Public speaking teacher training


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Public speaking teacher training presentation

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  • Introduction Not everyone can become an eloquent orator like Dr. Martin Luther King, Jr. or Winston Churchill, speaking confidently and persuasively in front of a large group. However, it is possible to teach students the fine art of speaking and effective communication for a variety of audiences and purposes. Teachers across the world are asking students to create and deliver speeches. However, many educators do not have a background in speaking instruction or do not feel confident in helping students meet this standard. The focus of this presentation “which will last about 30 minutes” is to provide you with teaching strategies for public speaking and to share a collection of quality classroom speaking activities. To start with I'll examine ways of nurturing the art of speaking. Then I'll talk about preparing and delivering speeches. After that I'll look at assessing student speeches. Finally, I'll share samples of speaking activities. There will be time for questions after my presentation. Well, let’s start with the
  • Students will need the following information to be able to prepare a successful speech.
  • How to Brain Hurricane: 1. On a clean sheet of paper, write down a phrase that describes the concept, for example, "Usingthe Internet" or "College Football." 2. Now start writing whatever ideas come to mind when you think about this concept. Try to writeshort phrases instead of paragraphs. 3. After each phrase is written, turn the page slightly so that your writing forms a spiral around themiddle of the page. 4. Keep writing and turning the page for at least 10 minutes. Don't stop to think—just keep writingwithout pausing. If you run out of space go to a new page. 5. Don't worry if your thoughts stray from the original concept. The purpose of this exercise is to letyour mind freely associate terms, ideas, and concepts. You will analyze and evaluate the contentlater, so for now just generate ideas. When you've finished, you should have a page of related ideas that represent potential topics.Examine your results an hour or so later and select the most interesting of your new ideas.How to Brain Map 1. Find a quiet place, free of distractions, and allow yourself at least 30 minutes to complete the exercise. 2. Get a clean sheet of paper and several pens of different colors. (Felt tip markers or crayons are ideal.) 3. In the center of the page, draw a small picture of your topic. This can be either abstract or representational, and the purpose is to jump-start creative thinking. 4. To generate ideas about your topic, start writing key words and spokes radiating out from the central picture. Write only single words (NOT PHRASES), and keep the lines connected to the central picture. 5. Free-associate rapidly, and DO NOT censor any idea! Keep writing constantly and try to fill the page as rapidly as possible. (Start another page if necessary.) 6. Draw pictures and use different colors whenever possible. 7. When you run out of ideas concerning your central picture, begin associating ideas from the key words that you've generated. 8. After you've run out of words, look at the results and try to find patterns and associations between ideas. Draw arrows and use colors and pictures to connect related ideas. 9. Redraw your map, eliminating any extraneous ideas and grouping related ideas into some kind of organization. You should now have several important concepts related to your topic. You might also have a rudimentary structure for how to present these ideas. If your results don't provide a suitable topic, then wait a while. Return later and select one of your newideas/concepts and repeat the exercise.
  • Public speaking teacher training

    1. 1. Speech Assignment Guidelines 1. The purpose of giving the speech:  To entertain  To share information  To persuade the audience to take action (logical and emotional argument)
    2. 2. Speech Assignment Guidelines 2. The criteria and process of evaluation to be used. 3. Who the audience will be. 4. When the speech is to be given. 5. The formality of presentation expected. 6. The topic limitations or focus.
    3. 3. Speech Assignment Guidelines 8. The amount of time given to prepare (impromptu, extemporaneous, or prepared) 9. The minimum and maximum length of the presentation. 10.The process for preparation. 11.The kinds of support expected including visual aids. 12.The level of research and source citation expected.
    4. 4. Speech Assignment Guidelines 13.The paperwork expected and when it is due. 14.The delivery style expected (reading, memorized, notecards, off the cuff). 15.The specific speaking skills to be demonstrated. 16.The appropriate use of notecards. 17.The method of determining speaking order.
    5. 5. Speech Assignment Guidelines 18.If the speech will be videotaped, who will provide the tape and care of videotaping. 19.Who will be timing the speech and what kind of time signals will be given. 20.The speaker's responsibility for evaluation and meeting standards. 21.The process for giving the speech over again, in order to meet standards.
    6. 6. 1. Choose a topic both you and your audience will like. 2. Make sure your topic fits the assignment and time limit. 3. Do a good job of thinking about and researching your topic. Explore all sides of the topic. 4. Think about the topic information you have gathered and use only the details which will work well for you. Preparing and Delivering a Speech Student Checklist
    7. 7. 9. Make sure everything you say is clear and understandable. 10.Speak loudly enough so that everyone can hear you. 11.Don't rush! – Take your time and your voice will naturally add color and interest to your topic. Preparing and Delivering a Speech Student Checklist
    8. 8. 5. Write an introduction which will gain the interest of your audience as well as introduce your topic. 6. Think about how you can move from one point to another smoothly. 7. Use your own language. Speak as if you were actually talking to someone. 8. Don't use a "big" word when a small one will do. Preparing and Delivering a Speech Student Checklist
    9. 9. 10.Use your hands to help you in some way. 11.Keep both feet on the floor. Don't slouch, sway, or teeter. 12.Show enthusiasm for your topic from start to finish. 13.Look at your audience as you speak. 14.End with a strong, interesting idea. Preparing and Delivering a Speech Student Checklist
    10. 10. Finding a "Good" Topic There are no "bad" topics, but there are inappropriate or poorly developed ones. At this stage you should focus on choosing a topic:  that you have some knowledge about, or wish to gain knowledge about.  that you care about.  that is appropriate for the audience and the setting.
    11. 11. Finding a "Good" Topic A good place to start is
    12. 12. 1 2 3 4 5
    13. 13. 1. Who am I going to be speaking to? 2. Where will I be speaking? 3. When will I be giving the speech? 4. How much time is allowed for my speech? 5. What will the message of my speech be?
    14. 14. 6. Do I know enough about my topic or should I do more research? 7. How will I present my information and develop my topic? 8. Do I have my thesis stated in the introduction of my speech in one sentence?
    15. 15. 1. Review the main idea (thesis) of the speech 2. Choose a plan of organization 3. Develop an outline using the main points 4. Add supporting details to the outline
    16. 16. 5. Write the introduction A. To get the audience's attention (hook) B. To motivate the audience C. To let the audience know what the speech is about D.To gain the audience's trust
    17. 17. 6. Write the conclusion A. To get the audience's attention (hook) B. To motivate the audience 7. Rearrange the speech A. Intro B. Body C. Conclusion
    18. 18. 1. Time your speech 2. Add connecting words (transitions) 3. Review and improve your vocabulary: A. No grammatical errors or slang B. Use words your audience will understand
    19. 19. 4. Prepare your outline for the teacher A.Hand your outline to the teacher before you speak. 5. Prepare notecards for practicing and presenting (4x6 CARDS) A. NEVER EVER READ TO YOUR AUDIENCE. YOUR GOAL IS TO TALK WITH PEOPLE.
    20. 20. 1. Everyone must practice A.Practice a half hour for every minute of your speech 2. Decide what style you will use to present A.Friendly and sincere B.Casual and informal C.Serious and formal
    21. 21. 3. Set goals for each session A.Time the speech B.Polish your language C.Use notecards D.Use your visual aids when appropriate E.Use your voice and body language appropriately
    22. 22. 4.Practice in many ways A.Time the speech B.Polish your language C.Use notecards 5.Be patient
    23. 23. 1.Attitude 2.Dress for success 3.Project confidence 4.Prepare your materials ahead of time
    24. 24. 5. Use all of the skills of speaking A.Eye contact B.Sound confident C.Emphasize key ideas and words D.Concentrate on what you're saying E.Make sure your audience is understanding F. Smile and gesture
    25. 25. 6.Finish with confidence A.Pause and smile B.Ask for questions C.Give clear answers
    26. 26. I. II. III. IV.
    27. 27. Choose a topic: 1. …that interests you 2. …that will interest your audience 3. …that is appropriate 4. …that is not too broad or too specific
    28. 28. Research: 1. …Nonfiction books 2. …Periodicals: 1) Newspapers 2) Magazines 3) Journals
    29. 29. 3. Interviews 4. Pamphlets 5. Encyclopedias 6. Electronic sources, Internet searches
    30. 30. 7. Summarize at least 2 articles on your topic (1 page) citing the documentation (title, publications, date and page #). Include this when you turn in your outline.
    31. 31. 1.Answer the questions: who, what, when, where, how and why? 2.Write 1 paragraph stating your topic, your purpose, and at least 3 relevant issues that you will deal with in the body of this speech. 3.Organize your notes. 4.Write a brief outline of your speech. Be sure it follows an appropriate, logical organizational pattern.
    32. 32. 1) Use a "Hook" to capture the attention of the audience:  Humor  Rhetorical question  Definition  Starting fact or statistic  Quotation  Story  Comparison/contrast
    33. 33. 2) State topic 3) Apply topic to audience 4) Preview your main points 5) State thesis
    34. 34. 1) History 2) Humor 3) Rhetorical question 4) Definition(s) 5) Statistic(s) 6) Quotation(s)
    35. 35. 7) Examples/stories a) Personal b) Others„ 8) Expert testimony 9) Comparison/contrast 10)Description
    36. 36. 1) Summarize 2) "Upbeat" ending 3) Make a final point 4) Tie back to introduction
    37. 37. 5.Compile your speech.  You must use at least 2 quotes and you must cite the source in the body of your speech.  Prepare a bibliography with a minimum of 7 sources.  You may use no more than 4 notecards.
    38. 38. 1. The introduction and conclusion must be memorized. 2. The speech must fall within the time limits. 3. You must utilize good eye contact, lots of vocal variation (yet remain conversational in tone), appropriate gestures and movement. Remember: some of the best speakers don't look or sound like they're giving a speech.
    39. 39. 1. Introduction Attention Getter: _____________ Topic Sentence: ______________ Preview: ____________________
    40. 40. 2. Body I. _________________________ A. _______________________ B. _______________________
    41. 41. 3. Body I. _________________________ A. _______________________ 1. _____________________ 2. _____________________ B. _______________________
    42. 42. 4. Conclusion Review: ____________________ ____________________ ____________________ Final Statement: _____________ ____________________
    43. 43. I.  A video from II.  Make students aware of the components of success in public speaking  Share techniques on which they can build up their speeches so as to be convincing III.  Intermediate IV.  1 hour
    44. 44. V. Complete the true or false exercise on the handout copies. To be done after watching the video VI. Ask students to justify their answers in order to check their understanding
    45. 45. VII. Listening comprehension: The whole speech is in Appendix 1. Remove the underlined and bold words or choose other words you want to remove. Please do not remove too many words; the students will have to listen and fill in the blanks!).
    46. 46. After the listening, ask comprehension questions which will help students understand the main ideas as well as the details in the speech. Please focus on things that will highlight the procedures followed by the speaker to argue for his ideas. Examples: How did he know the food system was bad? What is he doing to make people aware of what they eat? Etc.
    47. 47. VIII. In order to make sure that the students have understood the speech, ask them to complete the summary on the handout.
    48. 48. IX. 1. What is the speech about? (About food and environment issues) 2. What makes his speech interesting? (It concerns many people in the audience) 3. What does he start with: Stating the problem (what is it?) 4. What shows that he knows a lot about the problem he is dealing with in his speech?
    49. 49. 5. Is the information he gives accurate? (Where did he get informed?). That is effective investigation (research). He is an investigator / inquirer / 6. What are his arguments against genetically modified food? He dramatizes and personalises the problem to convince his audience.
    50. 50. 7. What is he doing to solve the problem? He decides to be an organic farmer. He has joined farmers who share the same views. 8. Is he convincing others to follow his way of eating food? Who? 9. Can he succeed in his vision?
    51. 51. X.  Know your audience  rehearse your speech  Greet your audience  Personal characteristics (Confident / communicator / inquirer)  Appeal to audience’s emotions  Humor  Appropriately contextualized proverbs or sayings
    52. 52. X.  Puns (playing with words): “we either pay the farmer, or we can pay the hospital” This is a pun to convince the audience!”  Rhetorical questions: Don‟t you agree with me that ….? We are all responsible, aren‟t we?
    53. 53. X.  Four very important features in delivering public speaking:  Voice: Articulate and modulate  Movement on the stage: should be natural. Don‟t move a lot nor remain in one place.  Eye contact  Facial gestures: focus on someone at a time.
    54. 54. X.  Short sentences in the end (conclusion): clear, short, and firm words to be remembered.
    55. 55. XI.  Students can be asked to think about questions to ask the speaker. Other students can think of an answer to those questions.
    56. 56. I.  Ask questions such as:  Why is my audience likely to be interested in this issue?  What is the context in which I am putting this issue?  How can I attract my audience‟s attention to the issue?  What is the best way to involve the audience in my approach to dealing with the issue?
    57. 57. II.  Describe the issue you will deal with.  Explain in easy and clear words what the problem is.  Show how this issue can have an impact on your audience.  Remember, the clearer your issue is, the more attractive it will be for your audience.
    58. 58. III.  Show how you discovered the dangers/risks/impacts/etc. of the issue.  Provide objective arguments and evidence for the issue. Be convincing! IV.  Give general solutions. It is advisable to involve the audience in solutions.
    59. 59. IV. Conclude your speech with a note of hope. Do not show pessimistic / hopeless / negative attitudes!