Teaching Public Speaking 4e: Part Two
Coming in late, or leaving early
If you care about students coming into your class late or leaving early, be clear about this on the first day.
Obviously, this is a significant issue in a public speaking course. It can be very disruptive to student
speakers to have their colleagues come in late, throw down a pack, take off a coat, unzip the pack, take
out books, and so forth. Many public speaking teachers prohibit students from entering or leaving the
Inappropriately challenging your authority
Occasionally, students will ask inappropriate questions, make belligerent comments, or rudely challenge
your authority. Sometimes there is a fine line here. We don’t want to stifle discussion or discourage
students from asking legitimate questions. You need to use discretion in determining when student
comments become disruptive or cross into rudeness. For example, you give back an exam and the student
It’s on video: We enact a challenge to authority on the video that accompanies our
supervisor’s manual. In the manual we discuss how to respond.
Arguments about grades
Another problem area is students who want to argue about their grades, either during class or afterwards.
Follow the basic principle of “explain, but don’t argue.” Never take up valuable class time arguing about
an individual’s score on a test or speech. Have the unhappy student make an appointment after class to
see you in your office.
A classic technique for resolving conflict over grades is to ask the aggrieved student to make a case in
writing for changing the grade. This defuses the emotional nature of quarreling about points and forces
students to make a logical case in support of their position. In other words, require the student to give
“good reasons” why the grade should be raised. Here are a few rules to apply when you meet a student in
your office to discuss a grade:
(2) Do offer to help them do better the next time.
It’s on video: We enact a grade complaint on the video that accompanies our
supervisor’s manual. In the manual we discuss how to respond.
Teaching Public Speaking 4e: Part Two
Academic dishonesty
Two common types of academic dishonesty are plagiarism and cheating on tests.
Plagiarism
Unfortunately, plagiarism is a fairly common problem in term papers or research speeches. At the
beginning of the course, be sure to clearly define plagiarism and explain the negative consequences of this
unethical behavior. In addition, adopt course policies that help discourage plagiarism, such as the
following:
(2) Keep one copy of the paper or speech on permanent file.
If you do catch a student plagiarizing, don’t hand back the paper, but instead give the student a written
note that asks for a conference. At the time, don’t accuse the student of plagiarizing, but state that there
appears to be a problem with the source citations. During your meeting, ask the student to explain the
It’s on video: We enact a case of plagiarism on the video that accompanies our
supervisor’s manual. In the manual we discuss how to respond.
Cheating
Cheating is another common type of academic dishonesty. Cheating includes, but is not limited to, use of
crib sheets, peeking at others’ exams, stealing exams, and giving away answers to friends in other
sections. Cheating is difficult to stop absolutely, but it can be minimized by establishing good exam
procedures such as the following:
(2) Count out the tests carefully; then hand them out one at a time. It is a good idea to walk
(3) If you require students to provide their own examination booklets (bluebooks), collect
them all before the test and redistribute them.
(5) Require your students to put away all books and study materials in their packs or bags
and store them under their desks.
(6) Watch the class during the entire test.
Teaching Public Speaking 4e: Part Two
If you suspect someone of cheating, don’t disturb the class during the test. Rather, stop suspicious
individuals as they are leaving the room and arrange for an appointment. Don’t discuss the cheating
Consequences of Plagiarism or Cheating
If you encounter plagiarism or cheating, see your immediate supervisor right away. It is best to have the
support of your department before proceeding. These are very delicate matters. At many schools, faculty
Violent behavior
Regrettably, you may encounter a student who threatens violence or who continues to disrupt your class
after being warned. This is a rare occurrence, but it happens often enough that you should have a plan for
dealing with it. If the situation appears to threaten the safety of your students, dismiss class immediately
Medical emergencies
Although instances of physical violence are uncommon, there is a reasonably good chance that one of
your students may have a medical emergency in your classroom. Particularly in a public speaking class,
students have been known to faint and strike their heads on the floor or lectern. If a student suddenly
collapses or appears very ill, you should ask a classmate to call a designated emergency number. Instruct
Disciplining a student
The best policy is to deal with problem behavior quickly. Don’t let the negative conduct continue; it will
only get worse. Moreover, the “good” students will be grateful to you when you restore order and civility
to the classroom.
Deal with problem behavior at the lowest level possible. Start with stern eye contact, in the case of
talking or other annoying distractions. The next level of intervention is to ask a person or group, “Is there
Teaching Public Speaking 4e: Part Two
As a general rule, don’t try to discipline a student or discuss a problem during class or immediately
Arrange for the student/s to see you in your office. Set a time when other people can be nearby,
perhaps other graduate students or office mates. If you must meet a student alone in your office, then keep
Some people get good results by asking the student what’s wrong. You need to play this by ear,
because not everyone will respond well to this technique. However, you might try asking one or more of
the following:
1. Am I doing something to annoy you?
2. Are you having some difficulties I should know about?
3. Are you having difficulty in my class?
4. Why are you behaving in this way?
Throughout your office interview, don’t yell at the student or act emotional. Maintain a concerned,
calm presence. Give students an opportunity to “save face” by apologizing, expressing regret, and
promising to stop the negative behavior. If students act remorseful, assure them that the matter is
completely closed in your mind, as long as the bad conduct ceases. If students do not agree to stop the
References
Teaching Public Speaking 4e: Part Two
Ongoing Professional Development
Preview
To improve as a teacher, we can benefit from having our
students and colleagues provide feedback. We also can
strengthen our teaching by constantly reflecting upon what we
do, and informing that reflection with relevant readings and
exchanges with other teachers. Additional strategies include
videotaping our classes and devising a portfolio geared
towards providing insights. A portfolio can provide a good
self-assessment and help us participate, responsibly, in large-
scale assessment.
Evaluations of teaching
Evaluations of our teaching can provide insights into what we’re doing well and what we might need to
alter. As Anita Vangelisti (1990) points out, “a lack of evaluation would create an informational ‘vacuum’
for teachers” (p. 365).
Beyond being diagnostic, the evaluative process should include assistance that helps us interpret what
evaluators have said as well as insights for how we might improve areas that warrant attention. See
Vangelisti (1990) and McKeachie (1999).
Evaluations by students
Evaluations by students are very common, often even mandatory. Any policy requiring student
evaluations is likely well-advised. As McKeachie (1999) observes, “the body of research supporting
student ratings is far more substantial than for any other component of faculty evaluation” (p. 272). At the
same time, though, McKeachie insists that these evaluations be “kept in their proper place as only one
indicator of instructional effectiveness” (p. 273).
Evaluations by students can be insightful. Students are usually asked to rate an instructor in terms of
qualities that denote teaching effectiveness. They also are given space to make whatever other comments
they wish. These evaluations are typically administered at the end of the quarter or semester, with the
results sealed until after the instructor submits final grades.
Teaching Public Speaking 4e: Part Two
Evaluations by peers and supervisors
Evaluations from colleagues can be especially valuable because they not only diagnose but also can
provide insights on how to tackle any areas needing repair. To promote the critique, let your visitor know
the following (ahead of time):
(2) how the lesson fits into the larger scheme of things
(4) what you’ve done previously in class
Set up a time (within 24 hours, if possible) to discuss your lesson and how it worked. One of the
coauthors of our text, Patty Andrews (1983) provides these and additional insights on how to proceed.
In addition to inviting peers or a supervisor visit your class, visit their class as well. Observing other
teachers—novices and veterans, alike—will always help you reflect upon your own instructional efforts.
Observations by professionals
Your campus may have a center devoted to teaching excellence. Its staff of teaching experts might offer
classroom visitation as a part of their service. If so, you might benefit from having them critique your
teaching. They may pick up on things that people in our field will not detect. The relationship is
confidential, too!
Informed reflection
Our reflection upon our teaching is improved if it is informed reflection. We can inform our reflection by
keeping up with the relevant literature—continuously scouting journals, edited volumes, and special
Observing yourself
Just as students can benefit from video-feedback, so can we. Simply turn on the camera and let it roll. In
C-SPAN–like fashion, record several minutes before class and keep it recording until the room is cleared.
Review the recording in multiple ways. Turn up the volume and go into another room where you
can’t see the screen. What do you pick up on just by listening? Replay, watching the video in normal
fashion from start to finish. What do you see? Replay again, watching it in fast forward. What new things
do you see? Have your notepad handy; chances are you’ll learn a lot.
Notes to yourself
As you present a lesson, and immediately afterward, you’ll likely have a sense of what has gone well and
what needs to be modified next time. Similarly, during the class good examples may emerge (that you or
Teaching Public Speaking 4e: Part Two
The teaching portfolio
Their chief criticism of portfolios is that they are often poorly conceived and unwieldy. Lang and
Bain lament that the portfolio “is often treated as a container” (p. 1); its creator simply “pours in” various
items, from a wide array. These authors note: “The list of items eligible for inclusion is potentially
endless—one recent book catalogs over 60 items that teachers might include in their portfolios” (p. 1).
Lang and Bain suggest the following four components:
(1) A statement that discusses what the instructor expects students “to be able to do
(2) Evidence that the goals are valid and that the various assignments, exams,
(3) Next, the author of the portfolio should provide evidence of the effectiveness of
(4) The last component should summarize all presented, analyzing the course and
Professional affiliation
The National Communication Association sponsors a Basic Course Division. The division offers a
Publications
Within this manual I list various helpful references. You’ll note many readings come from
Communication Education. You’d do well to subscribe to it. You’ll also want to consider purchasing
Teaching Public Speaking 4e: Part Two
Online networking and sharing!
Several years ago, our lead author, Michael Hogan, created a blog to support our text. It still exists at the
address below. Among other things, we discuss pedagogical matters (based on current research). We also
References
Andrews, P.H. (1983) Creating a supportive climate for teacher growth:
Developing graduate students as teachers. Communication Quarterly, 31, 259-
265.
Lang, J.M. & Bain, K.R. (1997). Recasting the teaching portfolio. The
teaching professor, 11, 1.
Teaching Public Speaking 4e: Part Two
Operating Efficiently
and
Achieving Equilibrium
Preview
Various strategies can help you simplify tasks, manage your time,
and enhance your productivity. You can enjoy a well-founded
sense of accomplishment and achieve “the good life.”
Organizing your files
In order to keep your files organized, as well as neat, tidy, and not crammed full of extraneous, outdated
materials, I recommend use of an expandable file for each class. (An expandable file is made of the same
material as file folders, though it is usually brown in color. It has an accordion-style bottom that flexes
outward to accommodate a collection of folders.)
An expandable file will hold up to thirty fairly empty file folders. Hence, for a class I can insert a
folder for each lesson, a folder for the roster and attendance, a folder for submissions to grade, and
Revamping your course while it’s underway
In an earlier entry, I recommended that you place reflections or supplements for a particular lesson into its
respective file. The same strategy applies to a course you’re teaching. Keep a separate file for the syllabus
Preserving thoughts
Get an “app” for recording memos or carry around 3×5 cards for quick notes. If you’re stuck in traffic,
have to wait in the dentist’s office, or whatever, you can seize those moments as precious time to
Teaching Public Speaking 4e: Part Two
Staying attuned and alert
If we keep our eyes/ears open, we’ll catch all sorts of things that might pass unnoticed but provide
excellent examples and illustrations we can use while teaching. In classes I’ve discussed the rhetorical
Building a better course
I’ve already discussed the importance of informed reflection to determine what works well and what
needs attention. As you think about what you do in your classes and what is done in the course in general,
you likely will hit upon good ideas for change. Communicate your ideas and their basis to colleagues and
Envisioning personal success
Just as you identify goals for your students and the course, set up long-range goals for yourself. Sketch
out what you must do to get there. Once the game plan is in place, put it into effect by acting on it. If
possible, do something every day that will allow you to work towards a major goal you have for yourself.
A vision can be highly motivational, and strides taken toward its attainment can be extremely gratifying.
Establishing priorities, and sticking to them
What do you need to accomplish that is most important, and what important things can you accomplish in
a given day? Keep an eye on everything that is important and must be accomplished. If something is
Recognizing relationships as a priority
Authors Stephen Covey, Roger Merrill, and Rebecca Merrill (1994) observe: “Doing more things faster is
no substitute for doing the right things” (p. 44). They note that time management practices have
Establishing protected time
You’ve set up office hours. Your teaching schedule is decided. You know when departmental meetings
are scheduled as well as various committee meetings. Now you can set aside time for preparing lessons,
exams, and so on (e.g., research projects). Budget some regular time for these endeavors and guard
Teaching Public Speaking 4e: Part Two
against invasion by finding a time and place where you can work without interruption. Let colleagues
know that this is your protected time and that you’d find it a terrible inconvenience to have to interrupt
your schedule.
If you need to protect some time at the office and you don’t have the luxury of a gatekeeper, post a
note on your door explaining that you must not be interrupted unless absolutely necessary. I find the
following note generally works well to thwart unnecessary interruptions. And when interruptions are
necessary, the intruders usually are apologetic and intent on taking as little time as possible.
Working through the noon hour
The office likely is quiet during lunch because several folks may be out dining. If you close your door,
people likely will think you’re out to lunch as well. Hence, the noon hour may afford you an hour of
solitude for working.
Saying “no”
You’re on the ball and people like your work, so they want you on their committee. If it’s worthwhile and
you need to do so to do your share of the departmental workload, say “yes.” If it would take away from
Avoiding Procrastination
Who isn’t guilty of this from time to time? Sometimes it’s simply because we are overwhelmed and don’t
really know where to begin and how best to proceed. Edwin Bliss (1984) offers solid advice for working
on lengthy projects. He writes:
Avoid thinking in terms of ‘working on it for an hour or so.’ Instead, assign
Teaching Public Speaking 4e: Part Two
If you face an especially formidable task, you can enlist the same philosophy to steer your efforts. Break
down the task into doable units so you’ll have a sense of what to do and avoid feeling stranded and at a
loss for what to do next. A little planning up front can help you go forward and steadily chip away at
Finding your rhythm
Perhaps you work best in the morning, or maybe it’s in the evening that you’re most productive. Try to
Taking breaks
You likely will be more productive and find work more enjoyable if you get up and away from it for a
few minutes, perhaps taking a quick walk to get the blood moving and fresh oxygen to your brain. If the
Rewarding yourself
Breaks are little rewards. You deserve bigger ones, too, for accomplishing major tasks. Plan a good dinner
Avoiding homework
Combating the work expansion factor
Will you really take longer to do something if you have more time? Does the task expand to take up all
time available for its completion? To counter this very real tendency, set rigorous yet workable deadlines