The document analyzes the author's tendency to speak with speech errors, or "back talkwards", when teaching in the classroom. Over six weeks of recording herself, the author identified patterns of misspeaking including switching syllables within and between words, grammatical errors, and saying the opposite of what was meant. Factors that increased the frequency and severity of errors included dyslexia, public speaking anxiety, students talking, rapid speech, multitasking, fibromyalgia causing fatigue and pain, and standing while teaching. The author explores management strategies like sitting down, self-correction, humor, and acceptance of the abnormal occurrence of errors.
2. Methodology
Recorded myself speaking in the
classroom over the course of six weeks
Identified occasions when I misspoke
Observed patterns
Recorded myself in a non-classroom
setting to compare
Analyzed factors that contribute to
frequency and severity of speech
anomalies
3. We All Do It
Grasping for words
Losing our train of
thought
Repeating words and
phrases as place
holders
A sample from a 10-
minute lecture
4. Switching Syllables in Single Words
Plagiarism ~ Ragiaplism
Speaking to an empty room
Speaking to my class
6. Another Example
Annotated Bibliography~
Antonated Gribliobaphy
Speaking to another instructor
Speaking to my class
(catching my mistake
afterward)
7. Switching Syllables Among a
Series of Words
Logos, Ethos and Pathos
Speaking to a friend
Speaking to my class
(just can’t get it right)
8. Switching Syllables Between
Multiple Words (Multiple Combos)
Timely, Compelling and Relevant
Timely, Compelevant, Revelling
Comely, Tempevelant and Levrelling
10. Saying Yes When I Mean No
(Students count on it)
My course policy (rehearsal)
My response to a student
asking if she can turn in a
paper late
11. Switching Entire Words
(and Meaning!)
Talking to a friend right
before class
Talking to my class just
minutes later
12. Factors That Increase Frequency
and Severity
Dyscalculia
Learning disability related to dyslexia
Recurrence of childhood symptoms
Teaching: unconscious public speaking
anxiety
Students talking while I’m talking
Rapid speech
Multitasking (can I even task?)
13. Fibromyalgia
Chronicfatigue and muscle pain that
impairs daily functioning
Physical
pain accompanied by cognitive
impairment, i.e. “Fibro Fog”
14. Influence of Body Position
Painful to stand for more than a few minutes;
most of these samples were recorded while I
was standing
Speech patterns change even when students
are not present and speech acts are staged
Sitting
Standing
15. Management in the Classroom
Sit down whenever possible
Gain more teaching experience
Disclose to students?
Self-correction (I’m able to catch myself about
75% of the time)
Humor (Sorry guys, I have a slight peach
inspediment)
Do students even notice?
Realize that misspeaking is normal
Accept that I do it abnormally often
16. What I Learned to Say as a Child
Mey, I hay back talkwards till the ame, but
I’m stot as nupid as thinkle peop I am