When Speech Week is Interrupted

One of the most frustrating challenges I have ever faced teaching Introduction to Oral Communication has happened this week. Our speech week was interrupted because of inclement weather. *cue shocking music*

I generally am able to roll with the punches, as are my students, but this will be a big challenge. What it means is that each day of presentations is somehow set back just a little. And when students have left their presentation aids on campus (out of fear of forgetting them at home), they have also lost the opportunity to practice with their presentation aids.

Here are my tips for surviving, if your class is adjusted during speech week, students:

1. Review your speaker notes thoroughly
2. If you left your speaker notes at school, you need to rewrite them EXPRESSLY so you can practice
3. Practice presenting, even without your aid
4. Review the grading criteria

I will say that I have had 2 students this week who have earned scores of over 95 on their speech delivery. That’s not only impressive, it’s a clear sign of effective practice. Take their example and rehearse, rehearse, rehearse!

What you get out is what you put in…

It is officially speech week. After yesterday, I have heard roughly 15-20% of the students present their information. Some good reminders to help you along the way:

• Show up!*
• Don’t procrastinate; use this week for “finishing touches,” not major efforts
• Don’t second-guess your topic this week
• Presentation aids should be ready before you walk into the room
• Yes, you must orally cite every source in your Works Cited page
• Your earned grade depends greatly on what you have done the last 5 weeks

*I have to include this particular reminder for 2 reasons:

1. You must submit your final draft of the proposal/outline/works cited document on the first day of the speeches to be eligible for full credit
2. Absences only move the speaking order up (meaning you might miss your chance)

In my first day of speech week, there were approximately 15 absences in three classes. Each class had at least one early-schedule presenter missing, meaning that everyone else moved up. Historically, students who are absent will not improve their score on the presentation with 2 extra days. Rather, they become more anxiety-driven, which ultimately lowers their performance level.

In case you wonder, too, here’s a little advice from Calvin & Hobbes (one of my favorite comic strips in existence)…

Why procrastination is a bad idea when speechwriting

Speeches will begin for most of my students on Monday this week (tomorrow). For many students, it’s the culmination of several weeks’ work, toiling, refining, and the labor needed to ensure that work is “just right.” For others, it’s a last-minute struggle, fighting hard to find the minimum required sources, hit the minimum time frame, and just barely meet the expectations the instructor has laid out time and again in class.

Last year, I began ruminating over a requirement that topics must be approved a week prior to the speech start date. This would ensure that a learner had a minimum 7 days to finalize research, thesis refinement, and main point development. Unfortunately, weather has played a role this semester. Many students have not been on campus, where they do have reliable and regular Internet service. Because of this, I have tried desperately to ensure that students had a longer preparation period, delaying deadlines when possible.

The problem: I still get students who want to alter their topic drastically, a day or two before presentations begin. I do not want to recommend this to anyone, especially given the challenges of finding quality sources to support an entirely new topic so closely to the presentation. While it can be done, it usually brings out more challenges and problems than positive qualities.

A final reminder to students: Be sure that you actually check the News & Announcements section of eLearing. Your speaking order is listed, and a few students have noted their name is missing from the speaking order. If a name is missing, it’s because an outline was not provided to me by the deadline, and no contact has been made since to confirm topic approval. Take responsibility for your actions and choices, because this is not something I can do to “save” your grade at this point…

Monroe’s Motivated Sequence

Remember the 5 stages of Monroe’s Motivated Sequence (MMS)? In a nutshell:

1. Get the audience’s attention
2. Establish the audience’s need
3. Your product/solution satisfies that need
4. Visualize positive effects of using your solution/product*
5. Call the audience to act

*You may also show the audience what will happen if they DON’T use your product/solution. This negative (or fear-based) visualization is used a lot, as well.

When we get the audience’s attention, we may use any sort of means: speaking directly to the audience, giving them an unusual visual or auditory grip, or one of the attention-grabbing devices outlined in your textbook. The basic premise is to get them to pay attention to you.

From this, we determine and state what the audience needs. Consider how many commercials use this very idea. In insurance commercials, they help us see why we need insurance. Food commercials are great at this, as well (think Snickers commercials, especially).

Once we have told the audience what they need, we give them a solution (our product or idea). That’s the entirety of this stage.

Then, we show the audience why our product/solution is best. Maybe in those Snickers commercials, it’s the peanuts, caramel, and nougat, wrapped in chocolate. That combination provides a sweet dessert or snack, which can calm our hunger. For insurance commercials, it’s the better pricing option of bundling services or the agent’s willingness to confirm our discounts.

Finally, we ask the audience to act; that is, we want them to adopt our solution or buy our product.

Easy way to see this in action? Take your book, then go to YouTube and search Monroe’s Motivated Sequence. HUNDREDS of videos will come up.

Rhetorical (Logical) Fallacies–a BRIEF overview

Review this website AND the long image it provides to better understand how logical fallacies look or sound. We are going over a few of these during class when we discuss chapter 16, but students still find it to be VERY difficult material. Please review it closely, so you can better understand the concept effectively.

http://www.informationisbeautiful.net/visualizations/rhetological-fallacies/

Just for those who check the blog…

Ladies and Gents:

This is the closest you get to a study guide in my class. Hope you use it to your advantage for this week’s test on the presentation chapters (11-16)!

Tips for practicing your speech

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!

Presenting skills: Body movement and what to do with your hands!

Part of the same video series that I shared in my last post, but you would probably get a lot from watching these short clips on what you can do to improve your body movement and how to effectively use your hands during presentations. After all, we all are a little unsure of what to do to be effective at times.

Body Movements

Hands

Two presenting skills: Dress & Eye Contact

I stumbled across these two videos in a search for presentation skills on YouTube. The speaker is direct, simple, and easy to follow. You should definitely check out these presentations, so that you can more effectively begin preparing for your presentation.

How to Dress

Eye Contact during speeches

Definition Speech: 3 Examples

The final samples for the informative presentations focus on definition speeches. I had to really search for some examples of this, but I think the ones we have here are a fairly representative sampling of what you can do with this project. Please take time to watch these carefully, ESPECIALLY if your section is set to present a speech of definition.

As always, because I select student-presented speech samples, they are likely to have errors and flaws in them. I don’t want you to see “perfect” speeches, but REAL speeches. Ones that work only in the context of their classroom and assignment. Hopefully, this helps you!

Sample 1: Speech of Definition – Oriflamme

ONE NOTE on the above speech: it’s designed more as a persuasive element than as an informative. Be aware of this as you watch!

Sample 2: Bulimia

ONE NOTE on the above speech: it doesn’t quite meet the actual speech time, because of the nearly 1-minute preparation offered by the speaker. Consider this as you watch.

Sample 3: First Degree and Second Degree Murder

Again, this one is a little short, but it DOES give you an idea of the options available.

Remember that as you watch these, you need to be critically listening to the message. What does the speaker do effectively? What things would probably earn a deduction in your current assignment. It may help to watch with a copy of the scoring guide in hand.