I really got a lot out of Chapter 12: 'Delivering Your Speech'. All of the concepts discussed here seem like straight forward common sense. And yet, it was good for me to read and review these concepts.
It is my desire to do well in this class, but even more so...it is my deeper wish to improve my communication skills and to become a better public speaker. I find speech preparation much easier than delivery. I am really enjoying extemporaneous speaking...in other words, knowing the topic well enough to deliver the speech to the audience in a more conversational tone.
The concepts from this chapter that I am focusing most on improving in my own speech delivery are avoiding vocalized pauses, articulating, maintaining good posture ( and staying grounded/ not fidgeting) and maintaining good eye contact.
Sunday, November 4, 2012
Sunday, October 28, 2012
Self Evaluation Assignment #2
I felt a heck of a lot better coming out of the Informative Speech, than I did the Demonstration Speech!
I do feel that I achieved the purpose of this speech.
In the Demonstration Speech, not only was I less prepared, but also realized that demonstrating something like the art of paper folding was logistically challenging. I felt more prepared this time, and therefore was somewhat more comfortable and confident.
It was good to learn something about Powerpoint and I found that using the slides helped me to slow down my mind, stay on point and give a better speech...amazing!
Changes I would make if doing this over again, might include beginning speech preparation sooner to avoid stress and giving more eye contact. I still am working on finding the balance between having not enough on the the notecards and too much.
My goal for improving the content of my next speech is to begin sooner so that the final result is even more streamlined. I was happy with the content of this speech, but by spending more time on it, it could have been better.
For improving the delivery of this next speech, my goal is to give more eye contact!
As I stated above...overall, this speech went better for me than the last. Last time I was relearning how to fold a paper crane, which was challenging to have to present to a group.
Also in an attempt to be more conversational in tone and extemporaneous, I only used the front of two notecards with a few key words on them. Which wasn't enough, because even though I had memorized the content of the speech...my nervousness combined with trying to demonstrate origami made me extremely flustered and my mind went blank! Not fun!
Last time I fumbled through the presentation, lacked eye contact and said 'um' too much. This time felt so much better. I ran overtime in Speech #1, but stayed within the time limits for Speech #2. The Informative Speech felt more successful in every way. I wrote more on the notecards, which helped me to remember to site my sources...just need to resist urge to read.
I would rate my eye contact as a 5-6.
I would give myself a 'B' on this speech. I feel that my confidence is building. Also I chose a topic that I know very well, which made it easier to talk about. Using Powerpoint was fun and helpful for staying on task.
I sighted four sources during the speech and all of my slides had sources for images printed on them.
Oh this speech was much better than the last! On Speech #1, I was beyond nervous, felt less prepared, and drew a complete blank. I felt like I was seeing myself fumble through it and it was painful to watch. This time I felt better prepared, more focused, calmer, in my body and more successful. I hope to stay on this course and improve even more in the speeches to come!
Sunday, September 30, 2012
Self Evaluation for Demonstration Speech
I think that in the outline of the origami speech, I achieved my purpose. I spent a lot of time on the outline and a good deal of time relearning how to fold a paper crane. In the notecards, I listed keywords so that I wouldn't stand there reading them. This was all good, however, I fell short in achieving that purpose in the delivery of the speech.
I thought that in delivering an extemporaneous speech, I would cut down the time by more than half of what was in my outline. This was not the case...I still went over in time and nervously, got stuck in a loop of 'ers' and 'ums' while staring down at my notecards. Also, I realized that demonstrating something as exact and the art of paper-folding is not that easy.
I felt more confident and comfortable this time. I felt prepared, knew the topic and was less anxious...until getting up there in front of everyone.
If I could do it over again, I'd spend same or less time on outline and more time on practicing speech and demonstration. It seems like a long time to have to speak, but in actuality, the time flies by and in trying to get it all in...I rambled on about some so-so stuff, then didn't have time for some of the more interesting tidbits.
I one goal I have for improving the content of my speech is to remember to site things properly in the outline and in the delivery of the speech.
I one goal I have for improving the delivery on the next speech is to slow down! To slow down my breath and speech, which I believe will also allow me to engage the audience more with more eye contact and have a better flow.
It's all a blur, but in thinking back on the delivery of that speech, I'd say that I probably appeared anxious, rushed, stuttering and fumbling, looking down and seemingly confused. I cannot recall doing anything distracting, except maybe for looking down too much and too many breaks in the flow.
On a scale from 1-10, I'd rate my eye contact as a 5.
Honestly, I don't think that I remembered to cite more than one or two sources.
I believe that I felt like I was going in there prepared and ready to ace that speech. Afterward, I really felt disappointed in my presentation, that I'd flubbed it and would give myself a 'C'.
It's humbling, and also a learning process with opportunity for improvement.
I thought that in delivering an extemporaneous speech, I would cut down the time by more than half of what was in my outline. This was not the case...I still went over in time and nervously, got stuck in a loop of 'ers' and 'ums' while staring down at my notecards. Also, I realized that demonstrating something as exact and the art of paper-folding is not that easy.
I felt more confident and comfortable this time. I felt prepared, knew the topic and was less anxious...until getting up there in front of everyone.
If I could do it over again, I'd spend same or less time on outline and more time on practicing speech and demonstration. It seems like a long time to have to speak, but in actuality, the time flies by and in trying to get it all in...I rambled on about some so-so stuff, then didn't have time for some of the more interesting tidbits.
I one goal I have for improving the content of my speech is to remember to site things properly in the outline and in the delivery of the speech.
I one goal I have for improving the delivery on the next speech is to slow down! To slow down my breath and speech, which I believe will also allow me to engage the audience more with more eye contact and have a better flow.
It's all a blur, but in thinking back on the delivery of that speech, I'd say that I probably appeared anxious, rushed, stuttering and fumbling, looking down and seemingly confused. I cannot recall doing anything distracting, except maybe for looking down too much and too many breaks in the flow.
On a scale from 1-10, I'd rate my eye contact as a 5.
Honestly, I don't think that I remembered to cite more than one or two sources.
I believe that I felt like I was going in there prepared and ready to ace that speech. Afterward, I really felt disappointed in my presentation, that I'd flubbed it and would give myself a 'C'.
It's humbling, and also a learning process with opportunity for improvement.
Sunday, September 23, 2012
Using Facts and Statistics in a Speech
In Aristotle's Rhetoric, one of the three proofs that he discussed in order to appeal to a specific audience was logos. Logos is an approach using facts and objective analysis to appeal to the audience's sense of logic.
Facts, I believe, are good in most any kind of speech that is meant to inform or persuade an audience. Of course, when gathering facts it is of vital importance to check and double check your sources and to use credible sources. Including facts in your speech can provide support for your topic by offering a broader view of the topic being discussed beyond the opinions of the speaker and can also help to establish your credibility as a speaker.
Using statistics can a provide helpful numerical data or information in your speech. The data needs to be accurate and from credible sources. The drawback here is that statistical data can be used inappropriately to skew the facts and/or mislead an audience. However when used properly, statistics can serve as beneficial supporting material for any speech that is intended to educate or persuade the audience.
Facts and statistics may not be as useful in a speech meant to entertain where one might, for instance, opt to use examples of narrative instead. They can, however, be key in the success of a speech that is based in logic and reason.
Facts, I believe, are good in most any kind of speech that is meant to inform or persuade an audience. Of course, when gathering facts it is of vital importance to check and double check your sources and to use credible sources. Including facts in your speech can provide support for your topic by offering a broader view of the topic being discussed beyond the opinions of the speaker and can also help to establish your credibility as a speaker.
Using statistics can a provide helpful numerical data or information in your speech. The data needs to be accurate and from credible sources. The drawback here is that statistical data can be used inappropriately to skew the facts and/or mislead an audience. However when used properly, statistics can serve as beneficial supporting material for any speech that is intended to educate or persuade the audience.
Facts and statistics may not be as useful in a speech meant to entertain where one might, for instance, opt to use examples of narrative instead. They can, however, be key in the success of a speech that is based in logic and reason.
Friday, September 21, 2012
Chapter 7 & 8 Videos
Wow! A lot of material was covered in these four videos.
7.1- I have already discussed this week my desire to practice telling narratives.
This...along with definitions, testimonies, examples & visual aids are all excellent support materials that I plan to use in future speeches.
7.2- Making sure that our research media sources (i.e. books, magazines, internet & magazines) are credible, reliable & relevant is always important!
8.1- A lot of good information here on Patterns of Organization:
a. Chronological
b. Spatial
c. Topical
d. Narrative
e. Cause & Effect
f. Problem-Solution
g. Monroe's Motivated Sequence- building towards audience acceptance
I am reiterating them above, in an attempt to aid in my remembering them all. I believe that I will be using the Problem-Solution organizational pattern in next week's speech, demonstrating how to fold an origami paper crane.
8.2- Transitions
Ordering-Reinforcing,-Contrasting-Chronology-Causality-Summary
I took notes on the lists of fun transition words!
7.1- I have already discussed this week my desire to practice telling narratives.
This...along with definitions, testimonies, examples & visual aids are all excellent support materials that I plan to use in future speeches.
7.2- Making sure that our research media sources (i.e. books, magazines, internet & magazines) are credible, reliable & relevant is always important!
8.1- A lot of good information here on Patterns of Organization:
a. Chronological
b. Spatial
c. Topical
d. Narrative
e. Cause & Effect
f. Problem-Solution
g. Monroe's Motivated Sequence- building towards audience acceptance
I am reiterating them above, in an attempt to aid in my remembering them all. I believe that I will be using the Problem-Solution organizational pattern in next week's speech, demonstrating how to fold an origami paper crane.
8.2- Transitions
Ordering-Reinforcing,-Contrasting-Chronology-Causality-Summary
I took notes on the lists of fun transition words!
Thursday, September 20, 2012
Review of Concept in Chapter 7
I had a dear friend who spent most of his adult life traveling and teaching groups about plants, botany and herbal medicine. Each place he visited and spoke, would give him rave reviews and invite him to come back again and again. Each talk would draw a crowd of students young and old who would gather to listen, walk in nature, take notes, learn...to get inspired.
One time, I asked him how it was that so many people would come out to learn a new and challenging subject (lots of Latin, walking, botany, etc.)
He said that he thought it was a desire deep within people to stay connected to the Earth and also a calling to remember and carry forward this more ancient knowledge.
And as a teacher, what he felt made him a success in spite of being an introvert and anxious about public speaking, was knowing his audience and being a good and practiced storyteller.
Chapter 7 has been the most interesting read for me thus far. The concept of sharing a good narrative appeals to me. I've never felt particularly accomplished at this, but always appreciate hearing a well-told story and strive to be better in my own tellings. This class is providing me with an opportunity to do so.
P.S. I highly recommend listening to Toni Morrison's nobel lecture at www.nobelprize.org.
It is a half an hour well spent. Her mastery of voice, inflection, subject matter, time are amazing!
One time, I asked him how it was that so many people would come out to learn a new and challenging subject (lots of Latin, walking, botany, etc.)
He said that he thought it was a desire deep within people to stay connected to the Earth and also a calling to remember and carry forward this more ancient knowledge.
And as a teacher, what he felt made him a success in spite of being an introvert and anxious about public speaking, was knowing his audience and being a good and practiced storyteller.
Chapter 7 has been the most interesting read for me thus far. The concept of sharing a good narrative appeals to me. I've never felt particularly accomplished at this, but always appreciate hearing a well-told story and strive to be better in my own tellings. This class is providing me with an opportunity to do so.
P.S. I highly recommend listening to Toni Morrison's nobel lecture at www.nobelprize.org.
It is a half an hour well spent. Her mastery of voice, inflection, subject matter, time are amazing!
Sunday, September 16, 2012
Chapter 5 Videos
All righty then... here we have two examples of persuasive speeches.
Courtney's 'Light Pollution' speech only shows us the introduction, so it is difficult to know much of anything about what she did right or wrong, or even enough to learn something from that little blip of a video. However in the 28 seconds that we did see, she seemed to have some speaker credibility demonstrated by her dynamic energy & upbeat, conversational tone in addressing the audience. She had an interesting topic and related it to the audience by mentioning other similar topics with which her audience was familiar. And then mentioned that she would give examples to the class on actions they could take personally.
I will come to my next speech with a similar enthusiasm. At some point during this semester, I also will most likely introduce my speech topic using this same problem-solution pattern of organization.
Matthew's speech on the dangers of binge 'Drinking' & of driving while under the influence of alcohol, was persuasive indeed. He kept on topic and had a smooth flow with his use of overhead transparencies. This visual aid helped to illustrate for the audience, the important statistics that he cited. I believe that he got his message across about being a responsible drinker.
He seemed somewhat pained, but I think that was just nerves and/or the somber message that he chose to deliver. He did a good job of staying calm under pressure and in taking his time.
Courtney's 'Light Pollution' speech only shows us the introduction, so it is difficult to know much of anything about what she did right or wrong, or even enough to learn something from that little blip of a video. However in the 28 seconds that we did see, she seemed to have some speaker credibility demonstrated by her dynamic energy & upbeat, conversational tone in addressing the audience. She had an interesting topic and related it to the audience by mentioning other similar topics with which her audience was familiar. And then mentioned that she would give examples to the class on actions they could take personally.
I will come to my next speech with a similar enthusiasm. At some point during this semester, I also will most likely introduce my speech topic using this same problem-solution pattern of organization.
Matthew's speech on the dangers of binge 'Drinking' & of driving while under the influence of alcohol, was persuasive indeed. He kept on topic and had a smooth flow with his use of overhead transparencies. This visual aid helped to illustrate for the audience, the important statistics that he cited. I believe that he got his message across about being a responsible drinker.
He seemed somewhat pained, but I think that was just nerves and/or the somber message that he chose to deliver. He did a good job of staying calm under pressure and in taking his time.
Saturday, September 15, 2012
Getting to Know My Audience
Knowing your audience...
This is a concept that I only really began to be conscious of in the past five years or so.
As a younger woman, I spoke to everyone in pretty much the same manner...with respect, in a friendly & familiar tone. This was working for me pretty well.
However, sometime in my mid-thirties, I came to the realization that speaking with people who were older and had more life experience than me, was different than speaking with those who were younger and were perhaps looking upon me as an elder or in a more parental role.
Knowing your audience is Key! And yet often feels to me like something that is hard to ever really 'know'.
So...in an attempt to know you all better (my audience for this public speaking class) I will now present you with a brief on-line survey. It will be short and sweet analysis will the goal of betting adapting my future speeches to this captive audience.
1. Did you take this public speaking class because...
a. You dread giving speeches and want to overcome your fears by practicing this skill.
b. You are a communications major.
c. This is a prerequisite for your AA or to transfer into a bachelor's program.
d. Another reason altogether. Please explain.
2. Your gender?
3. Your age?
Thanks in advance for your responses. Happy weekend.
This is a concept that I only really began to be conscious of in the past five years or so.
As a younger woman, I spoke to everyone in pretty much the same manner...with respect, in a friendly & familiar tone. This was working for me pretty well.
However, sometime in my mid-thirties, I came to the realization that speaking with people who were older and had more life experience than me, was different than speaking with those who were younger and were perhaps looking upon me as an elder or in a more parental role.
Knowing your audience is Key! And yet often feels to me like something that is hard to ever really 'know'.
So...in an attempt to know you all better (my audience for this public speaking class) I will now present you with a brief on-line survey. It will be short and sweet analysis will the goal of betting adapting my future speeches to this captive audience.
1. Did you take this public speaking class because...
a. You dread giving speeches and want to overcome your fears by practicing this skill.
b. You are a communications major.
c. This is a prerequisite for your AA or to transfer into a bachelor's program.
d. Another reason altogether. Please explain.
2. Your gender?
3. Your age?
Thanks in advance for your responses. Happy weekend.
Friday, September 14, 2012
Concept of Chapter 5
My fiance and I have just returned from a five day journey up in the old-growth Redwood Forests beyond Crescent City on the Smith River. We took ten 9th, 10th, & 11th graders up there for 'Wilderness Week'...a week of hiking, camping, learning watershed ecology, et cetera.
Talk about getting to know your audience!
Scott is one of their teachers, so knows them all better. I on the other hand, realized pretty quickly on the first day that I was dealing with teens of different ages, maturity levels, socio-economic levels, cultures, even different languages.
The challenge here was how to relate to and lead these kids, as one of the only two adults on this journey. There were a couple of them who were attention hogs, a couple more were homesick, one or two with attitude. By the end of the first day however, I began to see them all as just a bunch of good kids. While it is true that they have varied interests and home lives, for all of their diversities, I realized that I could best relate to them from a mother's perspective.
I told them when it was time to gather up for a lecture or hike, whose turn it was to cook dinner or clean up or make the campfire. And then it was pretty simple.
I found a way to relate to this audience and by the end of the week, they were calling me their camp mom! And just as importantly, if not more so, they had found a common ground with each other through this shared experience and created new bonds and friendships that may not have been possible in the school yard.
Talk about getting to know your audience!
Scott is one of their teachers, so knows them all better. I on the other hand, realized pretty quickly on the first day that I was dealing with teens of different ages, maturity levels, socio-economic levels, cultures, even different languages.
The challenge here was how to relate to and lead these kids, as one of the only two adults on this journey. There were a couple of them who were attention hogs, a couple more were homesick, one or two with attitude. By the end of the first day however, I began to see them all as just a bunch of good kids. While it is true that they have varied interests and home lives, for all of their diversities, I realized that I could best relate to them from a mother's perspective.
I told them when it was time to gather up for a lecture or hike, whose turn it was to cook dinner or clean up or make the campfire. And then it was pretty simple.
I found a way to relate to this audience and by the end of the week, they were calling me their camp mom! And just as importantly, if not more so, they had found a common ground with each other through this shared experience and created new bonds and friendships that may not have been possible in the school yard.
Sunday, September 9, 2012
Concept of Chapter 6-Research Interviews
I was really touched today by Francisco Dash's Chapter 6 Blog Post.
I've been racking my brain for days trying to think of what topic to discuss from this week's reading.
I know the dewey decimal system (although this research method seems nearly obsolete) and can use the library. I was interested to learn the term 'deep/invisible/hidden web' and like the listings in this chapter for search engines, meta-search engines, web listings, et cetera. These will be a useful tool in research to come.
But anyway, I encourage all of you to check out his posting. It is raw and real, profound and insightful. One thing he discusses is conducting research interviews with our loved ones before they pass away. When I responded to the discussion question about conducting research interviews, my experience is so limited that it did not seem relevant to my real world.
Now however, I feel inspired to do just this...to prepare some different questions (primary, secondary, neutral, open-ended, etc.) and to learn more about my blood kin. What stories are recently gone forever with my dear recently departed Grandma Inga? ...I will never know, but I can know more about those elders who are with us still. Thanks Francisco Dash.
I've been racking my brain for days trying to think of what topic to discuss from this week's reading.
I know the dewey decimal system (although this research method seems nearly obsolete) and can use the library. I was interested to learn the term 'deep/invisible/hidden web' and like the listings in this chapter for search engines, meta-search engines, web listings, et cetera. These will be a useful tool in research to come.
But anyway, I encourage all of you to check out his posting. It is raw and real, profound and insightful. One thing he discusses is conducting research interviews with our loved ones before they pass away. When I responded to the discussion question about conducting research interviews, my experience is so limited that it did not seem relevant to my real world.
Now however, I feel inspired to do just this...to prepare some different questions (primary, secondary, neutral, open-ended, etc.) and to learn more about my blood kin. What stories are recently gone forever with my dear recently departed Grandma Inga? ...I will never know, but I can know more about those elders who are with us still. Thanks Francisco Dash.
Friday, September 7, 2012
Week of 9/3-9: Videos for Chapter 6
Well, the instructional video for doing research was short and sweet. What it did say was informative.
I have no fear of asking librarians for help or doing research with the use of books. I did wish the narrator would have said a bit more about finding credible resources on the internet. I know the concept is the same as with books...you evaluate varied sources, check out the authors credentials, and look for what evidence is available that supports the author's conclusions. I guess this new medium is just going to take some getting used to.
In addition, it suggests interviews and organizations as good resources. I will be using several, if not all of these ideas for researching my speeches in this course.
I do find it helpful just watching others give their speeches. Dory's impromptu speech which referenced a family story to illustrate the importance of family was a good example. Shaura's speech on Gastropods was not only interesting in its content, but I felt it showed me some good techniques for how to use visual aids while giving a longer speech. I thought that she did an excellent job, and I hope to get that good at public speaking. I like that they use real students giving actual speeches in this series. I appreciate seeing the different ways and techniques people have of navigating anxiety & mistakes.
All week it has been in the news about what a fabulous speech Michelle Obama gave at the Democratic National Convention. Before last night's class, I was starting to feel nervous and decided to watch it. I only had time to see the first half, but she was amazing! No matter your politics, if you need a little bit of before-class-inspiration, I highly recommend watching it on youtube as a fine example of public speaking!
I have no fear of asking librarians for help or doing research with the use of books. I did wish the narrator would have said a bit more about finding credible resources on the internet. I know the concept is the same as with books...you evaluate varied sources, check out the authors credentials, and look for what evidence is available that supports the author's conclusions. I guess this new medium is just going to take some getting used to.
In addition, it suggests interviews and organizations as good resources. I will be using several, if not all of these ideas for researching my speeches in this course.
I do find it helpful just watching others give their speeches. Dory's impromptu speech which referenced a family story to illustrate the importance of family was a good example. Shaura's speech on Gastropods was not only interesting in its content, but I felt it showed me some good techniques for how to use visual aids while giving a longer speech. I thought that she did an excellent job, and I hope to get that good at public speaking. I like that they use real students giving actual speeches in this series. I appreciate seeing the different ways and techniques people have of navigating anxiety & mistakes.
All week it has been in the news about what a fabulous speech Michelle Obama gave at the Democratic National Convention. Before last night's class, I was starting to feel nervous and decided to watch it. I only had time to see the first half, but she was amazing! No matter your politics, if you need a little bit of before-class-inspiration, I highly recommend watching it on youtube as a fine example of public speaking!
Videos for Chapters 1,2,3 & 4
I have accessed these videos & watched them now, but not until after the Sunday night deadline.
Still getting the hang of these new technologies.
These videos are informative and helpful, and I am am moving on now with Chapter 6.
Still getting the hang of these new technologies.
These videos are informative and helpful, and I am am moving on now with Chapter 6.
Saturday, September 1, 2012
Concept of Brainstorming
Brainstorming has been an important concept in every aspect of my life. No matter the speech, dilemma or project to be accomplished, allowing my mind to surrender to a free flow of ideas is the best way that I have found to explore any topic. In the act of brainstorming, anything goes...we can allow our creativity to flow and explore the furthest reaches of our imagination.
From there, I find it easier to eliminate what doesn't seem viable and focus in on what does. The brainstorming process allows me to explore all possibilities and gain a greater perspective.
In the speech writing process, I know that this will be one of the main concepts I use in exploring each and every thesis topic. It will help me to form a working outline. Then I will be able to zero in on key points and research them further. I know that this is one tool that will aid me in creating better speeches.
From there, I find it easier to eliminate what doesn't seem viable and focus in on what does. The brainstorming process allows me to explore all possibilities and gain a greater perspective.
In the speech writing process, I know that this will be one of the main concepts I use in exploring each and every thesis topic. It will help me to form a working outline. Then I will be able to zero in on key points and research them further. I know that this is one tool that will aid me in creating better speeches.
Friday, August 31, 2012
Apprehensions in Public Speaking!!!
Scene: Richmond, VA in Autumn 1989, High School Production of Arsenic and Old Lace,
Act 2. The curtain went up. I stood there center stage, alone & ready.
We were half way through our run of this play. I had been in several shows and always enjoyed being on stage. Until now...
The lights were in my eyes, then I started to make out the shapes and faces of the audience in the packed auditorium. The usual rush of adrenaline turned strangely to fear. In that brief moment before speaking, as I looked out on all of those smiling & expectant faces...time froze. And whilst time stood still, my mind raced...Did I really have what it took to entertain the masses? What if I forgot my lines and ruined the play? Who was I to be in this role? The doubts flew through my consciousness and the anxiety mounted.
Suddenly and most unexpectedly, Stage Fright had its tight, icy grip around my throat! Time unfroze and the world began to spin once more on its axis...but now the room was spinning and I was frozen! My knees began to knock so loudly that it must have been heard in the first five rows. I thought I might faint, vomit or cry. With white knuckles and a deep breath, I stuttered out the first couple of lines. With every ounce of effort that I could muster, my composure was regained. All was well. I remembered my lines, people laughed at the right times, we had a successful run.
However, that experience was so all-encompassing & terrifying that I dropped out of the next play, that was already being rehearsed. I never fully understood the hows and whys of my experience that night, but since then, have avoided public speaking at all costs!
Yet in the past five or six years, I have been a part of a great group of friends who just love any opportunity to 'circle up' and share their thoughts, feelings, and musings. I always enjoyed listening, but have occasionally been 'encouraged' (more like forced) to speak up. Gulp! But with this practice and using many of the techniques described in Chapter 2, I have felt less anxiety and accomplished enough.
Some of the techniques that I have been effective for me are: diaphragmatic breathing, visualizing a well presented speech, quieting the mind enough to focus on the task at hand, relabeling my anxiety as excitement for entertaining or informing the audience, going in as prepared as possible, knowing the audience and speaking to them conversationally, and relaxing into as best as I can.
I look forward to this semester's practice of extemporaneous and conversational public speaking. But why no podium, Prof. Carol?
Scene: Richmond, VA in Autumn 1989, High School Production of Arsenic and Old Lace,
Act 2. The curtain went up. I stood there center stage, alone & ready.
We were half way through our run of this play. I had been in several shows and always enjoyed being on stage. Until now...
The lights were in my eyes, then I started to make out the shapes and faces of the audience in the packed auditorium. The usual rush of adrenaline turned strangely to fear. In that brief moment before speaking, as I looked out on all of those smiling & expectant faces...time froze. And whilst time stood still, my mind raced...Did I really have what it took to entertain the masses? What if I forgot my lines and ruined the play? Who was I to be in this role? The doubts flew through my consciousness and the anxiety mounted.
Suddenly and most unexpectedly, Stage Fright had its tight, icy grip around my throat! Time unfroze and the world began to spin once more on its axis...but now the room was spinning and I was frozen! My knees began to knock so loudly that it must have been heard in the first five rows. I thought I might faint, vomit or cry. With white knuckles and a deep breath, I stuttered out the first couple of lines. With every ounce of effort that I could muster, my composure was regained. All was well. I remembered my lines, people laughed at the right times, we had a successful run.
However, that experience was so all-encompassing & terrifying that I dropped out of the next play, that was already being rehearsed. I never fully understood the hows and whys of my experience that night, but since then, have avoided public speaking at all costs!
Yet in the past five or six years, I have been a part of a great group of friends who just love any opportunity to 'circle up' and share their thoughts, feelings, and musings. I always enjoyed listening, but have occasionally been 'encouraged' (more like forced) to speak up. Gulp! But with this practice and using many of the techniques described in Chapter 2, I have felt less anxiety and accomplished enough.
Some of the techniques that I have been effective for me are: diaphragmatic breathing, visualizing a well presented speech, quieting the mind enough to focus on the task at hand, relabeling my anxiety as excitement for entertaining or informing the audience, going in as prepared as possible, knowing the audience and speaking to them conversationally, and relaxing into as best as I can.
I look forward to this semester's practice of extemporaneous and conversational public speaking. But why no podium, Prof. Carol?
Sunday, August 26, 2012
Introduction
Hi Fellow Public Speakers,
My 'Alias Name' & Real-life nickname is Gigi. I am just back to school after a 20 year hiatus.
I live on a 10-acre working farm in Nevada City with my most excellent fiancé, my 2 sons, 1 stepson, 2 stepdaughters, 1 dog, 3 cats, 2 goldfish & Louis, the Rainbow Lorikeet.
We enjoy working in our fruit tree orchard, pumpkin/watermelon patch, and veggie garden. In our free time, we hike around and play in the Yuba River.
Our motto is "Living La Dolce Vita"!
I am looking forward to speaking publicly with you all...Gulp!
Best Wishes for the Semester,
Gigi
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