On Oct 25, 5:51?pm, Steve Bonine wrote:

In short, my goal is to get some new hams licensed. At worst, they can
fulfill two of the five stated goals of the service. At best, they will
discover the wonders of the hobby and get involved, and in that process
they'll learn a lot more because they want to. I hope that I can help
them get involved, but they'll never get involved if they don't pass
that first exam.

I have about 18 hours of one-on-many time with these folks. I have to
figure out how to "best" use this time. "Best" is really what we're
talking about in this subthread. I'd love to give them a good
electronics background, but that's simply not possible in 18 hours. My
primary goal is to get them through the exam, and that factors into my
definition of "best use of time".

I don't think that my standards are too low. I would rather give these
folks an opportunity to be productive members of the ham radio
fraternity than to insist on a burning desire from the beginning to
learn about radio fundamentals.

Steve, from all the talk of the others and your very patient replies,
I think you are doing the right thing with your preparations. It is
very basic stuff you are doing and that is a good step, perhaps the
best step for your Class of collected tabula rasas. I applaud your
efforts.

Since I've been involved in radio and electronics (one way or another)
for 6 decades, making the "Compleat Ham" (as Phil put it) just can't
be done in 18 hours. It would take at least a thousand hours, perhaps
two. Had it been that long a 'class' the drop-out rate would be
large. As you say, some aren't interested in theory, some are only
interested in certain aspects of radio. Those who only want VHF and
up operation probably could care less about the ionosphere and all
that long-distance propagation. But...the thing others haven't
mentioned or others just gloss over is that you HAVE some that are
interested enough to come for 18 hours.

"The journey of a thousand miles begins with a single step."

So far, the 'discussion' has been a lot of argument by others all
about stepping, which way to go, etc., etc., ad something or other. I
doubt that anything of that applies. They have taken the first nibble
of the bait and aren't yet hooked, but I sense you can play them in.

PRESENTATIONS of anything are always better with a sense of theater
about them. That involves the personality of the presenter, the prime
focus of all in this classroom. Their interest must be held and
focussed on the material and that comes from their sensing the
presenter' mood and personality. Projection of the presenter to this
'audience' requies confidence and a friendliness with them.

Preparation and presentation go hand-in-hand. It is nice if you can
do some audio-visual things but simple, easy-to-read-at-distance
graphics will do. It breaks the flow a bit, but that's good. It lets
the class focus on the material; they don't always have to watch the
presenter. Being at ease in front of an audience is sometimes a
toughie. It was for me the first few times, but I adapted to it. The
ease of the presenter is absorbed by this 'audience.' Lack of ease
will reflect in the audience drifting away from the presentation and
they may feel uncomfortable.

Since I'm a bit far from you, I can't watch a rehersal of your
presentation and suggest some improvement, but maybe there's one or
more there who would be willing to stand in for the 'audience?' I
don't know how much experience you've had before such an audience but
I think you will get the feel of it right quick. You know the
material. The only thing left is letting your enthusiasm rub off on
the folks in class.

You've made the first step for them. Now it is time to extend your
hand to have them follow. I hope they ALL follow you...and eagerly.

73, Len AF6AY