Students should focus on practicing speaking skills, not just preliminary activities such as learning concepts about speaking. A common obstacle for training instructors is to describe the valued activity in an appropriate way. Often instructors first think the assignments included in the basic course simply are the activity the course teaches, but they are not. For example, giving an "informative speech" is supposed to help students become better public or oral communicators in general – the speech is a means to that, not an end itself.
As we contemplate the important elements for training new basic course instructors two variables emerge: (1) how instructors situate the course’s structure and composition and (2) the skills needed for teaching the course.
The first section details how instructors should prepare the course in terms of learning outcomes, pedagogy, and evaluation. The second section outlines how these new teachers should meet the learning outcomes, engage students through pedagogy, and create meaningful evaluation.
LeFebvre, Luke and Keith, William
"Preparing to Prepare Quality Speakers: What New Basic Course Instructors Need to Know,"
Basic Communication Course Annual: Vol. 27
, Article 8.
Available at: http://ecommons.udayton.edu/bcca/vol27/iss1/8