Speech Chapter 1 Homework You Might Also Consider Requiring Students Attend

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Nonverbal Behavior

Your nonverbal behavior speaks volumes! Many students respond to nonverbal cues. As an

instructor, it is important to pay attention to your body language. You want to maintain eye contact

with your students, such as by scanning the entire room while making direct eye contact with

Verbal Behavior

The way in which you ask questions will determine the type of response you receive. Incorporate

open-ended questions that ask students for elaboration. Instead of asking, “Did Rupa fulfill all

necessary requirements for an effective speech introduction?” ask, “How did Rupa fulfill the

necessary requirements for a speech introduction?” Open-ended questions move students away

from simply nodding their heads to engaging in dialogue. You may also call on students by name

and ask for their opinion.

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Classroom Environment

You can encourage classroom participation by arranging the chairs in a circle or semicircle so that

students face one another throughout the conversation. To allow more students the opportunity to

Speech Anxiety

It is important to understand that the majority of your students approach public speaking courses

with some degree of anxiety. Therefore, it is crucial that you affirm your students in their feelings

of apprehension. This can be done in several ways, a few of which are described below.

Discuss public speaking anxiety early on in the semester. Chapter 3 of A Pocket Guide to

Public Speaking, Sixth Edition, delves into speech anxiety from both a theoretical and a practical

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knowledge that they are speaking to an audience with many of the same fears can reduce students’

anxiety.

Allow students to practice in pairs before speaking in front of the entire class. By placing

students in pairs and asking them to walk through their speeches together, you are communicating

that you care about their feelings and anxieties. Encourage students to give their partners

supportive feedback, as well as constructive criticism. Your students will likely feel more

Never make light of a student’s fear. It is likely that, as a communication instructor, you feel

little to no anxiety about public speaking, or have found effective ways to reduce public speaking

fears. However, it is important not to allow this to affect how you view your students’ anxiety.

Never insinuate that students “have nothing to worry about,” or that “it isn’t that big of a deal.”

These types of comments are discouraging and do not assuage, but rather dismiss, the feelings of

your students. If you have confronted communication anxiety in the past, or deal with it currently,

it may be helpful to share your experience with students; this can build your credibility, support a

If class size allows, ensure that students get to know each other. If students are familiar with

each other, they often feel less anxious while delivering their speeches. While this technique will

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DISCIPLINE

By Erin Underwood, PhD, University of Colorado

Dealing with Difficult Students

There are several strategies you can use to deal with student disruptions in the classroom. First,

identify the person or persons who seem to be causing the problem. Try walking while you teach,

and make it a point to stand in front of the disruptive individuals. If the problem persists, finish

your thought, then pause until the students stop talking. You may need to ask if there is a problem

or question. Usually these simple remedies will resolve the problem.

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behaviors you find disruptive. Be sure to express your concern for the other students in the class.

Point out that certain behaviors distract and possibly prevent others from participating and

learning. Then, request—in a firm and direct manner—that the individual(s) refrain(s) from

distracting others because this is the problem. Remember, this should not be about your personal

feelings, but rather your desire to provide a safe and comfortable learning environment for all

students. It is important to remain calm and collected.

Student Intimidation

Unfortunately, the reality is that female instructors and ESL instructors tend to receive the most

direct student intimidation. If you feel you are being intimidated by a student, review the

suggestions above. If these tips do not work, it is important to understand what are appropriate and

inappropriate responses.

It is not appropriate behavior for the student to:

• Blame you for something that results from his or her personal lack of responsibility.

• Raise his or her voice.

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• Talk about why the student is frustrated.

• Talk about how the student can improve next time (e.g., on the next paper, test, or

quiz).

If attempts at confronting the student do not work, you should:

• Understand how to document problems before they become issues.

• Recognize that your course coordinator is on your side and is available to intervene.

INAPPROPRIATE STUDENT COMMENTS

There is a balancing act between being approachable and being an authority figure. This balance

may require some practice to achieve. You may be a target for inappropriate student conduct

and/or comments, especially if you appear young, or “fun,” or are unable to establish credibility in

the beginning of the semester. To help discourage inappropriate student comments, refer to the

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• Dress professionally. Your appearance may help demonstrate your ethos as an

instructor, especially if you are young or appear to be young.

• Discuss your credentials. Although many first-time instructors are only a year

ahead of seniors, and may be younger than some nontraditional students, it is

important for students to be aware of your qualifications.

SERVICE LEARNING AND CIVIC ENGAGEMENT IN PUBLIC SPEAKING

Service learning has become an important part of many communication courses. Service learning

is designed to get students out of the classroom to experience course concepts. Allowing students

the opportunity to provide service in their community enables them to see firsthand how

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Definition of Service Learning

Service learning typically features four characteristics:

2. Includes service that is connected to course learning

4. Often motivates students to be more engaged in the future

Benefits of Service Learning

Students benefit from service learning by applying skills learned in the classroom to real-life

situations. For public speaking classes, service learning gives students an opportunity to see the

practical side of conducting audience analysis, researching a topic, and organizing a speech. It

allows students to speak to diverse audiences, including audiences of different ages with different

interests and needs. Furthermore, it gives students the chance to learn about services offered in

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Different Types of Service Learning Projects

Direct service: Volunteer with an agency.

• Students can volunteer at local facilities including senior centers, at-risk youth facilities, or

after-school programs. Students should participate in the activities occurring at the site,

become familiar with the clients’ interests and needs, and complete the volunteer service

Indirect: Provide a service to an agency.

• Students can research an agency and provide a specific service to that organization, such as

creating a brochure for a nonprofit agency, designing a quilt for a women’s shelter, or

organizing a food or clothing drive for a local homeless shelter. As part of the assignment

Civic service: Support a social or political cause.

• Students can become involved in a social or political cause. They can help create programs,

such as a local fall or spring festival soliciting participation from local organizations and

businesses, or assist in the passing of a referendum during an election year by giving

speeches in the community, creating campaign signs, brochures, and so on. You might also

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Grading Service Learning Projects

Since it is often difficult to attend speeches delivered outside class, you may want to ask the

agency supervisor to rate a student’s performance in several areas, including attendance,

participation, and speech performance. Although agency supervisors are usually not educated in

FAQ

1. What happens if my lesson plan is too short?

Although students may enjoy getting out of class early, they have planned to attend your

lecture for the time allotted and expect to get their money’s worth. On occasion, ending class a

few minutes early may be okay; nevertheless, you should have additional activities prepared to

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you do if you won the lottery? What do you think about the new campus restaurant?

2. How many pages of notes will get me through a fifty-minute and seventy-five-minute

lesson?

There is no specific number of pages that will guarantee a complete fifty- or

seventy-five-minute lecture. The amount of notes necessary to fill a lecture will depend on the

activities included for the day. At first, it may be difficult for new instructors to know how long

discussion questions, group activities, or critiquing sample speeches will take. However, it

3. What are the benefits of using presentation technology

(e.g., PowerPoint, Keynote, or Prezi) to assist my lecture?

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4. What are the drawbacks to using presentation technology

(e.g., PowerPoint, Keynote, or Prezi) to assist my lecture?

5. How can I incorporate diversity into a homogeneous class?

Public speaking classes provide a wonderful opportunity to explore diversity. Whether you are

teaching a homogeneous class or a heterogeneous class, consider including video samples

from speakers with diverse ethnic and cultural backgrounds. Research different cultural

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6. What if my student asks me to join him or her outside class (e.g., date, social event)?

7. What if my friend is in my class?

Occasionally, first-time teaching assistants will know students in their class, especially

assistants who recently graduated from the same college or university at which they are now

teaching. When multiple public speaking classes are offered during the same semester, it

8. What should I do if I think a student has a learning disability?

It is not your place to diagnose a student’s learning ability or disability. If, however, you have

noticed a student struggling, you can make suggestions for campus resources that may be

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9. How can I avoid being nervous?

A new instructor is likely to experience some nervousness before entering the classroom for

the first time. Even seasoned instructors feel a little nervous at times. This anxiety is typically

experienced just before entering the classroom but should subside with time. Remember that

10. What challenges will I face as an ESL instructor?

As an ESL instructor, you may need to make a few adaptations to your lesson plans. To help

ensure a positive and successful teaching experience, be sure you understand departmental and

course expectations. If you are worried about language barriers, practice delivering your

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11. How can I help ESL students do well in class?

Respect cultural differences when working with ESL students. ESL students may think, speak,

or write differently from English-speaking or native-born speakers. To assist ESL students,

you may need to work with them one-on-one after class or during office hours to familiarize

12. How do I respond to an “inappropriate” speech topic?

It may be necessary to approve student speech topics before they begin preparing their speech.

This will reduce the number of inappropriate topics (e.g., “how to get drunk on spring break”)

and increase the variety of speeches. Although students may inform you that it is their First

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13. What if a student cries during a speech?

It is not uncommon for students to present an emotionally charged speech. Whether the student

is delivering a commemorative speech on a parent or a persuasive speech advocating laws

against cruelty toward animals, emotions can unexpectedly take over. If a student appears

14. What if a student passes out during a speech?

On a rare occasion, a student may experience such speech anxiety that he or she passes out. If

this happens, remain calm and take control of the situation. Either use the phone in the room or

utilize a cell phone to contact campus police or the health clinic for assistance. If neither of

those options is available, ask another student to get help while you remain in the classroom

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15. What if I suspect a student has plagiarized?

Before accusing a student of plagiarism, be sure to investigate the incident thoroughly. Prior to

discussing the incident with the student, review your institution’s policy on plagiarism, and

seek advice from the department chair or course supervisor. Then, ask the student to come to

USING THE POCKET GUIDE IN OTHER COURSES

Incorporating Public Speaking into Your Course

Perhaps this is the first time you have decided to incorporate a public speaking component as a

requirement for your course. In this case, the first thing you need to do is read through Chapter 30

of A Pocket Guide to Public Speaking, Sixth Edition, which summarizes the typical types of

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• Chapter 30—“Presentations Assigned across the Curriculum”: Common presentation

formats include review of academic articles, team presentations, debates, poster

presentations, and service learning presentations.

• Chapter 31—“Science and Mathematics Courses”: The presentation formats include

research presentations, methods/procedure presentations, and field study presentations.

• Chapter 34—“Arts and Humanities Courses”: The presentation formats include

informative talks of description and analysis, presentations that compare and contrast, and

debates.

• Chapter 35—“Education Courses”: The presentation formats include delivering a lecture,

facilitating a group activity, and facilitating a classroom discussion.