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Chapter 8
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Chapter 8


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  • 1. Effective Presentations and Communication
    • Communication: Transmit information, thought, or feeling so that it is satisfactorily received or understood.
    • 2. Must be able to effectively communicate to learners in order to influence them.
  • Steps for Increasing Personal Awareness
    Maintain clear andOPENCommunication.
    Speak Clearly and Concisely.
    Observe the Nonverbal Language of Other Cultures.
    Consider the Causes of Conflict.
    Accept Different Cultures.
    Explain Your Own Philosophy or Cultures.
  • 3. C-R-E-A-T-E
    Limit class to a specific area within the subject matter being taught.
    Be a subject matter expert.
    Provide examples that bring clarity to the points.
    Watch, listen and pay attention to students. Adjust accordingly.
    Observe your gestures, eye contact, and your posture. Must convey confidence and poise.
    Be at ease, enjoy your students, and believe in what you are saying.
  • 4. What Make a Powerful Presentation?
    • Any class that enables your students to expand their skills, reinforce their ideals, change their attitudes, and gain new knowledge will be a powerful presentation.
    • 5. Remember to tune into the station of your student’s mind:
    WII-FM- What’s in it for me?
    MMFI-AM- Make me feel important about myself.
  • 6. Powerful Motivation- 10 Basic Desires and Needs of Adult Learners.
  • 7. Creating Motivational Circumstances
  • 8. Powerful Openings
    • 7% of our communication is verbal, 38% is vocal, 55% is visual.
    • 9. What makes up visual communication:
    Facial Expressions.
    Body Language.
  • 10.
    • A powerful opening informs your learners that their time will be used well, that you understand who they are, and that you respect them.
    • 11. Use the first 15 minutes of class to inform and excite your learners.
    Be enthusiastic!
    NEVER say you are sorry.
    Maintain eye contact.
    Tell them what the class will be like.
    Convey visual integrity.
    First impression is very important.
    Consider your voice quality.
    Vary your pitch.
  • 12. Building Powerful Content
    • The objectives of the lesson will drive the overall content and points that are to be presented.
    • 13. After you create a powerful opening, you will need to present the core of the lesson.
    • 14. Key: The structure must be logical, simple to follow, and relevant to the needs of the learners.
    • 15. A number of structure formats can be considered when planning a presentation.
  • Activity
    Using the Theory/Practice Structure Format, create an outline of the following: How to properly shampoo a client.
    Type, print, and keep a copy in your learning binder.
  • 16. Closings with Impact
    • It is important to end each class with a powerful punch.
    • 17. Key: The master educator will SUMMARIZE the general lesson and RESTATE the KEY POINTs.
    • 18. The educator will then PRESENT a challenge for action or performance for the learners.
    • 19. You may also use humor, quotes, poems, or anecdotes.
    • 20. Another important element to the close is to identify the students’ understanding of the content.
    “Man's mind, once stretched by a new idea, never regains its original dimensions.” 
    --Oliver Wendell Holmes
  • 21. Connecting the Parts
    • Transitions- the techniques you use to connect all the parts.
    • 22. There are a number of ways transitions can be used effectively.
    Pause- Silence can be powerful.
    Incorporate Q&A- A brief Q&A period can be a great review.
    Physical Activity or Movement- This can be by the educator or students.
    Introduce Visual Aids.
    Change the Educational Aid.
    Redirect Attention- If the lesson gets side tracked from the original topic or point.
  • 23. Varying the Stimuli
    • Key: It is estimated that adult learners can listen with understanding for 90 minutes, but can only listen with retention for 20 minutes.
    • 24. The educator must plan a change of pace within the lesson at no less than 20 minute intervals.
    • 25. Some techniques are included here.
    Gestures- Effectively speak with your whole body. They have three additional purposes.
    • Clarify meaning. Can be used to indicate size, shape or position of body.
    • 26. Help reveal the educator’s attitudes. This can be expressed by leaning in or out.
    • 27. Lend emphasis. When making a point you can move around the room, clap hands or pound fist.
    Attention Grabbers
    Energizers and Stress Relievers.
    Oral/Visual Switching
  • 28. Questioning
    • When questions are being asked, never make light of the questions or disregard them.
    • 29. Put yourself in the place of the learner.
    • 30. 93% of the questions that educators ask merely require a recall of knowledge or facts presented in the class. May not be effective.
    • 31. MUST challenge the minds of the learner.
    • 32. Plan questions in advance.
    • 33. Direct questions to the entire class then to individual learners.
    • 34. Do not interrupt.
    • 35. There are 2 types of questioning:
    Low-Order Questioning- Encourages students to keep up with their work. Can be open or closed ended.
    High-Order Questioning- May lead to improved achievement for learners. Sometimes they are essay-type questions.
  • 36.
    • There are three methods for questioning.
    Group- Entire class.
    Direct- Solicit from an individual learner.
    Redirect- A question is asked of a specific student and then another student is asked to comment on the first student’s response.
    Note: Always restate the correct response for all learner’s to hear.
    • Answering questions must require effective listening.
    • 37. Listen for what is being asked.
  • Reinforcement
    • Restate question to make sure you understand what is being asked.
    • 38. Always use positive reinforcement throughout the lesson.
    • 39. This can be done verbally or through gestures.