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Category: Student/Teacher Relationships

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.

Jul122021

Confidence (Day 1)

Today was the first day of the Leadership and Public Speaking course. As mentioned in my earlier post “Summer Enrichment,” I’ve been in regular communication with parents about all that takes place in the classroom. Through summary, I hope to engage parents in further conversations about the curriculum in connection to student learning. The following is a summary of our lea

Leadership and Public Speaking:

  1. Students defined leadership and public speaking in journals and through class discussion
  2. Students shared what they would like to gain from the program
  3. Students learned about the four types of communication (focusing only on verbal and nonverbal) and included notes on various aspects in their journals.
  4. Students analyzed Nouvelle Vague’s “In a Manner of Speaking” to further understand and discuss the significance of nonverbal communication.
  5. Students selected an item from the outdoors and shared the following about the item for a public speaking icebreaker. The directions included the following:

**Select an item from your outdoor environment of most interest to you …

  • Explain what you have selected
    • Share why it caught your interest and/or how it makes you feel
    • Share another aspect of this item that an audience may not consider and/or another way whereby someone can use the item
  • Share your findings through verbal and nonverbal communication
  1. Students shared their takeaways from the day’s session and are “happily” looking forward to providing their homework:)

Takeaways from day 1:

  • When asked what would students like to gain most from the course, most students shared their desire to be more confident. What is confidence? It is a feeling of assurance and appreciation in one’s own abilities. Confidence can be gained through self development and asking for assistance and guidance when necessary. Taking a course in Leadership and Public Speaking is a great start!