>I don't know, but I have been lectured into a stupor on more than one >occasion. I wouldn't describe the feeling as helplessness so much as a >loss of the will to live.
Jeez, Mike. Perhaps, I could arrange to come to Michigan to arrange a personal lecture on the World According to Moi. ;)
I think any time we spend in front of a class should be much more of a "conversation" than a "lecture". Even if it sounds like some sort of verbal "fill in the answer" test, it's certainly better than the sort of droning on and on that most reasonable people don't like.
I think one of the benefits of cooperative learning strategies is that we do reduce our time in front of class. And when we do use the chalkboard or overhead, we can be more concise, brief, and perhaps a little more entertaining.
I think the time we speak to the students is where we give our particular take on mathematics whether it be silly little stories to enliven the material or admonitions to hit the books. And as when combining like terms or going out on a first date, we should always be aware of when to stop.