of papers. Maintaining eye contact creates a presence in your presentation. It invites students to participate/listen and increases their interest because you’re acknowledging their presence and engaging them.   

It can be difficult to make eye contact with every single student if there are hundreds of them in an auditorium. But you can create a similar feeling by looking at them and making eye contact with a few. Try focusing on their foreheads if you find eye contact too intense.   

If you are making a video presentation, look into the camera as if you were looking at a student. This also creates a presence, even through video. 

Consider whether you want to move around while giving your presentation. Movement can catch students’ attention. Some find it natural to move around and it can also give life to the presentation. However, too much movement can be disturbing, so it’s all about finding a balance.  

Adjust your movement to the content of the presentation and the layout of the room. Moving from one place to another during the course of your presentation may mark a transition in your content, for example a new point, a new perspective or that you are moving towards the end of the presentation. 

Certain gestures and body language create certain signals. Overall, it’s about adapting to the situation.  

Avoid gestures that are disruptive or excessive. Try to gesture in a way that emphasises your words and points.   

The most important thing for a well-functioning voice is to breathe – all the way in.   

When we get nervous or eager, we tend to only breathe in at the top of our lungs. This makes our breathing hectic and doesn’t give us enough air to speak loudly and calmly for long.   

Try breathing down into the bottom of your lungs, activating your diaphragm and abdomen. This makes it possible to speak loudly without straining your voice.  

Students shouldn’t be straining to hear what you’re saying during your presentation. That's why you need to speak up. But you shouldn’t shout, as that’s exhausting for both the students and yourself. Consider using a microphone if the room is too large for you to speak up comfortably.   

You can adjust your volume by breathing deeply and using your abdominal muscles.   

A lot of people speak too fast – sometimes because of nervousness or eagerness. However, there are several advantages to slowing down:  

• Firstly, you will have more time to breathe.   

• Secondly, you avoid speaking in a stressed way, making your words unintelligible.   

• Thirdly, it is more pleasant and inviting for students to listen to a calm voice.  

Pausing also helps to slow down the pace of your speech. Pausing allows you to breathe and gives students a chance to digest what has been said so far. Pausing can also be used to emphasise a point.   

For example, if you say something complex, controversial or abstract, a pause can give the students a moment of comprehension before continuing with your presentation. You may notice that the silence can be effective.  

Good articulation means that students don’t have to strain to hear and understand you. This gives them time to focus on what is being said instead of how it is said. This is another reason for using words that are easy to articulate and understand.   

You can emphasise a difficult academic term by being careful with your articulation of it. You also have more time to articulate words if you speaker at a slower pace.   

Be careful not to over-articulate, as it appears artificial and attracts undue attention.   

Most people speak with a natural intonation, meaning a rhythm with varying tones. But sometimes the natural intonation disappears when presenting, meaning you sound monotonous instead. It can be difficult for students to listen to a monotonous presentation. Both because it's harder to decode what's important in the presentation and because it's harder to stay focused.   

You can create rhythm by using emphasis - voice intensity - along with increased volume and precise articulation. Emphasis makes students pay more attention to certain words, meaning they will remember them better. You should use emphasis on important words.