Major elements involved in lecturing are considered, and the views of six professors concerning lecturing are included. The importance of preparing the lecture and being thoroughly familiar with the material are stressed. Adequate preparation eliminates the need for the professor to read notes during the lecture. The need to be sensitive to attentiveness and moods of students in the classroom and the usefulness of changing pace in the lecture process are noted. Techniques for challenging students or arousing classes who are sleepy are described. Views on the strucure of an individual lecture ranged from the belief that the material should have a definite beginning, middle, and end to the opinion that the lecture should be loose and open. The relationship between research and teaching, attitudes toward the use of instructional aids, the use of course outlines/notes, notetaking by students, and the use of textbooks are considered. All of the interviewed professors grade their students on a combination of things, including papers, assignments, class tests, and final examinations. The grading system of each professor is described. Their enthusiasm for teaching and students as a factor influencing lecturing, course, and the importance of a sense of humor are discussed. It is concluded that the three humanities professors want to motivate their students to learn to develop enthusiasm for their fields, and hopefully to gain insight into what they consider to be important problems. Concepts and frames of references, rather than details, are of greater importance. The three science and engineering professors aim for clarity. (SW)