Public speaking and the techniques used

Has anyone ever made to deliver a speech in any public event? It is a fact that public events need to be presided by a person or a group of persons. Therefore, in such events, it is mandatory for the master of ceremony to efficiently make use of public speaking and the techniques involved for better conducting of the event (Weiss 1997). The author of this paper would be willing to share an idea on how public speaking and its techniques can be applied to the work of an elementary teacher. This speech will discuss the essence of public speaking, as well as, the techniques involved in the speaking. In addition, the application of public speaking in the work of elementary teaching will be discussed.

Speaking in public events is always aimed at effective relaying of information to the desired party. In addition, it is characterized by various formality levels depend on the audience being addressed and the setting(German 2010). For example, getting to know how to speak in foreign languages may differ from comprehending other subjects because of the nature involved. Language forms part of a person’s identity. Therefore, public speaking can be used to reveal a person’s identity to the public. During public speaking, the speaker may lack confidence and develop a fear of looking imprudent since oral production in the delivery is subject to audience scrutiny. The audience may take concern about issues such as the speaker’s grammar, pronunciation, lexis, dressing style, and even accent. Therefore, public speaking may require the speaker to efficiently employ techniques so as to ensure quality presentation.

The use of good public speaking skills proves to be important in many careers. Most of the audience may be requested to present themselves in public in their jobs. Some will do it a form of presentation at work, while others use public speaking to market and sell their products and services. Even if the person will not be required to deliver a speech, it does not imply that the person will never get a chance to speak in public. Therefore, proper and comprehensible communication skills, as well as, a solid grounding in comprehending the public communication theory will prove to be invaluable in any job (Boone, Kurtz & Judy 1997).

A good example of a profession that extensively needs proper communication, as well as public speaking skills and techniques, is teaching. To be specific, an elementary school teacher will find it important to apply the experience of public speaking in delivering the contents of the syllabus into a pupil’s brains. In most institutions, elementary level of learning begins at kindergarten, up to sixth grade. Therefore, the audience in this set comprises of young children whose level of understanding may be relatively lower than high school or college students. It would, therefore, be important to extensively evaluate the techniques and applications of public speaking in elementary teaching.

The use of public speaking techniques by an elementary teacher can help in raising the self-confidence of the teacher. Speaking techniques can be used to overcome fear, by making elementary teachers know that they are capable of clearly expressing themselves, as well as convincing in the classroom and other settings in the school community. This skill can eventually help the teachers feel more in control of their own lives, as well as the discussions in elementary classes (Zakahi 1988). In addition, the elementary teacher can feel more empowered as a good communicator. This technique of public speaking in the classroom by the teacher can be important given that the audience in the talk is of a younger generation. Members in this audience are in a position of challenging the teacher, who happens to be a speaker, with various questions as dictated by their curiosity.

There is a notion that, just like most personal skills, oral communication cannot be taught under any circumstance. Elementary teachers can only point and emphasize integral features, for example, their own voice. The way that the teachers work with their own voices is an important aspect as far as public speaking is concerned. Elementary students would always be keen on their teacher’s sound patterns as well as stylistic devices such as mimicry. Through these public speaking techniques, the teacher can relay some pieces of information to the young audience.

Public speaking skills and techniques can also be used to express the teacher’s attitudes, as well as thoughts and appearance. The teachers’ first impressions will always influence students’ attitudes towards paying attention to them (James 2001). Elementary teachers, therefore, need to know how to manage their body language, as well as a language so as to cope with the superficial characteristics of public speaking in class. Speaking applies linguistic and background experience with the goal of creating a meaningful and comprehensive message(German 2010)…

Sometimes an elementary may have problems while doing a presentation in front of the class. The teacher’s hands might even shake but it would be lucky that the students hardly notice the same. In such an audience there are very low chances that a student will notice. With time, the elementary teacher should be more comfortable making movements in the classroom. However, for starters, it is recommended that they try and stand comfortably and fairly still (Ehrlich 1994). Anything that may seem to cause a distraction to the students is to be eliminated with immediate effect. An elementary teacher may make use of gestures in stressing a few concepts in class. This technique will enhance proper understanding by students as it is easier to remember things that they see, rather than, what they hear.

An elementary teacher can as well use his public speaking skills and techniques with the goal of giving the practice of the social application of language. Uncontrolled regular use of public speech based presentations in the classroom means that the learner’s integration on risk-taking in linguistics as well as social risk-taking. This example enables the teacher to efficiently improve o his or her speaking skills, as well as, presentation skills. The learner, on the other hand, can also get to take the teacher as a role model considering his or her language and presentation skills. Elementary students often have a tendency to mimicking what their teacher does in class (German 2010). Therefore, it would be a good impression if an elementary teacher efficiently uses his or her public speaking skills, as well as, techniques in class and any other event that involved elementary students. This example would provide an acceptable environment for the students to mimic.

Public speaking often requires much patience. Before one can deliver crucial remarks and feedback to the audience, he or she should develop some sense of patience. According to German (2010), the most challenging thing in the whole globe is having knowledge of how to pursue something, than watching another person do it the wrong way. In other words, it would be a wise step to use the correct channel of presentation to the elementary students so as to prevent future possible problems associated with his or her ignorance. The level of patience matters a lot during public speaking and should, therefore, form the basis of any teaching presentation.

An elementary teacher ought to know that a class presentation is never to be memorized. The teacher should always learn on his or her teaching and text materials so as to have an extensive, wide and clear idea of what to be taught in class. Elementary classes may seem easy to handle but when presenting, the teacher may develop complications that may make his or her work not to be fruitful (Zakahi 1988). Memorization always makes a person to deliver flat information. It will also make one speed up his or her voice until the speaker realizes that he or she is talking too fast. In elementary classes, the audience (students) may find it hard to comprehend what the teacher is delivering to them if at all he or she is talking at a high speed. Memorization may also make the teacher sound unenthused regarding the topic of presentation. This situation makes the audience have less interest in what the teacher is delivering. The most important thing for the teacher is to get the ideas clearly across.

Elementary teachers should have in mind that the presentation of information to the elementary students does not involve acting. The teacher should be confident and comfortable when doing any presentation since the audience has people who are relatively younger than the teacher. Therefore, the teacher ought not to have any form of fear when teaching or giving a public speech to the elementary students. The teachers should be themselves and think about what they are to say. This situation should be during their process of saying, and they should concentrate on how to simply get their information across the elementary students, who also happen to be the audience (Zakahi 1988).

Communication skills provide for the relaxing of the vocal cord by the speaker as much as possible. An elementary teacher preparing for a class presentation should extensively use his or her communication skills with the goal of relaying information using the best channel. Even if the teachers notice that their voices vibrate whenever they do a presentation in class or any other event, then they should try to clearly avoid the vibrations in their voices (Womack & Bernstein 2011). However, the students may not notice the vibrations in the teacher’s voice. The audience in this example comprises of young people who are not always so keen on such matters as their clarity of the teacher’s voice among other features.

Public speaking teachings talks about being able to avoid reading a speech directly. Elementary teachers ought to adhere to this rule at all costs. Although it may be difficult to deliver a presentation off the head, it is still possible to do so since no one wants to make a mistake(German 2010). Mistakes made during presentations are usually few. It is, therefore, very important for any teacher and other public speakers to give a focused and lively presentation. The audience might comprise of a younger generation of people who do not keenly look at the teacher’s habits of direct reading during presentations. Reading a presentation by an elementary teacher will completely ruin the delivery despite how well the teacher reads it.

On the same note, the teacher can speak extemporaneously. Although this example does not imply that the teacher is not well prepared for the presentation, it also means that the elementary teacher speaks form prepared notes with a conversational voice rich in interest in the delivery, as well as enthusiasm (Zakahi 1988). In addition, teachers should have no worries regarding their choice of words. Instead, they should concentrate more on making the young students understand the intended idea. The teachers can practice their delivery so as to be conversant with them before going to class for the real presentation.

In conclusion, speaking in public events may be aimed at relaying of information and is characterized by various formality levels depending on the audience. The mode of presentation of an approach greatly determines a person’s identity, as well as personality. Therefore, elementary teachers can efficiently use their public speaking skills and techniques in their daily work in school. It is worth noting that the kind of presentation that one does in front of the audience will greatly determine whether the desired information is passed, just like the example of an elementary teacher. Finally, it is a time people develop some sense of communication techniques to enhance socialization for mutual benefits.

References

Zakahi, W, (1988). Communication Education. Speech Communication Press: West Virginia.

German, K., M., (2010). Principles of Public Speaking. Boston.

Allyn & Bacon. P., & John O.,(1906) The Making of an Orator.

Ehrlich, H.,(1994). Writing Effective Speeches. Marlowe.

Boone, L., E., David, L. Kurtz, and Judy R. B., (1997). Contemporary Public

Communication. Prentice-Hall.

James, V., H, (2001) The Rise of the Public in Enlightenment Europe. Cambridge University Press: Cambridge.

Weiss, A., (1997). Public Talks. McGraw-Hill.

Womack, M. &Bernstein, M., (2011). Earliest written records of training in public speaking.


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