There has to be a change in the pace of delivering lectures from the teachers. Otherwise, the lesson will become monotonous. The students will be uninterested in learning the lesson. The teacher may change the pace and impart various activities to rouse interest in the minds of the students. The teacher may induct certain activities or take small tests. This breaks the monotonous cycle of the lesson and imparts something new. A teacher may use interesting references from other books to make the lessons more interesting. Pacing of the lessons is an important criterion for the students to learn. It has been observed that the students learn more if the pace of the delivery of lessons is fast. This means that the students are supplied with more materials to learn. The “Academic learning time” for students is a small percentage of the total available time. The learning time for the students is only about 17% of the total available time.
Therefore, to impart maximum amount of knowledge it is essential for the teachers to follow a brisk pace in teaching the students. It has been observed that the students learn more with brisk pace. However, the efficiency of pacing depends upon the teachers imparting knowledge to the students. The effective teachers tend to cover more in a short period. The less effective teachers are left to cover most of the curriculum in the later part of the course and cannot provide the students with enough time to practice. This makes the students less efficient in the lessons, which makes an important effect on their progress. (Time management, n.d. pp. 4-7; Teaching tip 18, n.d.: Pacing, n.d.) Again, it has to be kept in mind that students may not be open to take the knowledge imparted to them in the short time frame. Therefore, though the teachers may look to finish the lesson in a short period but it may not be useful for the students at all. Therefore, pacing has to develop by