Speech Chapter 1 Homework Therefore You Think Someone Disabled The Safest

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Part 1, p. 21

HOMEWORK

Homework should facilitate students’ learning of the material by underscoring the important

aspects of a lecture; it should also provide students with an opportunity to apply the material they

have learned. Many instructors assign homework to make sure students are reading the chapters

and keeping up with the course. Such homework assignments can include listing the key points of

a chapter before it is discussed in class or writing a reflective essay on the assigned chapter. The

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Part 1, p. 22

INCORPORATING OUTSIDE SOURCES AND MATERIALS

SELECTING FILMS AND VIDEO CLIPS

There are several advantages to using films and video clips in class. First, they are a resource that

students are familiar with and are comfortable using. Second, they are appropriate for students

One option for incorporating films or video clips is to show them weekly, followed by a

discussion that explores public speaking or communication issues. Another option is to show clips

or segments of films, interspersing them with lectures and discussion to add creativity and variety

to the class. In addition, consider showing one or two movies throughout the semester and

LaunchPad for A Pocket Guide to Public Speaking (launchpadworks.com) comes preloaded

with a library of over 180 public-speaking clips and videos that illustrate key concepts from the

text, from organizational flow to making evidence understandable. The speakers are students,

which allows for powerful peer-to-peer education. Speech topics vary and complement textbook

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addressed in the textbook chapter. Speeches vary in length from several seconds to several

minutes. Written transcripts are available and can be downloaded and printed for classroom

dissemination. The inclusion of these written transcripts makes this video database a unique

learning tool, and many great class activities can be structured around it. For instance, it can be

In using films and video clips, try to select up-to-date or current films, which may encourage

students to respond to the contemporary issues presented. Next, avoid copyright infringement by

having a clear instructional purpose for showing the film, as well as following principles consistent

VIDEO DATABASES

It is important to show a variety of speech samples, including both professional and student

speeches. This can help students visualize the transformation from a novice to a professional

speaker. As described in the previous section, many student speech videos can be found on

LaunchPad for A Pocket Guide to Public Speaking: launchpadworks.com. Professional speeches

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Part 1, p. 24

POLITICAL DRAMAS AND DOCUMENTARIES

Movies such as The American President, The Verdict, Malcolm X, Gandhi, Lincoln, Good Night

and Good Luck, Mr. Smith Goes to Washington, Dave, and Ali can be used to discuss how to

DEBATE MOVIES

Clips from films such as The Great Debaters, Rocket Science, and The King’s Speech can

encourage a conversation about how speech can be used to inform and persuade, and how students

can overcome speech anxiety. You may also consider having students locate and analyze debates

FILM ADAPTATIONS OF SHAKESPEARE‘S PLAYS

Show an excerpt of a film adaptation of one of Shakespeare’s plays to prompt analysis of delivery

and to exemplify the ways that vocal and nonverbal delivery can make even difficult or obscure

language understandable.

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Part 1, p. 25

SPORTS FILMS AND TELEVISION SHOWS

Hoosiers, Friday Night Lights, and Miracle contain special occasion or motivational speeches. For

COMEDIES

Clips from Clueless and Legally Blonde can illustrate students giving speeches. In one clip from

Clueless, Cher (Alicia Silverstone) gives a speech to her class advocating the right of immigrants

to enter the United States. Life of the Party (starring Melissa McCarthy) features a comedic scene

that takes place in a public-speaking class in which Deanna Miles (McCarthy) suffers from

public-speaking anxiety.

Certain television genres also depict public speaking, and clips from these shows may provide

a quick and convenient visual supplement to class. Sitcoms can lend a humorous side to the

seriousness of public speaking. For example, the second episode of Season 3 of Friends, “The One

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Part 1, p. 26

LEGAL, POLITICAL, AND MEDICAL DRAMAS

Television shows that involve courtroom scenes, such as Law and Order, Harry’s Law, and Fairly

Legal, or that show public speaking in political or medical workplaces, such as Grey’s Anatomy or

House of Cards, provide examples of speeches given by lawyers, politicians, and doctors in

ETHICS

Ethics involves assessing what is right or wrong, and then acting on that assessment. You should

have strong ethical standards that you apply to your teaching. Consulting your school’s code of

ethics may provide additional information and support.

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Part 1, p. 27

1. Classroom policies and procedures: discipline, commenting on students’ remarks,

dress code, dealing with absences or excuses

2. Student issues: difficult students, student disclosures in class, prejudicial statements

made by students in and outside class

4. Activities and assignments: departures from the syllabus objectives or description of

5. Assessment of students: reading assignments, difficulty of exams, effect of oral or

6. Biased treatment of students: enhancing the evaluation of likable students, choosing

7. Availability of instructor: keeping office hours, having inconvenient office hours,

8. Confidentiality: telling other students’ stories during lectures, publicizing others’

private information

Special consideration should be given to the issue of academic dishonesty, particularly

plagiarism. Plagiarism can be defined as taking other people’s ideas or statements and using them

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Part 1, p. 28

as if they were one’s own. Make sure students understand the implications of plagiarism. Many

students commit plagiarism simply because they do not understand what it constitutes. Other

examples of academic misconduct include using unauthorized materials during exams, falsifying

SOLICITING FEEDBACK FROM STUDENTS

We encourage you to solicit feedback from your students about the course as well as about your

instruction. Asking for feedback is empowering because it tells students that you care about their

input and perceptions. Some departments also have specific expectations about course evaluation.

It is best to know ahead of time what these expectations are so that you might work them into the

course design. If you have not been informed about particular course-evaluation measures it is best

to check with your immediate supervisor. The best time to solicit feedback is midway through the

course (preferably between the first third and first half of the course), after students have

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Part 1, p. 29

SPECIAL CONSIDERATIONS

Culture and Gender Considerations

When communicating with students, avoid conveying any uneasiness or suggestion of different

expectations. Many students perceive these feelings in instructors who (1) avoid eye contact with

and ignore certain students, (2) coach majority students more than they do minority students, (3)

interrupt minority students, (4) maintain a noticeable physical distance from minority students, (5)

react to comments or questions articulated in a different accent or dialect in a negative way, and (6)

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Part 1, p. 30

ESL (ENGLISH AS A SECOND LANGUAGE) STUDENTS

When working with students who speak English as a second language (ESL), keep cultural

differences in mind. However, remember that not all cultural differences are similar in nature or

degree but may vary according to sex, religion, class, and so on. Also, ESL students may think and

write differently than English-speaking or nativeborn students. This is one of the main reasons that

Most important, let your ESL students know that you are not trying to persuade them to accept

or agree with this style; they just need to be familiar with it to be able to communicate and work

effectively in class.

Finally, be sure to include your ESL students in discussions and to encourage them to involve

ACCOMMODATING STUDENTS WITH DISABILITIES

Student disabilities can be physical or learning-related. It is often difficult to tell whether a student

is physically or learning disabled simply by looking at him or her. Therefore if you think someone

is disabled, the safest thing to do is not to assume that the student needs special consideration or

Part 1, p. 31

Including Nontraditional Students

Nontraditional students—individuals who may have returned to school after a period of

years—have concerns and anxieties of their own. Some of them may be a little apprehensive about

their abilities as students. Your being friendly, inclusive, and encouraging will go a long way

toward helping nontraditional students feel comfortable. Also, be aware of any age or background

TIPS FOR FIRST-TIME INSTRUCTORS

First-time instructors may find their new academic position intimidating and even scary, but with

experience and some helpful advice, teaching can become an exhilarating and rewarding

experience. While many departments offer training programs designed to assist new instructors,

other institutions believe that “teachers learn from teaching” and offer little classroom preparation

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As a new instructor, you will soon discover that each class is unique. Although you may teach

from the same syllabus and use the same lecture notes, the classroom demographics will influence

whether you have a shy or gregarious classroom. Whether your students are excited, apprehensive,

ADVICE FOR USING A POCKET GUIDE TO PUBLIC SPEAKING, SIXTH EDITION,

FOR THE FIRST TIME

A Pocket Guide to Public Speaking, Sixth Edition, is designed to provide students and instructors

easy access to each chapter. The chapters are arranged in logical progression, beginning with an

overview of public speaking and moving to more specific advice on preparing and delivering

speeches. Instructors should feel comfortable teaching the chapters in the order listed.

Pay attention to the checklist boxes; they offer concise points that may assist your lecture. As

one new instructor reported, “I’ve gotten in the bad habit of skipping boxed material, but in this

book, that would be a mistake. A lot of good information and tips are covered that help me

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LaunchPad for A Pocket Guide to Public Speaking

This online course platform offers many helpful instructor resources, including more than 180

speech videos, LearningCurve adaptive quizzing, and e-readings that expand upon and supplement

the material in the print book, A Pocket Guide to Public Speaking, Sixth Edition. LaunchPad for A

Pocket Guide to Public Speaking includes everything you need to easily assign videos and quizzes,

and it also offers accessible tools for grading each assignment that students submit. The platform

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LearningCurve is a game-like quiz system that helps students build their knowledge of the

material. Questions correspond to material in A Pocket Guide to Public Speaking, Sixth Edition.

For each correct or incorrect answer that students enter, the system provides a brief explanation of

why that answer is correct or incorrect and directs students to the page in the print book where they

Instructor’s Resource Manual (IRM)

This online IRM offers advice on topics dealing with classroom management, achieving student

goals, evaluating speeches, and much more. It is designed to help you organize lectures and choose

from a range of activities to keep class interesting and stimulating. Each chapter contains detailed

lecture outlines, summary and discussion questions, student activities, presentation ideas, and

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Part 1, p. 35

Test Bank

Whether you are giving short quizzes or a final exam, the computerized Test Bank offers a variety

of questions that test students’ comprehension of course concepts. Moreover, it provides different

types of questions, ranging from true-false to essay questions, to suit your testing needs. Writing

THE FIRST DAY

Instructors and students often feel a sense of anxiety on the first day. First-time instructors may

feel anxious about their new academic position, their ability to teach public speaking, or the

students in the classroom. Students also feel anxiety (especially in a public speaking class) because

of their fear of speaking publicly, the conditions of the unknown (course expectations), and their

new instructor. To help ease these anxieties, it is important to address several topics on the first day

of class.

As an instructor, you should:

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Part 1, p. 36

• Discuss the course. Announce the course title to ensure students are in the appropriate

class. Provide an overview of the course, referring to your syllabus and discussing each

section carefully. Explicitly state all classroom rules and expectations (including

• Call the roll. Make sure students have officially enrolled in the course and announce any

policies on late enrollment or overrides. Some students may assume that if they sit in class,

you will automatically register them in the course. Check with your department before

enrolling any additional students in the class. Some departments have a cap on the number

• Show excitement. If you show genuine enthusiasm about teaching the course, students

often will share your excitement. Let them know you will work with them to ensure a

productive semester. Remember the importance of nonverbal communication. Eye contact,

gestures, a movement, and a smile can make your first day a success.

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Part 1, p. 37

nervous about your students’ impressions of you, this is a helpful way to convey your

knowledge from the very beginning of the semester. It also allows students to get a brief

LEARNING STYLES

Students learn in different ways. Some students prefer to sit and listen to an instructor lecture for

fifty or seventy-five minutes; others benefit little from this teaching style, preferring to be actively

engaged with the lecture material. According to LDPride.net, a website that specializes in

Visual Learners

Visual learners benefit from visual materials (e.g., diagrams, book illustrations, overhead

transparencies, videos, flip charts, and handouts). To fully understand the content of a lesson, these

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Part 1, p. 38

Auditory Learners

Auditory learners benefit most from listening. They learn best through hearing the instructor

Tactile/Kinesthetic Learners

Tactile/kinesthetic learners benefit from a hands-on approach. These students need to be actively

involved in the learning process. They may have difficulty sitting for long periods of time and may

become lost in the lecture when not given the opportunity to explore the material firsthand. Service

learning can provide a valuable educational opportunity for tactile/kinesthetic learners.

Because it is rare that classrooms are filled with students with the same learning preference,

effective instructors diversify their lesson plans to accommodate the three types of learners. This

PARTICIPATION

Students often are reluctant to participate in classroom discussion for fear of being “wrong” or of

being publicly ridiculed for their ideas. To avoid this reaction, create a classroom climate that is

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Part 1, p. 39

safe and respectful of students who share their ideas. Your tone of voice and use of gestures,

appreciation for classroom participation, use of open-ended questions, and the classroom

environment in general are important components in creating a safe and open atmosphere.

For online classes, or to increase communication among classmates and create a cohesive class

First-Day Participation Activity

Ask students to generate a list of concerns they have about public speaking. Instead of writing their

names on the paper tell students they can draw an image or make a mark on their paper. Collect the

papers and randomly distribute them. Tell students to place a check mark next to any concern that

they share, and then pass the paper to the student on their left. Continue to pass the papers to the