Tips for practicing your speech

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As speeches draw ever-closer, here are a few tips for practicing effectively.

FIRST, be sure to actually practice. I know that seems basic, but you have no idea the number of students who told me they “practiced,” when they meant, “I went over it once before I came in.” Real practice requires us to review regularly, to constantly edit our material, and to attempt different ways to present the same information.

SECOND, it may help to record it. I tell students this during class all the time, but video recording a presentation is a great way to see what you ACTUALLY do, not just what you think you are doing. I also recommend reviewing the recording 3 times for 3 different purposes:

  1. The first time is JUST audio. Listen to your words alone; can you follow your own message? Do you preview clearly? Articulate your key points accurately? Summarize and transition effectively? What about vocal pauses (filler words)?
  2. The second time is JUST video (turn the sound off). Watch your movements carefully; does your body language convey confidence? Do you present yourself as a professional who knows their topic well? Do you seem inhibited?
  3. The last time is EVERYTHING. Watch the overall effectiveness of your presentation. Do your words and movements match? Does everything seem reasonable? Do you meet requirements?

THIRD, practice with a scoring guide in hand. I tell students this every semester, and each time, it rings true! Students who practice with their scoring guide in front of them, who use it as a checklist, are FAR more likely to be successful presenters!

FOURTH, replicate the experience. Try to get some friends (or classmates) to meet up in an empty classroom at some point before speeches are due. Use podiums, etc., to help your body acclimate to the experience of being in the classroom. Talk to your instructor for times that you can use YOUR classroom, too! I love when students practice with the equipment they will be using, because it makes each presentation more effective!

FINALLY, get your instructor’s help! Nobody knows more than your instructor what he or she will be expecting from you. For that reason, you need to spend time with your instructor reviewing the assignment. Sit down and ask questions of them. Get their input on your thesis, your presentation aids, your topic, whatever concerns you! I even tell students that I will be happy to sit down and watch them practice, with a scoring guide in my hands, and give them a sample grade–a frame of reference from which to continue developing their skills!

I hope these tips help, since your speeches start in about ONE WEEK! Use these to help you prepare more effectively!

Test Prep Tips

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Here’s a great video that would be very helpful for you in preparing for the upcoming exam, scheduled for next week! I encourage you to think about ways to prepare effectively.

What are some ways that you help effectively prepare? Share them in the comments section of this post! I love to hear student ideas about preparing effectively! Your ideas might spark someone else’s preparation. 🙂

Preparing for Unit 1 Test: Extended Response

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One of the things that students get most nervous about when it comes to my tests are the extended response questions. These are tougher, students contend, because of the fact that they must make connections. They must be able to spell terminology, provide reasoning, organize their ideas, and present a coherent, succinct message.

My first tip is always to think about Cousin Bubba. I talk about Cousin Bubba (CB) throughout the course; rather than getting caught up in the more technical definitions, I want to see that students can understand and share information at a base level. Explain it to me as though I have never heard of the topic before. You might be surprised how much simplifying an explanation can fully enhance your understanding. Sometimes, we think that if we talk in the elevated terminology, it means we got it. But the more we keep it simple (while actually maintaining the accuracy of the response), the more likely we are to be able to retain the information in our long-term memory.

My second tip is to always use full sentences, unless explicitly instructed to do something else. If we only use bullet points, we may be missing the best chance for us to share information clearly with our audience. They may need a full description, rather than a couple of key words.

My third tip is to answer the question as it is asked. If you are told to give a definition and explain something, then provide those responses. Help yourself (and your instructor) by following directions. With that, if you are asked for examples, tell the instructor how the example connects. Don’t simply state “ex) ____;” rather, Phrase it as a sentence and offer a little connection (help your instructor follow your thought process!).

Finally, I suggest that you make major connections between concepts and ideas. Use the terms from the text, the ideas or concepts we discuss. Then, show how that information relates to other components or topics. Compare and contrast, provide examples (see above). For example, a common thread through our course is the idea of “frame of reference.” If you can connect it to your current response (while still answering the question at hand), then do so. Show how that concept relates to whatever you are discussing.

In our unit 1 test, you might think about how concepts like perception checking, self-concept and self-esteem, ways to respond effectively when listening, or how nonverbal communication alters our messages. HINT. HINT. HINT.

Happy studying!

Preparing for Unit 1 Test: Format

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The following comes from my syllabus:

Tests include multiple-choice and extended-response questions. You must know and be able to apply materials from your book, regardless of coverage during class. The lowest unit test score is dropped; NO make-up exams offered.

Electronic devices must be silenced and put away during tests and the final. Otherwise, a score of ZERO (0) is earned.

For this semester, I have restructured the tests to have a 30/20 format. That is to say, 30 points of each unit test will derive from multiple choice or true-false questions, and 20 points will derive from extended-response. Keep in mind that extended response refers to questions whose responses need to have more detail than a short answer question, but will not require a full essay.

There will be no bonus questions on the tests. Instead, I provide students with 30 objective questions, usually in some varied order or structure, all of which get to the essentials of the text and our discussions. The extended response questions provide students with two opportunities to make connections between materials from various components.

Again, keep reading these posts for additional tips, tricks, and guidance. It’s your grade, your future, and your choice!

Preparing for Unit 1 Test: Chapter recaps

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I like to tell students that they shouldn’t think of my written exams as tests, so much as celebrations of knowledge. After all, if they have prepared effectively, studied, and reviewed materials regularly, all they are doing is sharing knowledge with me. Some students are more inclined to agree with me than others that it is, in fact, a celebration.

That said, let me remind you of some of the highlights of our first unit, which covered chapters 1, 2, and 3 of our textbook.

Chapter 1 focuses on the essential elements of communication we encounter every day. In that, we discussed the process of communication, including the distinctions between linear (essentially one-way) and transactional (multi-directional) models. We also talked about each of the elements within the transactional model, from encoding and decoding to feedback, as well as how our frame of reference can drastically alter the way we communicate. This chapter also goes over the principle functions of communication and the 4 modes of communication we cover (intrapersonal, interpersonal, small group, and public).

Chapter 2 places its emphasis on perception, as it relates to communication. We started that chapter by reviewing the 3-stage process of perception, outlined by the text. When we discuss perception, we do see a connection to the concept of frame of reference, which is both based upon our experiences and shapes our worldview. Further, our frame of reference provides us with our toolbox for responding to others. The more tools we have (the broader our experiences and understandings), the more likely we can respond to others effectively. Perception also ties to our self-concept and self-esteem, which is developed by our relationships with others. These in turn influence the way we view others, and can lead to stereotypes. We also discussed a little about the concepts of attribution, our biases, and prototypes–how they ALL relate to our perception of any given situation. We compared & contrasted during class the concepts of reflective appraisal and self-fulfilling prophecy. If any of these concepts are confusing, it may be a good idea to review chapter 2 more in-depth.

Chapter 3 explains the importance of listening to our communication skills. By discussing the different types of listening, we also understand how to become more effective listeners. The text does a fascinating job of providing some skills we can use to enhance our active listening abilities. We can also understand the value and importance of empathetic listening, as well as the role of ethical listening in our lives. Students may also want to recall the positive & negative effects of technology in our communication skills.

Of course, I always remind students that they need to REALLY read closely all parts of the chapters, including those special inserts regarding technology, ethics, skill building, etc. Keep in mind that the end-of-chapter review questions, coupled with the objectives presented on page 1, can be very helpful to checking a personal understanding of the text.

As a side note, students may want to keep checking back with this blog for more information that might be shared regarding the upcoming test. *HINT HINT!*