Public Speaking Assignment

Public Speaking Assignment-73
While this speech lends itself to students speaking about themselves, you can use for students to talk about nearly anything that interests them.One of the biggest worries students have is that they’ll mess up big time in front of everybody. In the “Intentionally wrong” speech, students focus on performing a speech that has mistakes on purpose in either their content or their performance, or both.

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Their classmates must listen and watch closely and try to catch the mistakes.

For example, you might secretly assign each student a nervous habit to demonstrate while speaking.

One student will be asked to wiggle his legs, another student will say “Ummm” between every three of her words, and another student will rub his hands together incessantly.

Instead of being worried about making a mistake, students intentionally perform these mistakes so that the whole class can laugh, be put more at ease, and have a great experience learning about what makes for ineffective speaking skills.

If your students have the public speaking jitters, then consider trying one of these more fun, creative teaching strategies for speeches.

These will help students grow accustomed to standing and speaking in front of a group of people, and develop the skills of organization, eye contact, vocal control, and so on.In Tokyo in 2003, Mark Dytham and Astrid Klein devised a new style of presentation for “Young designers to meet, network, and show their work in public.” They called their creation (pronounced “puh-CHOCK-chuh”), which is Japanese for “Chatter.” If you’re tired of the same old Power Point speech, then this dynamic presentation style may spice up your class and allow your students to take advantage of a convenient, highly popular new form.The concept works like this: The speaker creates exactly 20 slides, each of which appears on screen for exactly 20 seconds.They have a scrolling screen of slides to guide them, and a tight structure that encourages both their brevity and their elegance of language.One of my mentors, Jim Schiferl, introduced me to the GLYPH speech.In addition to being National Board Certificated and head of his school’s Instructional Development Committee, he also has worked with the Illinois Association of Teachers of English and has experience as a school board member for a private school.This investigation included two studies relating anticipatory public speaking anxiety to the nature of the speech assignment.Most of the time students use this speech to talk about themselves.They only have to stand up and answer three questions: The straightforward format helps students feel comfortable with the organization and scope of info.The GLYPH speech begins with students answering a series of questions about themselves, then following instructions to create a visual aid based on their answers. You could ask students any questions about themselves that would be fun and easy to share, such as what their favorite subjects are, what kinds of music they like, and what they do for fun.An example of GLYPH speech directions might go like this: 1. All you have to do is list instructions for which symbol represents their answer for each question.


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