Presentation on theme: "RESPECT THE PRESENTER IN YOU Teaching as a Deliberate Act By Anna Ballard 2008 State 4-H Forum."— Presentation transcript:
RESPECT THE PRESENTER IN YOU Teaching as a Deliberate Act By Anna Ballard 2008 State 4-H Forum
Your Presenter: Anna Ballard Snohomish County 4-H Alumni Public Presentations, Rabbits, Performing Arts, Arts and Crafts, Photography Projects WSU Alumni B.S. in Biology and B.A. in Spanish Spokane Valley Resident Work for Washington State Patrol
The Theory Nonverbal Communicative Intelligence (NCI): a capacity for interacting with the environment by using the ability to be systematic in the use of gesture, voice, breathing and other nonverbal signals. Dr. Kendall Zoller of California State University www.sierra-training.com
Teaching as a DELIBERATE act Get to know your audience That’s YOU Get people involved Use humor When the teacher speaks the audience responds Experience gives us…. Wisdom? Habits When we reflect on experiences we create wisdom
Strategize Teaching requires strategies… Nonverbal Communicative Intelligence Deliberate Acts Gestures Voice Breathing All this can create mutual understanding
Expectation and Concerns This activity motivates learners and influences how they focus their attention and therefore, increases student learning What are your expectations? What do you want to walk out of this room with? Skills to learn to be a better presenter What are your concerns? What does the audience expect from the presenter? Not learning anything, not understanding
Four Phases of Teaching 2.) Teaching 3.) Transitioning 4.) Group Work 1.) Getting Attention
Even when you are teaching you have to get their attention constantly Do not instill fear with power Change voice Gestures Pauses Practice
Getting Attention Do not always need to: SHOUT Content: knowledge of nonverbal patterns Context: knowledge of experiences. When the patterns were more and less effective
Voice Pattern Influence credibility: Drop voice (chin down) at the end of each sentence and you can increase credibility. Example: News Peter JenningsPeter Jennings Monotone during most of the sentence sounds like you are stating facts only.
Voice Pattern Seeking Information : Bobbing your head sends a nonverbal response that you are seeking information Your voice will fluxuate and your voice goes up at the end of our sentence Example: Interviews (Johnny Carson )Johnny Carson If you aren’t seeking information do not bob your head.
Group Exercise Try making some statements and drop your chin at the end of each sentence Then try the same statements and bob your head while you talk What do you think when the other person talks? Approachable Feels like: Interview Credible Feels like: Interrogation
Gesture More credibility with your weight distributed on both legs evenly and hands to your side. Voice will be louder guaranteed because the lungs are opened Keep arms at 90 degree angle is seen as more credible. Standing still will be more credible and show that you are calm.
The Pause The single most powerful nonverbal skill 1.) to gain support 2.) to support memory 3.) to support thinking You have to look intelligent when you pause. Don’t pause with your mouth open. Pause gestures when you pause too. Don’t pause when you aren’t gesturing…you look dead. Thinking pause If a student or teacher speaks the answer thinking stops…pause to allow students to think
Silence Silence causes people to pay attention. I interru…..I interrupt myself to get attention. Make sure you don’t look silly. The word you stop on has to be a 2 or 3 syllable work. Break direct eye contact and take a step. Once you stop make sure you restart the sentence and whisper when you come back for added benefit. They will be listening.
Mirror Neurons These neurons in your brain fire when you see someone else. Speakers holds there breath you hold your breath. This also is commonly seen in Yawning. Someone drinks….and you drink. Remember to breath when you pause otherwise you will be keeping everyone in the audience from breathing.
Science Lesson The brain was designed to determine threats Do I eat it or does it eat me? Brain’s cortex (Amygdala) thinks on it’s own so you don’t have to think too hard because it could be the difference between life and death, you would have been eaten The brain automatically triggers adrenal glands: run, flight, flee.
Science Lesson The Amygdala still functions today, the same as it use to…. Today we are more complex What is a threat? “He dissed me” Could react and do something you didn’t mean to because of the Amygdala but we also have the Prefrontal Cortex (PFC)
Science Lesson When you are so mad you could hit someone…your Amygdala perceives it as a threat but your PFC tells the Amygdala to “shut up.” Your PFC acts as a logic center and weighs the effects of your actions. Is this a good idea and what would the consequences be?
Signal from eyes to amygdala signal Our Brain Reacting to Nonverbal Queues
Eye Movement and Thought Remembered Auditory Constructed Auditory Constructed Visual Internal Dialogue Remembered Visual Kinesthetic Feeling Dunn and Dunn Model
Watch Audience Watch the audience eyes to recognize the type of thinking Watch someone else's eyes while I ask questions, then we will switch so the other person can watch.
Long Term Memory Aides visual paragraphing Moving from one side slowly. Brain needs chunks! Stand in one place for the first idea, then stand in a second place for the second idea, then another for the third Try this out for yourself!
Visual Paragraphing Makes a big difference If it is out of order it is harder to remember Don’t give 5 ideas in one place or idea 3 and then back to idea 4.
Aggressive Audience Feel-Felt-Found You feel… I felt… I’ve found… Stand your ground when you teach but when you answer questions here is how: If you can answer the question stand in the front If you can’t or if it is negative stand away (to the side). If the question stupid the audience will roll their eyes and you don’t have to answer it….say “I will discuss it later” or “we can talk after the lecture.”
Distractive behavior Don’t have to call that person out. No one wants to be reprimanded in front of everyone. Ie: Cell phones, computer, newspaper, arms crossed…… Script: All of you…won’t like All of you ….might not like Some of you…won’t like Some of you…might not like A part of you …won’t like A part of you…might not All of us…wont’ like All of us might not like… Some of us…won’t like A part of us…won’t like “All of us want to do a good job but might not like doing the work.” “Some of you may want to read the newspaper instead of paying attention but might not like failing the test.”
Acknowledge Resistance If you don’t then they won’t participate It is ok to feel that way Then keep rolling with your presentation Be animated, they will listen Smiles and enthusiasm are contagious
Fogging A way to diffuse an angry or negative member of the audience After they talk say “Your name again was?” You can’t say your own name in an angry voice.
Understanding 1.) If felt only if sincere or if not how others feel that… 2.) Like…officers have felt that way (stories are good) 3.) what we have found…(can go back to the front) what I have found…..
Third Point Referring to another location ie. board Shift energy Shift focus Difficult news Challenging content Supporting thinking Freeze body, look at screen (data)…pause. No eye contact to the group.
Dangers Leaving a slide up too long when you are no longer talking about that slide will cause the audience to over focus and is will become a distraction. For PowerPoint: Click B for Blackout Click W for Whiteout
Stand Still When you are dealing with a third point, stand still If you move, the audience will be watching you and not the third point. Getting attention after they looked at the point you can walk quickly to the front and take a deep breath...exhalation
The Tool Box Choose Voice Pause That’s Me Visual Paragraphing Stand Still I Interr…I Interrupt Myself Show don’t say
Thinking Types Recognizing your audiences thinking type 1.) Visual 2.) Auditory 3.) Kinesthetic
Listen to Vocabulary When audience asks questions they will use certain types of vocabulary Foggy, seeing, visual, appear Ring, say, audio, clear Feel, kinesthetic, touch Students will react with their verb so you can answer with the same verb.
What does it mean? What is the first word that comes to your mind when you see these photos? You can change your perception in an instance. Photo 1 Photo 1 tears, sad, scared, sorrow Photo 2 Photo 2 Cute, small, funny, pea Photo 3 Photo 3 Calming, nature, mountain Photo 4 Photo 4 Walking, strolling, talking, thinking Photo 5 Photo 5 Angry, shy, mad, private Photo 6 Photo 6 Stream, river, calm, water
Emotional Intelligence Does it really Matter? IQ vs EI Definition: Emotional Intelligence is having an understanding of how others feel Definition: Ethical Relativism is the ability to interpret, understand, and manage one’s own and other’s feelings.
Four Parts of Emotional Intelligence Self Awareness Why am I feeling this way? Gut-feeling Wisdom, ethics and responsibility Managing Emotions How are we going to feel after Motivation (ie: Buy now or save for future) Social Brain Two brains connecting (mirror neurons) One the same page Meditation – Neuro-Plasticity Building the brain emotionally Managing emotions
Emotional Intelligence Quiz How people interact with each other. Identify with others Treat each other with respect What is your eIQ? Quiz
References Nonverbal Communicative Intelligence for Classroom Management By: Dr. Kendall Zoller Emotional Intelligence By Daniel Goleman Social Intelligence By Daniel Goleman
Thank you for your attention Questions? Contact: Clover2682@aol.comClover2682@aol.com Go out and present/practice/learn/teach.