Oral Presentations/ Public Speaking

          As an effective educator, it is important to have strong oral communication skills and to have the ability to captivate an audience (i.e. students). This quality is something that I have seen missing from many of lectures presented by university professors. Quite often, the missing quality is rarely their understanding of the content, as their PhD qualifications are proof that their level of content knowledge is extensive. Where these professors tend to lose their students’ interest, is in their ability to captivate and connect with their audience.

          These missing qualities are not only present in university lectures, but are present in many public speaking presentations from people and students of all ages and qualifications. If the ability to captivate and connect with an audience is something that is missing from such a diverse group of people, it is possible that the characteristics that accompany an effective and memorable oral presentation are not being properly addressed by today’s educators.

Wrench, Jason S. (2011, October 20). "Public Speaking" [Online Image]. Retrieved from http://images.flatworldknowledge.com/wrench/wrench-fig01_x005.jpg

          In the Ontario Language Curriculum, “using speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes” is the second overall expectation found in the oral communication strand. In these expectations students must identify the key characteristics that relate their content to the specific audience and use strategies to help the delivery of oral information. Confidence is one strategy that conveys honesty and a trustworthy demeanor and allows the audience to connect with their speech. This is difficult for a majority of students. The fear of public speaking is such a prominent and fearful experience for so many people that it has been named Glossophobia. 

          The anxiety that surrounds public speaking can possibly be due to the lack of time that teachers spend teaching how to confidently approach the art of public speaking. Consequently, many public speakers feel belittled, nervous, and small.

Brandon. (2010, May 30). "Glossophobia" [Online Image]. Retrieved from https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitcZf7q7S5AC-LirdpuNw_PNS5b_-8VQ-M06vKcidf05P7fpnqIN_drrDwkDZKVYYJGHTW5XY-G3XnWcWgCPNF4m1z0m2BO2dJEwJN78EGcafxYlyal5a7FvuQlIGuw1uKIHR4K-td3IgB/s1600/fear-of-public-speaking.png

In my experience, teachers would explain to us that a good oral presentation is content rich and should be delivered confidently. The only problem with this directive is that the characteristics that define a confident looking/sounding presentation are not normally discussed or practiced in class. In this blog I will be addressing those important qualities and the benefits that public speaking has for students.

          When orally presenting there are two main areas that need attention: verbal skills, and nonverbal skills. Often times, oral communicators will only focus on the verbal skills of their presentation (pace, pitch, and volume) and do not focus or take time to practice their nonverbal skills. Body language accounts for 55% of overall effective communication skills while words account for 5%. When presenting to an audience, it is important to use effective nonverbal skills such as: eye contact, smiling, and posture.

Visualistan. (2015, February 15). "Body Language" [Online Image]. Retrieved from https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitcZf7q7S5AC-LirdpuNw_PNS5b_-8VQ-M06vKcidf05P7fpnqIN_drrDwkDZKVYYJGHTW5XY-G3XnWcWgCPNF4m1z0m2BO2dJEwJN78EGcafxYlyal5a7FvuQlIGuw1uKIHR4K-td3IgB/s1600/fear-of-public-speaking.png

           In general, people tend to naturally pay attention to those who make eye contact with them and are more likely to like the individual who is presenting. Smiling is an effective nonverbal communication skill that makes you look trustworthy, attractive, and non-intrusive. Coupled with good eye contact, it makes everyone in the room feel at ease and more receptive to receive the presented information. Finally, using a strong posture that uses open shoulders and an elongated spine will exude confidence to the audience and create feelings of empowerment for the speaker. Furthermore, using open armed gestures will help to accentuate the confident body posture mentioned above.

Aggarwal, Anurag. (2012, June 4). "Body Posture" [Online Image]. Retrieved from http://blog.anuragaggarwal.com/wp-content/uploads/2012/05/Body-Language-and-Posture-in-Public-Speaking.2-300x217.jpg

          When public speaking students not only benefit by fine-tuning their verbal and nonverbal skills and overcoming their fear of public speaking, but also benefit by developing critical thinking skills and leadership skills.

          When public speaking, students are required to conduct and analyze research about their topic. In doing so, they are gathering and processing information that will help to support their ideas. Sometimes, students are required to discuss a solution to a problem. During this process, they must critically think about the pros and cons surrounding their solution and the impact that these factors will have on their community and the world around them. 

Firstcovers. (2013, December 10). "Change your Words/World" [Online Image]. Retrieved from http://images.firstcovers.com/covers/userquotes/c/change_your_words-30101.jpg?i

           This level of understanding towards their community and the issues that matter to them are essential qualities that highlight a good leader. Students who actively take part in public speaking are able to effectively communicate to their followers the actions that they should take. By knowing what matters most to them and by effectively expressing this to their peers, students can help their school community to make positive changes in the world around them and to do so as a united student body.

The benefits gained from public speaking are qualities that students will use throughout their lifetime and that will help them “to be the change that [they] want to see in the world” (Gandhi).

Persuasive Writing

Persuasive Writing and the Power of Opinion

         When persuasively writing, an author focuses their attention on reflecting about an issue while at the same time adding an element of opinion to their text. It has been said that opinions are like rear-ends, where, everyone has one and they all stink; however, the philosopher Plato would say that “opinion[s] [are] the medium between knowledge and ignorance” (Plato). I find this thought fascinating as it implies a greater truth regarding opinions; that, they are neither fact, nor are they invalid. Consequently, teaching our students to properly persuade an audience by supporting their opinions with evidence and information is essential for their educational development and empowerment. It involves several processes that promote deeper thinking skills and “should receive a more prominent place in the curriculum” (Read, London-Hays, and Martin-Rivas, 2014).

Sheabosworth-bs-98. (2015, February 12). "Persuasive Writing" [Online Image]. Retrieved from https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi12-bJSryd-gRfJGEI-RO2c2j6qKatnEw2Z9_C0UXpKvZ4prPSc8rcmT4V-atfncfCftCjhw7ueK-5GiwoE3IvUpBIuhsi3LzLwE-Zsg-JWwRzCEEuc4VGFt56jzLQo_QO1e8kq1WqYtaT/s1600/Slide2.JPG

          In our most recent literacy class we read an article entitled Gradually Releasing Responsibility to Students Writing Persuasive Text (Read, London-Hays, and Martin-Rivas). This article discusses how teachers are not spending enough time teaching students to write and even less time when writing for a specific genre or text like persuasive writing. In the Ontario Language Curriculum, “[generating], [gathering], and [organizing] ideas and information to write for an intended purpose and audience; [and] [drafting] and [revising] their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience” are the first and second overall expectations found on page 12 of the writing strand. When persuasively writing, students are required to identify their audience and to use evidence and specific stylistic elements that will allow their text to influence the reader towards an intended purpose. There are a few specific rules and techniques that teachers can use to help their students develop their persuasive writing and deeper thinking skills.

         

        The first way, is to create a graphic organizer, model how to use it, and then let your students independently fill in the information required for their written text:

RSVPaint. (2015, January 15). "Graphic Organizer" [Online Image]. Retrieved from http://www.rsvpaint.com/essay-graphic-organizer-word/

           What I like about this organizer is that it allows for all of the necessary stylistic elements needed for a persuasive text. The main opinion, reasoning for the opinion, evidence for the reasoning, possible counter argument, negating evidence for the counter argument, and a strong concluding point that is solidified by weighing the pros and cons that support the main opinion. Like a well designed assembly line, the organizer is able to develop the student’s opinion and persuasiveness in a step-by-step process that eventually returns full circle, strengthening the intended purpose of the main opinion.

         Other people, like Kindergarten teacher Tracey Cleek, have envisioned this process like an OREO. Where, the opinion acts as the cookie at the beginning and at the end of the persuasive text and the examples and reasoning act as the creamy filling on the inside.

Cleek, Tracey. (2011, October 23). "Oreo Organizer" [Online image]. Retrieved From http://our-cool-school.blogspot.ca/2011/10/persuasive-writing-oreo.html

           In a blog post by in-service teacher, Blair Turner, she mentions that “we [should] really emphasize the use of linking words and phrases...to introduce reasons, to introduce supporting details, and to help summarize” when writing for a persuasive text (Turner, 2013). In her post she lists a useful resource outlining words and phrases to be used in each instance.

Turner, Blair. (2013, November 9). "Linking Words and Phrases" [Online Image]. Retrieved from https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPUZT9B7PvqPExO6tUuCrzo7_6R6a7RIJGTGUtTE9xNp_k0xsvl88G1hkTHTR3-Jbi1wo0AmQUBdOStX0KVD2iAJUI9ldTe5kz-Y7edPKnUZwao3oMN2sTv9-Oq2ijSKI8jcQ9SAaGhTg/s1600/persuasive+writing+hooks+mini-lesson.022.png

           By using these words and phrases, students are able to strengthen their opinion and to further persuade the audience towards their purpose. This is where the deeper thinking skills are developed. Student’s need to identify their intended audience’s triggers. By this, I mean that in order for the text to be persuasive it has to take into account that the topic being addressed is of interest to the audience and that the evidence and wording being used will connect with their motivation instincts and beliefs. Student’s will need to identify what makes their audience actually ‘tick’ and how to keep them interested until the concluding proof of the final persuasive statement. The deeper level thinking skills involved in such a process requires the student “to produce, evaluate, and act on the professional, ethical, and political discourse that is central to our democratic society” (Crammond, 1998). 

Isaksen, David. (2013, July 9). "Arnold Persuasion" [Online Image]. Retrieved From http://intelligenceofpersuasion.blogspot.ca/2013/07/what-is-difference-between-rhetoric-and.html

          When persuading an audience, students need to realize that sometimes asking someone to agree with them or to accept their opinion just because they ask them to or just because they ask them nicely, will not always persuade them to do so. Students need to give their audience the right kinds of motivation that will allow them to accept the persuasive material that they are being given. In doing so, students will better direct their own thinking and formulation of opinions to logically understand the world around them and to have the power to persuade the members of society whose opinions are misguided and ill-informed.

Non-Digital Reference(s)

C r a m m o n d , J . ( 1 9 9 8 ) . The uses and complexity of argument structures in expert and student persuasive writing. Written Communication, 15( 2 ), 230 – 268 .