d. Enunciation and Pronunciation. Speak clearly and distinctly. Try for clarity
(1) Instructor speech patterns. It makes no difference what part of the
country you are from. Enunciate clearly and soldiers from all parts of the country will be
able to understand you. It's not necessary to change your whole pattern of speech.
Pronounce or accent each syllable distinctly and clearly. Look up the pronunciation of
difficult or unfamiliar words in the dictionary. Don't guess (e.g., pharynx is pronounced
"far inks," not "far nicks.").
(2) Class size--large. It may be necessary to enunciate more forcefully and
deliberately when instructing a large group than when carrying on a conversation. Be
especially careful to enunciate each syllable to terms that may not be common to your
students' vocabularies. Avoid slurring, swallowing, or mumbling words.
e. Think While Speaking. Your words should be chosen and grouped to
express clear and definite ideas.
(1) Think and choose words. Think out your ideas first and then use
carefully chosen words to express them. Weak expression indicates faulty, weak
thinking. Learn to think while standing before your class.
(2) Think during pause. During the pause that follows a statement,
formulate your next sentence. As you speak, think about what you are saying. If you
have trouble finding words to express yourself when standing before the class, try
writing the key words or points of the lesson in short, complete sentences.
f. Avoid Excuses. Do not apologize or demonstrate an apologetic attitude. Do
not make any comment that can be interpreted as an excuse for lack of preparation,
knowledge, or ability to teach. Excuses accent weaknesses. If you do not know the
answer to the question that was asked, your best answer is, "I don't know, but I will find
out and answer your question the next time we meet." Then find out the answer and
explain the point the next time this class meets. Don't apologize for:
The teaching aids.
The teaching environment.
Your inability to answer a question.