Public Speaking Objectives To Learn And Practice

public speaking objectives ========== * to learn and practice effective public speaking techniques * to r

Public Speaking
Objectives
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To learn and practice effective public speaking techniques
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To reduce anxiety related to public speaking
Materials
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Copies of the handouts
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Flipchart paper
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Markers
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Index cards
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Pens
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Laptop computer
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Projector
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Screen
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Video camera, video tapes and television (if available)
Overview (Minimum of 2-3 hours)
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Introduction/Ground Rules/Icebreaker (20 minutes)
Objectives and topics (5 minutes)
Key terms (5 minutes)
Words, voice and presentation overview (5 minutes)
Using your voice as a tool (5 minutes)
Overall presentation: presence, eye contact, body language, appearance
(15 minutes)
Preparing your remarks (15 minutes)
Preparing to speak/controlling your nerves (10 minutes)
Interviewing and debating skills (10 minutes)
Exercise: Practice speech (60 minutes or more depending on number of
participants)
Conclusion/Questions/Evaluation (15 minutes)
Trainer’s Note:
===============
This presentation provides a broad overview of public speaking and
includes tips on non-verbal communication, instructions on writing,
preparing for and delivering a speech, and advice on how to develop
interviewing and debating skills. There are a number of useful
exercises that you can use to provide participants with an opportunity
to practice developing messages. If this is the first exposure to
communications that most of your workshop participants have had, it is
strongly advised that you begin with the Communications Overview
presentation so that they are comfortable with basic concepts before
introducing more advanced topics.
When introducing this module, keep in mind the following:
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Encourage participants to be active.
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The course is designed to increase and enhance the knowledge and skills
of each participant.
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Keep realistic expectations. This session is an introduction to
public speaking. Adjust your expectations depending on the level
of experience your participants have with this topic.
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Always consider the experience your participants are bringing to
the table. Even where it is not noted in the Trainer Note, feel
free to draw on their knowledge and ask them to share their
experiences.
Please adapt the PowerPoint presentation, exercises, examples and
handouts in advance of your workshop. They have been created for a
global audience and need to be adapted to better suit the local
context, the background of your participants and their level of
experience. Terms, images and examples from the participants’ country
or region should be used as much as possible so that they are relevant
and contextually appropriate.
This Trainer's Guide is meant to serve as a companion resource to the
associated PowerPoint presentation. The vast majority of the
information you will need is included in the notes section of each
presentation. Additional instruction on how to facilitate some of the
exercises and information that would not fit in the slide notes has
been included here. As such, this Guide is not meant to be a
stand-alone resource but rather a complement to the presentation.
If this is the first presentation in your workshop, start with
participant introductions and ground rules prior to launching into the
content of the session. You may also want to start with an icebreaker
activity to get participants more acquainted and comfortable with you
and each other. You may wish to ask participants to share their
expectations for what they will get out of the training workshop.
Understanding their expectations will allow you to further tailor your
presentations, as possible, and to help relate the objectives of the
sessions to the interests of the participants.
Trainer’s Note: Key Terms (slide 5)
Ask the participants to define the terms first and then decide on
common definitions based on their responses and the definitions above.
What do these terms mean in the context of the lives and work of the
participants?
You might also ask the participants to suggest other terms relating to
public speaking that they think need to be defined at the onset. You
should let them know that they are welcome to stop and ask for
clarification at any point during the session if there is a term with
which they are unfamiliar or one which they believe requires further
discussion.
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Public Speaking: According to Wikipedia, public speaking is the
process of speaking to a group of people in a structured,
deliberate manner intended to inform, influence, or entertain the
listeners. Public speaking is commonly understood as a kind of
face-to-face speaking between individuals and audience for the
purpose of communication. Note that public speaking is not just
what we traditionally think of – giving a speech in front of a
large audience – but also any time someone speaks to members of
the public or the press. This could include conducting interviews,
but also speaking to citizens, even one-on-one at a community
event. When you think of it this way, we are ALL public speakers!
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Gesture: A movement or position of the hand, arm, body, head or
face that is expressive of an idea, opinion, emotion, etc.
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Stage presence: The ability to command the attention of an
audience by the impressiveness of one's manner or appearance. This
term is usually used in describing actors in a play or movie.
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Body language: The gestures, postures and facial expressions by
which a person manifests various physical, mental or emotional
states and communicates nonverbally with others.
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Pitch: The quality of a sound governed by the rate of vibrations
producing it; the degree of highness or lowness of a tone.
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Tone: The quality or character of sound; a particular quality, way
of sounding, modulation, or intonation of the voice as expressive
of some meaning, feeling, spirit, etc.
Activity: Interpreting Non-Verbal Communication (slide 13)
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Give participants the Interpreting Non-Verbal Communication
worksheet and give them about five minutes to fill in what they
think the various examples of non-verbal communication communicate
to others. Be sure to adapt these examples to make them more
culturally relevant.
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Come back together and ask participants to share their responses
to each example. See potential responses below. While there are
different ways to interpret each example, there is likely to be a
general consensus to the message it conveys. The overarching point
to emphasize with participants is that our non-verbal
communication will be closely watched and interpreted. The more
aware of it we are, the more in control we are of the message we
are sending.
1.
Not making eye contact can be interpreted in a number of ways,
including:
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I don’t like you
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I am not sure of what I am saying
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I feel guilty
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I am hiding something
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I don’t feel confident
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I am not interested
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I don’t want to hurt you
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I am embarrassed by what you are saying
Eyes are one of the most expressive parts of our body. Be sure to us
them positively.
2.
Moving closer to you can signify:
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I am more powerful than you
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I am trying to intimidate you
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I like/admire you
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I have something to tell you
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I can’t hear you very well
We all have our own personal space – a distance from other people at
which we feel most comfortable. Invading the personal space of someone
you don’t know well can be intimidating.
3.
Someone who touches you lightly but deliberately on the arm could
be saying:
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I like you
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I am reassuring you
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I understand how you feel
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I want to reinforce what I am saying
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I am more powerful than you
Touch is so sensitive an issue that is best to only use it with people
you know well.
4.
Taking off and throwing down eye glasses may mean:
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I am angry
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I am exasperated
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I have lost control
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I am making a point by being aggressive
This gesture signifies a momentary loss of control. An alternative
response would be to cry. It provides the same sort of emotional
release. Is crying as socially acceptable as anger? Would the
interpretation depend on whether the person was male or female? The
type of aggression represented by flinging something down on a table
is often seen as an attribute of someone in authority.
5.
Someone who walks into a meeting and sits at the back of the room
may be saying:
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I don’t have to sit at the front to be noticed
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I don’t want to be noticed
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I have to leave early
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I am not really interested in the proceedings
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I shouldn’t really be here
Usually, someone who does this does not want to contribute or
participate. If you usually sit at the back, ask yourself why. Are you
happy with the impression this may give others?
6.
Tilting one's head and smiling is stereotypically associated with
women. It transmits the following messages:
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I am shy
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I am cute
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I lack confidence
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I am subservient
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I want you to like me as a woman
Women often do this without realizing it. The danger is that if we act
inferior, then we will be treated as such.
7. Wearing a navy, pin-stripe suit may carry the message:
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I am very efficient
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I am a manager
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I am wearing this to remind you of my status
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I want to look as if I am doing a good job
The message again depends on the gender and status of the wearer, and
on the organizational culture. Dress is a difficult area. If you dress
to please yourself, unprofessionally or unconventionally, you run the
risk of creating barriers. On the other hand, dressing to enhance your
status can set up a different set of barriers. However you choose to
dress, be aware of what your clothes are saying.
Activity: Non-Verbal Communication Exercise (slide 13)
Distribute and ask participants to take five to ten minutes to fill
out the Non-Verbal Communication Worksheet. They will indicate whether
or not they engage in each form of non-verbal communication and note
whether they think engaging or not engaging in each is a positive
thing or something they would like to change. This exercise is
intended to help participants identify their good practices and areas
where they can improve.
Trainer’s Note: Additional Information on Image and Presentation (slide
14)
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Provide participants with the following advice on image and
presentation.
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Jewelry: Remember that “less is more”—meaning that fewer
accessories have the right impact. Choose simple jewelry that
won’t create distractions (i.e., avoid long/big earrings). Be
aware of bracelets or bangles that make noise when you move.
Avoid jewelry you may be tempted to play with while speaking.
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Colors: Solids are preferable to too many patterns. If your
skin is light, choose darker colors that complement your eyes.
If your skin is dark, choose light and contrasting colors. You
know what you look good in and what makes you feel confident.
If in doubt, ask a friend or family member for a second
opinion.
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Clothes: Choose clothes that are simple, elegant and
professional while still representing your personal sense of
style. Avoid cleavage-revealing tops and short skirts. It is
always wise to dress slightly more conservatively than your
audience; unfortunately young women who do not do this are
often stereotyped as being less credible. A good rule for
deciding “should I wear this?” is: “When in doubt; don’t!” If
you are feeling nervous about an outfit, just pick something
else.
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Shoes: Make comfort a priority. While those high heels may
look great, how will they feel after you’ve been on your feet
for 30 minutes? How will you feel if you trip and fall while
getting on stage?
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Hair/Scarf: Just like clothing and jewelry, hair should not be
too distracting or have too many accessories. When in doubt,
pull your hair back so people can see your face. You don’t
want to constantly have to be brushing back hair that is
falling in your face. If you wear a scarf, choose a light
color and position it so that people can see your eyes. Avoid
playing with or rearranging your scarf while speaking.
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Makeup: Wear tasteful, minimal and classic makeup that
accentuates your eyes more than your lips.
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Distribute the handout on Image and Presentation and review it
with the participants.
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Emphasize that first impressions are important. Lead a discussion
on the difficult decisions women politicians and activists may
face when choosing how to present themselves. Provide culturally
relevant examples or even photos of women that represent different
styles and approaches. Are men as carefully scrutinized as women
in terms of their appearance?
Activity: Demonstrating Good and Bad Public Speaking Habits (slide 15)
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Pick different aspects of delivering speeches and demonstrate good
and bad habits. Ask for two volunteers and give them a short one
to two paragraph speech to read. Also give them a couple of public
speaking habits and ask them to use those when they give the
speech. Have the rest of the participants guess which habits they
were asked to convey.
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Demonstrate a good introduction to a speech followed by a bad
introduction.
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Good example: Standing straight, making eye contact –
introduce yourself loudly and clearly stating your name, where
you are from, and purpose for speaking (convincing the group
why you should be nominated for a leadership position).
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Bad example: Wringing your hands, speaking softly, stuttering,
and looking at the ground, start into a speech about why you
should be nominated for a leadership position.
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An alternative activity would be to show participants a video clip
of a political speech or debate. After viewing the clip, ask the
group what good and bad habits they observed. If the clip is from
the same country as the participants, be sensitive of the
potential political ramifications of critiquing a particular
politician, particularly if this is a workshop for women from
different political parties. The focus should be on effective
speaking habits, not on criticizing or defending individual
politicians.
Activity: Confronting Our Public Speaking Fears (slide 22)
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Have a brief discussion with participants about the common fear of
public speaking.
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For many people, the notion of speaking in public has the effect
of rendering one speechless. Some studies show that many view
public speaking as their number one fear.
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Yet so many professions and careers require us to address an
audience of some kind and size at one time or another. For
example, teachers, business people and politicians all speak in
public. Some circumstances may require a more formal delivery of
information and may be more nerve-wracking than others that are
more casual and generally presented to smaller audiences. Many
people with a fear of public speaking do not realize that whether
at work, at home or at school, we all speak in public on a daily
basis at one level or another.
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Remind participants that sooner or later, we all will be called
upon to get up in front of a group of people and speak. This
experience can be either harrowing or pleasant depending on our
preparation.
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Go around the room and ask each participant to name the one thing
that she fears most about speaking in public.
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Write a summarized version of each answer on a flipchart.
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If the same answer comes up again, put a check mark next to it
each time it is mentioned.
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Once everyone has had a chance to acknowledge their fears, count
up the number of times each answer was mentioned.
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Lead a brainstorming session on the top three fears and ways to
reduce them.
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At the end of this session, distribute the handout on How to
Manage Your Fear and Speak with Confidence and review it with the
participants. Highlight any strategies that they did not consider.
Trainer’s Note: Preparing for an Interview (slide 23)
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Provide participants with additional guidance on how to conduct
interviews based on each of the following formats:
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Newspaper interview:
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Never go “off the record”. These are remarks that are not
meant to be published or shared with anyone else. They are
meant to provide a journalist with information or an
explanation. Unfortunately, not every journalist will respect
your wish to keep this information private so assume that
anything you say will become public.
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Have the journalist read back your quotes to you to make sure
they have been recorded correctly and reflect your intentions.
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Radio interviews:
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Never give a radio interview while you are distracted. If you
are doing the interview over the phone, be sure to be in a
quiet room where you can focus.
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Act as if you are on television.
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Try to repeat the question back to the journalist to make sure
you understand what she or he is asking you.
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Television interviews:
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How you dress is vital as you will be on camera.
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Consider the location of the interview. If the
journalist/camera crew will come to you, consider getting out
of your office. Consider how the location of your remarks can
reinforce or detract from your message.
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Suggest that the journalist include a visual of some sort that
will support the message you are trying to get across.
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Don’t forget to smile, when appropriate.
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Enunciate your words carefully and be slightly (but not
overly) energetic. You want to convey strength, enthusiasm and
confidence.
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Distribute the handout on Preparing for an Interview and review it
with participants. Note that most of the tips that apply to making
a speech also apply to interviews.
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Distribute the handout on Handling Questions and talk through the
handout with participants. This is to help them consider how to
anticipate and respond to questions that will arise during
interviews.
Activity: Interview Practice (slide 23)
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Organize participants into pairs.
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Each pair will conduct two interviews taking turns as the
interviewee.
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Allow three minutes for each person to be interviewed.
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Discuss and critique the experience in the larger group.
Activity: Practice Speech (slide 25)
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Give participants 15 minutes to prepare a short speech with an
introduction, conclusion, and one story or quote. The speech
should be a maximum of three minutes long. Tell participants that
you will time them and cut them off when they have reached their
time limit. Remind participants to think about what they have
learned as they prepare for and deliver their speech – things like
body language, gestures, eye contact, the tone of their voice,
etc.
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Pass out two copies of the Presentation Feedback Form to each
participant and assign them two other people to whom they will
provide feedback. Briefly review the form so participants
understand what they should be looking and listening for during
the speeches.
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Have each participant come to the front of the room and deliver
their speech to the whole group. Don’t forget to provide each
participant with feedback immediately after her speech. Remind
participants to provide both positive feedback and constructive
criticism on what can be improved. Focus feedback on things that
the speaker can change and control.
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If possible, videotape each speech and play it back, in part or in
whole, for each participant so she can see and hear herself. This
may be the most effective way for people to quickly get a sense of
their strengths and weaknesses.
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Debrief: What were some of the most common challenges that
participants faced? Were participants surprised by what they did
well and by what they could improve?
Trainer’s Note: Political Speeches (slide 25)
This activity may be useful for political party members, candidates
and elected officials, but may not be as useful for civic activists.
It could be adapted to focus on an advocacy campaign or policy issue.
Activity: Making a Political Speech
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Distribute the handout on Preparing an Effective Political Speech
and review with participants.
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Divide the participants into smaller groups of 4 or 5 people each.
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Ask each group to outline a speech to launch a political campaign.
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Ask each group to choose one person from the group who will give a
three minute presentation to the larger group.
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Have the rest of the participants from each group role-play the
voters and react to the presentations while they are going on.
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Following each presentation, critique the speeches as a group
using issues raised during the discussion on political speeches.
Be sure to focus on what each participant did well. Other comments
should start from how she might improve, not simply what she
should improve.
Additional Resources
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Finding Your Public Voice
This manual published by the United States Information Agency was
developed to help women to enhance their media and communications
skills. It includes sections on interviewing and public speaking.
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Message, Image, and Presentation from the Campaigning to Win Guide
by the National Women’s Political Caucus
Chapter seven of this guide includes tips on developing your public
image, body language, speaking and public debates. While the intended
audience is candidates for elections, the information can be adapted
for other audiences.
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How to Give a Better Speech by Mark Webster
This brief document provides useful tips for how to improve your
public speaking skills. Note that this was developed for an American
audience so be sure to adapt it for use as need be.
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Handling the Media
This guide developed by Civicus, a non-governmental organization, is
particularly useful for members of other civic organizations who are
seeking to improve their media relations. The guide provides extensive
information on how to handle different kinds of interviews (newspaper,
radio and television).
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