Effective Communication What sort of SPEAKER are you? Deirdre Russell-Bowie

OverviewOverview What sort of a SPEAKER are you? –S elf Confidence –P osture –E nthusiasm –A ids –K now your subject –E ngage your students –R eview for feedback

Self Confidence Breathing Relaxation –Shoulders, Head, Jaw, Lips, Face Self-talk: I CAN do it! Dress for respect and authority Believability Scale (How people judge you to be believable): –Verbal 7%; Vocal 37%; Visual 56%

Self Confidence Before starting to speak, remain silent: Stand straight and solid on your feet, Breathe calmly and cover the entire room with your eyes to take possession of your territory

Posture Within 15 seconds, we are the subjects of snap judgments How we stand affects this judgment

Posture Balance forward on balls of both feet Stretch up through string from crown Breathe from the ‘stomach’ Free hands and arms Take possession of your space Clear Body Language

Posture Body Language (Use when appropriate) –Smile! –Open Stance –Forward Lean –Touch –Eye contact –Nod your Head WHO you are speaks so loudly, that I can’t hear WHAT you are saying! (Ralph Waldo Emerson)

Enthusiasm! Body Language –45% of your message is expressed by the body –20% of your message is expressed by the tone of voice –35% of your message is expressed by what you say The Medium is the Message (Marshall MacLuhan)

Enthusiasm ! Your VOICE can reflect your enthusiasm! Pitch Clarity Volume Pace Intonation Emphasis Use of pauses and silences Avoid : Colloquialisms, Chorus answers, ‘Would you like to?

Enthusiasm! Gestures Clarify and support words Dramatise your ideas Lend emphasis and vitality Help dissipate nervous tension Function as visual aids Stimulate student participation Highly visable Make them natural, convincing, smooth, well-timed and spontaneous

Enthusiasm! Avoid Cliché Gestures Fig leaf Pledge of allegiance Praying hands Scratching head Body part pull Hands in pocket Statue ofLiberty Wand waving Machine gun

Aids Voice Gestures Body Language Teaching Resources Blackboard; Paper; Pens; Overhead Projectors; Interactive Whiteboard CDs; Videos; TV; Photocopier Computers; Cameras; Posters; Artifacts Know how they work; Bring extension cord, etc

Know Your Subject Build Self-Confidence through PREPARATION Children (Needs, interests, abilities) Content Classroom Aids and Resources Preparation represents 75% of the effort that goes into a lesson Successful teaching depends on effective planning

Engage your Students Communicate to every child by using their Intelligence strengths Logical/ Mathematical Verbal / Linguistic Bodily / Kinaesthetic Visual / Spatial Musical Intra-personal Inter-personal

Engage your Students Eye Contact Clear Explanations Check for understanding Repeat important points Empathy: ‘stand in another’s shoes’ Learn through DOING! Involve ALL students

Review Videotape your lesson; review it Self confidence: How believable are you? Posture: What does your body language say? Enthusiasm: Does your use of gestures and voice aid your presentation? Aids: How effective was the use of these? Know your subject: Was this clear? Engage your students: Were they involved? Review: Gain feedback from video / mentor / peer / supervising teacher

Effective Communication What sort of SPEAKER are you?

What sort of SPEAKER are you? For further information, see Chapter 2 in MMADD: About the Arts: An introduction to Primary Arts Education by Deirdre Russell-Bowie, published by Pearson Education Australia