0

Category: Motivation

Jul182021

Envision (Day 5 and 6)

This week’s course focused on application of learnings from last week, which can be accessed here. Students applied their verbal, writing and visual aspects of communication to their culmination end-of-course project. In the coming days, we will centrally focus on the nonverbal aspect through practice, individually and with a coach.

Leadership and Public Speaking:

Purchase your poster board and note cards for your presentation. If you desire to move ahead, the following can be completed in preparation for Tuesday’s session:

  • Print visuals large enough for someone at the back of the room (based on our room size) to see
  • Write, or type your paragraph about the individual whom you consider to be an effective public speaker. Include why
  • Select a significant quote from each person selected. The quote will be included on the poster board
  • Start envisioning how you will design the poster board to be most reflective of your authentic and creative self

Takeaway from day 5 and 6: Envisioning how you would like to represent yourself according to the four aspects of communication is an important start for preparation. One must select which individuals most represent his/her/their idea of quality communication and leadership; this is especially the case for one who desires to learn/adopt the same qualities. Who is your epitome of a great leader and/or communicator?

Jul142021

Until you Make it, or Become it? (Day 3 and 4)

Day 3 and 4 of the Leadership and Public Speaking course centered on the importance of a coach/mentor. In the process of becoming a leader and effective communicator, it is essential to have trusted and supportive individuals to provide honest feedback based on our specified goals. Students worked with each other and identified the feedback they sought to improve nonverbal and verbal queues they considered problematic. The following is a broader summary of our learnings, a continuation from day 2, which can be accessed here.

Leadership and Public Speaking:

  1. Students introduced each other and constructed the most positive and energetic introduction which included the name of their partner. Their partners had the opportunity to share what they would like the audience to know about them—Leadership skills have emerged!!!
  2. Students recalled what they learned during the week! Unbeknownst to them, this was in preparation for a pop quiz.
  3. Pop quiz—I expected nonverbal attitude when I announced this; instead, I saw eagerness and readiness in body language—They’re showing off a little bit, now; I love it!
  4. Pop quiz review: Students graded their own quizzes. I asked them to reflect on the knowledge they’ve gained and how the assessment was reflective of this.
  5. Students completed the Amy Cuddy talk. Elaboration was placed on the idea of either “faking it until you make it,” or “faking it until you become it.”
  6. Students resumed their mini presentations by sharing responses to the interview questions while listeners wrote questions for the speaker. Every student was assigned a coach/mentor who will work to help bring the best of them before their next presentation.
  7. Homework: everyone earned an A+ for homework submission. For next week, students must bring a poster board and note-cards to begin working on a component of their presentation. I asked each student to consider the following: color, firmness of board, creativity, price (no poster boards over the price of $3.19), and intentionality. E.g., students should consider a tri fold board if they wish to have their hands free for expression during their presentation. Additionally, if one anticipates trembling/shaking while presenting, opt for a more solid board, not a flimsy one.

Takeaway from day 3 and 4: While evolving into our fullest potential in life, do we fake it until we make it, or do we fake it until we become it? What is the difference? Students shared an in-depth discussion about the idea of comfortability in oneself during the sometimes-uncomfortable transition into becoming our perceived idea of greatness. (It’s okay to read this section a few more times to fully grasp the subject we grappled with during our sessions). As always, I welcome any thoughts and questions regarding the summary of the course and the takeaway.

Jul132021

Nonverbal Communication (Day 2)

Day 2 of the Leadership and Public Speaking course centered on the importance of nonverbal communication. The following is an overview of today’s session:

Leadership and Public Speaking:

  1. Students introduced each other based on what they recalled from yesterday’s introductions. We gave a round of applause for each student presented
  2. Students continued note taking based on the visual and written aspect of communication
  3. Students learned that nonverbal communication takes up 70-93 percent of communication received from an audience
  4. Students learned the importance of body language through Amy Cuddy’s talk
  5. Students shared an individual whom they believe is a great communicator/public speaker (and they will explain why, tomorrow)
  6. Students research the top questions asked by interviewers seeking job candidates and students answered the following:
    • What are your greatest strengths?
    • What are your greatest weaknesses?
    • Tell me a challenge or conflict you’ve faced at school, and how you dealt with it?
  1. Students shared their responses with the group as their takeaway for the session

Takeaway from day 2:

Out of the four major categories of communication—verbal, nonverbal, written and visual—it can be argued that nonverbal communication is most significant. Professor Amy Cuddy is a leading researcher in the power of nonverbal communication. Cuddy’s TED Global talk (2012) is an excellent resource for understanding how body language can make a negative or positive impact.

Jul92021

Summer Enrichment

What are summer enrichment courses? 

Enrichment defined is the action of improving or enhancing the quality of something (or someone). In this case, summer enrichment courses are designed to help students build upon the skills they’ve learned during their normal school year and introduce skills that they will need in order to more smoothly navigate and transition into the new school year. The following are two courses that I plan to teach in the coming weeks:

Leadership and Public Speaking:

This course will focus on developing students’ skills in public speaking and leadership through a collaborative environment. Students will engage in authentic activities that mirror school and career experiences to strengthen their presentation skills and self-confidence. Through this lens, students will work on developing the qualities and skills needed for leadership roles as they carve out their unique style and build on their strengths.

Writer’s Workshop:

This course will focus on fostering cross-curricular writing skills in middle school students. Students will be exposed to various forms of writing and learn to differentiate their writing for various audiences. This course will explore elements of both academic and creative writing. Students will use topics of their interest to develop strong writing structures and conventions to support school-based writing and personal expressions.

*****

I look forward to sharing summaries of the learning process, which I will also be sharing with my students’ parents. Have you taken enrichment courses? What are your thoughts (and/or experiences) regarding enrichment courses for middle and high school students?