Allaying Student Public Speaking Anxiety

							 Allaying Student Public
    Speaking Anxiety


          Lori Schroeder
Communication, Writing and the Arts
   Metropolitan State University
 Center for Teaching and Learning
     Office of the Chancellor
Causes of Public Speaking Anxiety
  Fear of evaluation
  Fear of unknown
  Lack of experience
  Traumatic early speaking experiences
Causes of Public Speaking Anxiety
  Personality factors
  Fear of success
  Fear of failure
  Fear of looking foolish
Causes of Public Speaking Anxiety
  Guilt complex
  Lack of preparation
  Lack of practice
  Fear of the emotion of anxiety
  Others:
Instructor Strategies
 Be low key
 Try not to be intimidating
 Exercise a sense of humor
 Show that you are fallible
 Share your “memorable” speaking moments
Instructor Strategies
 Before class warm-up discussions
 Create an atmosphere that encourages and
 supports student risk taking
 Encourage listeners to be responsive and
 participatory
Course Design
 Construct oral assignments early in the
 semester where students can succeed
 Get students to speak early and often
 Progressively build assignment challenges
 throughout the term
 Weigh early assignments less heavily
Course Design
 Require “non-graded” informal speeches
 Break class into smaller-sized groups
 Build audience size progressively to full
 class for later semester work
Course Design
 Provide feedback from peers that requires
 positive comments and one suggestion
 Avoid oral, group public feedback
 Allow adequate time to do the work
 Consider special needs of students
Assignment Format
 Determine your goal of assignment
 Clarify expectations to students
    --show they have done the work
    --demonstrate learning
    --teach class about a topic
    --practice public speaking skills
Assignment Format
 Establish clear assignment requirements
    --length, research, number of sources
    --group format or solo
    --audio-visual aids
    --outline or paper to be submitted
    --grading criteria
Assignment Format
 Create assignments that tap into students’
 background and knowledge base
 List 25 or more topics and have students
 choose one to research
 Teach research techniques
Assignment Format
 Describe very clearly and completely what
 makes an effective presentation
 Cite past student work—successful and non
 Build presentation progressively
 Require rough drafts and provide feedback
Assignment Format
 Provide checklist of requirements
 --content and organization
 --delivery techniques
 Encourage students to prepare thoroughly
 Provide a question-answer session
 Student speaker distributes questions
Building Content Confidence
Require rough drafts
Discuss importance of organization
--Introduction attracts listener attention
--Body shares information
--Conclusion ends speech and triggers
    audience response
   Engaging Listeners in the
        Introduction
Encourage students to open with snazzy
opening remarks
--reference to previous speaker
--rhetorical question
--story
--striking facts
   Engaging Listeners in the
        Introduction
Provide audience adaptation material
Provide specific purpose statement
Provide orienting material
Preview main points
Engaging Listeners in the Body
 Avoid reliance on numbers
 Use stories, explanations and examples
 Volunteer from audience
 Humor
 Audio-visual aids
  Engaging Listeners in the
        Conclusion
Review material
End speech with appropriate closing
Avoid “thank you,” that’s it” or “any
questions?”
Building Delivery Confidence
       During Practice
 Encourage practicing aloud in front of a
 friend who can provide feedback
 Encourage visualization of audience/context
 Encourage speaking from an outline
 Discourage practicing with mirror
Building Delivery Confidence
     During Presentation
 Let leg rest on chair
 Encourage using the podium
 Let them sit
 Encourage use of visuals
 Encourage good posture and breathing
Building Delivery Confidence
     During Presentation
 Encourage speaking from an outline
 Encourage speakers to look at the friendly,
 supportive faces and to not take bizarre
 feedback personally
 Encourage movement & dynamism
 Encourage them to concentrate on ideas
Managing the Body
 Bring water
 Lifesaver or throat lozenge
 Breathing and relaxation exercises
 Homeopathic and herbal remedies
 Reduce caffeine
 Eat bananas
Building Vocal Confidence
 Encourage students to breathe deeply
 Encourage students to speak loudly
 Encourage students to be themselves
 Encourage students to be conversational
Managing the Mind
 Worried about mind going blank?
 Worried about feeling self conscious?
 Worried about sounding “stupid”?
Managing the Mind
 Worried about listeners being bored?
 Worried about past negative experiences?
 Worried about making a mistake?
Grand Finale
 Your students may develop:
    *important skills
    *increased self confidence
 They may even:
    *come to enjoy public speaking
    * thank you!!