The lecture format for teaching stereotypically has the negative image of the teacher standing in front of the class talking in a monotone voice about the Crimean War as students doze off and heads lie on their desks. Although the lecture format can be used incorrectly and has some negative effects on the classroom, there are also some positives for using the lecture format as a teaching method.

THE CONS

Teacher Driven

One negative of using the lecture format for teaching is that the decisions about the subject matter and the teaching is all made by the teacher. The student as a result has no vested interest in listening or learning from the lecture, except perhaps scoring well on a test or quiz. As a result students often think they can consume the same information at a later date by reading the textbook or getting notes from a classmate. This is the reason for the stereotypical image about the lecture format. The student has no immediate reason to pay attention and therefore often doesn't. If a student is not an auditory learner, the lecture format tends to not engage them.

Non-Active

Students usually prefer to be engaged in learning opportunities in which they can get up out of their seats and move. The lecture format provides only for a student to sit and soak in information like a sponge. The lecture format is not the best learning tool for students who learn best kinesthetically.

Non-Social

Teens in general prefer to socialize with their peer groups. Anything that allows them to talk with one another and work in partners or groups is of high interest to most students. The lecture format does not lend itself to social interaction among the students. As a result it is difficult for students to sit and be quiet while a teacher is lecturing. Often times this can lead to some discipline issues that arise out of students' natural desire to socialize.

Too Much Information

Another negative aspect of the lecture format is that students are expected to process too much information. Teachers will indicate that they taught the content, but there is no thought as to whether or not the students learned the information. It tends to be factual information that students will temporarily put in their brains, and then when the test is completed, the information is forgotten. It tends to be a less successful teaching method because the students just don't make it stick.

Teacher as Authority

The lecture format sets the teacher up as the sole authority

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