Download - RESPECT THE PRESENTER IN YOU
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
1.) Getting Attention 2.) Teaching
3.) Transitioning4.) 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
Getting Attention Choice Voice
Gesture
Pauses
Voice Pattern Influence credibility:
Drop voice (chin down) at the end of each sentence and you can increase credibility. Example: News Peter 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 )
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 tears, sad, scared, sorrow
Photo 2 Cute, small, funny, pea
Photo 3 Calming, nature, mountain
Photo 4 Walking, strolling, talking, thinking
Photo 5 Angry, shy, mad, private
Photo 6 Stream, river, calm, water
• Lost in the crowd by Jutilda
Emotional IntelligenceDoes 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: [email protected]
Go out and present/practice/learn/teach.