Empowering young people with the skill of public speaking

Leadership Lessons from Team Sports

Sat, 30 Sep 2023 13:08:44 GMT

Leadership Lessons from Team Sports.

I have a personal and professional passion for leadership which is also an integral part of what we do in Toastmasters, a hobby of mine for the last 20 years which boasts the tagline, ‘Where leaders are made’. Last weekend I began to wonder if effective leadership might be more easily conceptualized if we consider it as a team sport.

What a wonderful weekend last weekend was for Ireland in the 2023 Rugby World Cup, taking on and beating South Africa in an intense, nail-biting game. This weekend, I also watched my son, a naturally quiet and shy boy, step up to proudly, lead his hurling team to victory. The team captain, a role that can alternate from match to match, provides guidance, motivation, and clear direction to the team. Although the captain leads out the players, distributed leadership is quite clearly, a lived reality on the field for all involved. Seeing my own children and students involved in sports over the years, I have seen how they can learn, develop and practice leadership skills by playing and following team sports. So, last weekend, as I immersed myself in a weekend of sport, it occurred to me that team sports, such as rugby and hurling, may demonstrate to us what distributed leadership truly looks like.

For a start, on the playing field, the goal is simple, very clear and visible. Every player wants to play the best game their team can, take their scores and win. Although from different positions on the field, teammates work together sharing and passing the proverbial responsibility, the ball, to progress towards that goal. Sometimes the team retreats to support a teammate in trouble or to protect their line. Sometimes, when an opportunity and a gap presents, individual players have the courage to act and run through it, encouraged, supported and cheered on by their teammates. Sometimes they visibly push one another forward and lift teammates to new heights in the lineouts. "A leader is one who knows the way, goes the way, and shows the way” (John C. Maxwell) but doesn’t always have to be out in front.

The coaches, an added layer of leadership, provide guidance and coaching to team members, helping them to develop their skills, confidence and reach their full potential. Players play from positions of strength, each contributing and supporting one another to contribute to the team’s move forward. They don’t play a forward in backs or a back in forwards. There’s an awareness that focusing on the power of complementary strengths can give sports teams (and work teams alike) the best chance of having the leaders they need for the near- and longer term.

Coaches and trainers on the sidelines, having the opportunity to read the game from another, slightly more objective perspective, can guide, advise and steer. Coaches know and show that as leadership guru and bestselling author Simon Sinek points out, "Leadership is not about being in charge. It is about taking care of those in your charge." Skillfully working to turn talented individuals into a cohesive, high-performing team, coaches boost morale, and foster a positive team spirit, culture and work environment. They deliver the most relevant pep talk, training and support for their team and individual team members, at that time.

The fans see something of themselves in the players and they connect. Seeing players as role models of human potential, their example is something supporters can aspire to. The team knows they play for the fans; their hopes, their dreams, their expectations, and the support of the fans in turn spurs players on. What the fans see on the playing field is the result of days, months, and perhaps years of commitment, practice, training and strategic planning.

Teams joyfully celebrate their successes together and even sometimes cry out their disappointments side by side and ‘shoulder to shoulder’, learning from defeat and rising stronger together to play another day. They face and overcome challenges together. Players seem to put their lives on the line because of the passion and belief they have in the purpose of the job at hand.

On the field, clear communication skills are important and necessary. Mental resilience is key and the wellbeing of the individual and collective is paramount. Individual teammates become stronger when they know where, when and how they can depend on one another and trust they are not alone. They are buoyed up and motivated by a sense of unity and common purpose.

As we saw from the Ireland v South Africa game last weekend, multiple tries are not always required to ensure a classic game and secure the win. Sometimes it’s about keeping the challenges at bay and taking the opportunities when they arise. Rugby, in particular, shows us that it’s not always about moving forward but sometimes moving back, not just what is scored but what isn’t conceded.

While work teams and school staff teams may not have an opposing team to contend with when they step out onto the field of play, they do have to absorb, weather and tackle various challenges ‘en route’ to reaching their goal. A ‘try’, ‘conversion’, ‘dropping the ball’ and ‘putting together a game plan’ may also be apt analogies for approaching tasks. When a new member joins our staff, what if instead of saying “Welcome to the staff,” we say, “Welcome to the team”. A subtle difference that might just communicate a more concrete perception of the role at hand.

From team sports we learn that:

· we all succeed when the team succeeds

· we all have a part to play albeit from a different position and area of strength

· we can all step up to take the lead when required, supported and encouraged by teammates

· adaptability to rapidly changing environments and conditions is important

· when we “lose”, we learn, regroup and come back stronger next time with a focus on progress and improvement

· the best team leaders and members know each other’s talents as well as their own and can build on them in order to help their team and organization succeed

· ‘teamwork makes the dream work’.

Rugby and hurling, both physically and mentally demanding sports in different ways, are both also examples of effective leadership and rigorous teamwork, providing valuable insights, I believe, into the dynamics and potential of distributed leadership. These and other team sports can demonstrate many leadership lessons for us, such as: strong communication skills, the ability to make crucial decisions under intense pressure, strategic thinking, motivation of others, vision, belief, individual and collective ownership and accountability, collaboration and courage to act. A solid and unified team spirit in sport, as in life, is often the game-changer.

Finally, teams don’t stop playing when they experience a defeat. They use defeats as opportunities for learning and growth. They analyze their team's performance, acknowledge and build on their strengths, identify areas for improvement, and inspire their teammates to bounce back stronger, together. Perhaps, team sports might just enable us to better understand and visualize the lived reality of distributed leadership, knowing how to stand ‘shoulder to shoulder’, when, where and how to pass the ball for the good of the team and when to ‘go for it'.

Do your students know that their body speaks?

Tue, 25 Jul 2023 09:55:41 GMT

Body Language matters.

“Do your students know that their body speaks even when they are silent?”

This was a question I asked myself some years ago when teaching 4 ^th , 5 ^th and 6 ^th class students (ages 10-12) in a multi-grade setting. I noticed that some of my students had quite negative and closed body language and I worried how this might impact their transition to secondary school in terms of making new friends and first impressions with new teachers.

I began training my class in the skills of public speaking, where one key focus is ‘body language’. Body language is as important when speaking in public as it is in everyday communication and conversation. When we talk to our friends and family, we move our arms and hands, walk around, change our stance, change our facial expressions and make eye contact. It quickly became apparent to me that my students were completely unaware of the messages their own body language was sending while they were acutely aware of the messages they received from others. So this is how we began to consciously improve our own awareness and use of body language.

We watched videos of examples of poor body language and discussed the messages we received.
My students shared examples of negative and closed body language, eg. Slouching, slumping, arms folded.
Together, we explored ‘What does proud / confident / brave / nervous look like?’ ‘What message do you get if I slump, yawn, put my hands under my chin, nod, open my arms wide, fold my arms, put my hands on my hips?’ How about nail biting, tapping fingers on our laps or tapping feet on the floor, head tilted to one side, rubbing hands together briskly, looking at the floor, head in hands, rubbing chin? From this the students began to see very clearly how our bodies communicate messages without us ever saying a word.
Students also shared examples of positive and open body language, eg. standing straight with shoulders back in a confident stance, open welcoming hand gestures, hands on hips in a power pose and smiling.
We had fun walking around the class as ‘Super man’ or ‘wonder woman’ and then slouching. We discussed how the different poses made us feel. Our chosen or very often un-checked body language even has a very interesting way of communicating messages to our own brain.

As homework, students looked out for 3 examples of positive body language and 3 examples of negative body language in their environment or even on TV or social media. The interesting thing was, they came up with way more than 3 examples as once they tuned in to it, they seemed to see examples everywhere. Students seemed to really enjoy this homework assignment. What’s more, becoming aware of other people’s body language in everyday interactions seemed to make students more aware of their own and importantly they began to realize that it is something they can choose and control in social situations and learn to use to their advantage.

In terms of speaking in public, students became aware that we make an impact on the audience, sending a clear message even before we open our mouths to speak. Our body can communicate confidence, enthusiasm, interest or indeed, the opposite.

Students learned and practiced how to walk proudly to the speaking area. When they got there, they greeted the person who had introduced them with a smile, eye contact and a good, strong hand shake. They enjoyed playing around with movement, gestures, stance, facial expressions and eye contact to express themselves and their message and achieve their speech’s purpose. They learned how to use the floor and move during their presentations if appropriate and they also learned to choose and use certain body movements deliberately to add emphasis to a point. Importantly, they also practiced body movements to help them to regulate any nervous energy they may have been feeling when speaking in front of others.

Body language forms a large part of the non-verbal communication that compliments and illustrates what we’re saying when speaking in public or in every-day situations. For our audience to receive and accept our message, our body language must be congruent with the words we are speaking. As the saying goes: “it’s not possible to NOT communicate” . Whether we like it or not, or are aware of it or not, our body speaks. There’s an expression that says, “Who you are speaks so loud, I can’t hear what you are saying. ” Our audience when we speak in public and those we meet every day, are seeing, feeling and hearing what we are saying even when we are silent. We can choose to make sure that those messages ADD to the words we speak.

Speaking in Public is a part of Life.

Sun, 11 Jun 2023 09:15:04 GMT

The many occasions on which we may be called on to speak in public. Can public speaking ever be avoided?

Public speaking is not just about making formal speeches. The Merriam Webster dictionary defines public speaking as “ the art of effective communication with an audience” . Who doesn’t need to communicate effectively with an audience at some stage in their lives, bearing in mind that an audience could be one, ten or an auditorium full of people or even an audience of an unlimited size at the other side of a camera?

From formal presentations at work to delivering a heartfelt toast at a wedding, from addressing an audience as a community committee member to telling a story, from asking a question in a room full of people to accepting an award, from leading a team to leading a nation, from standing up to advocate for ourselves or others to giving a eulogy, opportunities to address an audience and have our voice heard, are endless. Although the thought of speaking in public can be nerve-wracking for some, it is important to recognize the immense value these occasions hold. They provide us with the chance to grow, learn, and leave a lasting impact.

Every time we step up to speak, we embark on a journey of personal and professional development. Public speaking pushes us out of our comfort zones, forcing us to overcome our fears and hone our communication skills. It teaches us to articulate our thoughts clearly, think on our feet, and engage with diverse audiences. Each opportunity allows us to refine our presentation style, build confidence, and become better versions of ourselves.

Some of the most common occasions when public speaking skills are needed include: weddings; funerals; graduations; conferences; job interviews; contributing as part of courses; meetings; sales pitches; pitches to investors; public protests; political campaigns; community events and meetings; religious services; awards ceremonies as a recipient or presenter; teaching; training sessions; workshops; celebratory events such as birthdays, anniversaries, retirement parties; debates comprising or formal debates or discussions; sports events and on a daily basis in certain professions.

The skills we learn through public speaking practice, we use also in everyday conversations and communication, skills such as clarity in structuring our message, storytelling skills, use of descriptive language and rhetorical devices, body language, eye contact, facial expressions, hand gestures and vocal variety.

It was said to me once, “Not everybody has to or wants to speak in public.” I gave this some serious reflection and consideration. I wonder do some people choose not to speak in public because they genuinely don’t want to or because they have never had the opportunity to learn the skills and practise. If we take public speaking to mean “the art of effective communication with an audience”, it’s difficult to see how everyone may not, at some stage in their lives, have this opportunity. Whether or not they choose to avail of it and whether they are prepared for it or not, when it arises, are other matters entirely.

And if someone says, “I don’t want to speak in public and I won’t”, it begs the question, “Can public speaking really be avoided?” Possibly, but perhaps at great personal cost.

In conclusion, whether it's sharing a story, pitching an idea, leading a team, or advocating for a cause, effective communication and public speaking present us with wonderful opportunities for connection and for personal and professional growth. With every speaking opportunity, we have the potential to effect change, share our knowledge, and leave an indelible mark on the world.
By developing strong public speaking skills, we can feel more confident and comfortable in every social situation, and better able to communicate our ideas and perspectives. The opportunities will present throughout life. The question is, will we be ready to seize them?

Let us seize these moments, embrace the challenge, and let our voices be heard.

Fear of Public Speaking is not a fear of speaking. Do you agree?

Mon, 05 Jun 2023 12:33:07 GMT

Glossophobia - the fear of public speaking.

It is, a fact of life, that every day, people, young and old, face the prospect of speaking in some type of a public forum. Yet a pervasive fear of public speaking amongst adults worldwide is well documented. Yes, we’ve heard that some people fear public speaking even more and death. Ever wonder where this fear comes from? Is it a fear of speaking or something else? It appears that this fear is due to lack of training, practice, experience, low confidence, and for many an initial negative experience of speaking in public in childhood, and also factors including perceived skill deficiency, fear of evaluation and audience scrutiny, lack of experience in public speaking situations, poor preparation, introversion, a low level of self-esteem, and “the speaker’s previous public speaking experiences and fear of being in the spotlight,” (Thomas 2007, p.5).

There is a difference between a crippling, limiting fear and nerves. Nerves are a sign that we care. Most proficient public speakers I know are nervous before presentations, but they know and employ strategies to effectively manage nerves. Fear and nerves affect us physically and mentally. Physically, we notice increased heart rate, shallow breathing and sweaty palms. We may also experience gastrointestinal discomfort, diarrhea and muscle tension. Mentally we begin to doubt ourselves and may begin to negatively speak to ourselves, convincing ourselves that the audience will judge us negatively. We may be inclined to use nervous behaviours such as swaying back and forth, fidgeting with our hands, mumbling, speaking really fast, lack of eye contact, lack of pause, speech blocks, blurry vision, memory loss and dry mouth and our voice may quiver and / or speak in a monotone. In more extreme cases, this fear can manifest in panic attacks, fainting and unwanted urination.

Serious long-term effects of this fear can include: avoiding certain courses and situations where oral presentations are required, never speaking in class or in front of certain social gatherings even though you might be the most qualified person in the room, limiting career choices or deciding against certain careers because they would require occasional speaking before a group. Young people may have avenues for promotion closed to them, resulting in considerable personal distress, frustration, and depression. People who are very anxious about public speaking may sometimes avoid social events they would like to attend or may not talk to classmates or colleagues they would like to get to know rather than face a feared situation. The impact of this fear can be very debilitating and long lasting and is of serious social significance. Public Speaking Anxiety (PSA) is associated with low income and increased likelihood of unemployment (Stein et al. 1996). Stein et al. (1996) suggest that approximately 10% of those who suffer from fear of public speaking report significant distress which interferes with their life (specifically work, education, and social life).

So, I guess you could say the implications of this fear are pretty serious. Wouldn’t it be great if we could just wave a magic wand to eradicate this fear? Sorry to say, a quick-fix solution doesn’t exist. However, the good news is that I’ve spoken to some people, very few, who say they don’t fear public speaking but guess what? These are people who have received training and multiple opportunities to practice. So, on a positive note, there is something that we can do about this debilitating fear.

It’s important to distinguish between fear and nerves. Fear reduces when it is faced. We can learn strategies to manage nerves which are a very normal part of life. By recognizing nerves and even fear of public speaking as normal, teachers and parents can use and share techniques to help young people manage feelings of apprehension. We can live our whole lives with some fears and never have to face them but is it wise or even possible to avoid public speaking opportunities forever, with no regrets? Think about what may be lost as a result.

Some say that fear of public speaking is not actually a fear of speaking but rather, a fear of being the “centre of attention”. Many children are very happy to be the centre of attention. It is said that apprehension associated with speaking in public increases at about age 10. So, what if we started to train our children in public speaking skills before this, in a fun way, of course. Children often possess an inherent lack of fear when it comes to public speaking. This can be attributed to a variety of factors, including their natural curiosity and eagerness to share their thoughts, ideas and stories with others. Additionally, children have yet to develop the self-consciousness and social anxiety that can come with age, which can make speaking in front of a crowd a daunting prospect for many adults.

Of course, it is important to note that not all children are fearless when it comes to public speaking. Some may be shy or anxious, while others may simply lack confidence in their abilities. Some may even fear it because they've heard and seen from adults that it is something to be feared. However, for many children, the prospect of speaking in front of a group is not intimidating, but rather an exciting opportunity to share their ideas uninterrupted and connect with others. Choi (1998) suggests that " most often, students are scared and reluctant to present because they have neither had experience nor learned the rules ” (p. 30). One teacher I spoke to, as part of my studies on this topic, said, “t hey (children) don’t know it’s something to fear yet” and they actually enjoy it. Another teacher elaborated that “they get the message early that they have something important to say. They are so young they don’t associate it with any fear so I feel strongly that this is the most opportune time to begin. Then they never will have the crippling fear that some of us adults are overcome with until we go and do something about it ”.

Facing the fear, learning the skills and how to manage associated nerves can set us on a promising path to overcoming this fear. Let’s not stand by and let our younger generation passively inherit this fear when there is something that we can do about it. Skills training in a safe, supportive environment, is an obvious antidote to fear of public speaking. Let’s not passively pass on this fear to our children.

Let opportunity rather than fear be their inheritance.

……………………………..

References:

Choi, E. Y. (1998). Through another's eyes: student fear number one - presenting. Gifted Child Today Magazine, 1(4), 30-31.

Stein, M.B., Walker, J.R., & Forde, D.R. (1996). Public-speaking fears in a community sample: Prevalence, impact on functioning, and diagnostic classification. Archives of General Psychiatry, 53(2), 169-174.

Thomas, (2007). Conquering Speech Anxiety. Confidence in Public Speaking. Retrieved September 18 2018 from http://www.roxbury.net/images/pdfs/cps6chape.pdf

Speech Evaluation and Feedback makes a meaningful difference. 📚🔍

Fri, 02 Jun 2023 22:30:22 GMT

The what, why and how of Speech Evaluations.

Siobhán Keenan Fitzgerald.

Today, I want to share with you the incredible benefits of learning to evaluate a speech. ��️�� Whether you're a student, teacher, leader, or just someone passionate about effective communication this post may be of interest to you.

In Bloom’s Taxonomy of Higher Order Thinking Skills, evaluating is recognised as a higher order thinking skill, second only to creating, therefore it’s a very important and serious job. Speech evaluations enable the speaker presenting the speech to

(a) Receive personalized feedback regarding their strengths and areas for improvement.

(b) Apply their own critical thinking skills to consider the evaluation received

��️�� When evaluating a speech, you learn to analyze and assess the structure, content, and delivery of a speech, allowing you to identify strengths and areas for improvement. Learning how to evaluate a speech can be an invaluable skill that empowers you in various aspects of life. Here are some incredible benefits of mastering this art:

· �� By evaluating speeches, you gain insights into effective communication techniques. You learn to recognize the importance of clarity, coherence, and impactful delivery.

· �� Evaluating speeches sharpens your listening skills and your critical thinking skills. You evaluate not only what the speaker is saying but how they are saying it, paying attention to not just the words but also the speaker's tone, gestures, and body language, drawing attention to the many effective techniques and rhetorical devices they are using and how effectively they’re using them. Evaluating also enhances your ability to critically assess any information you come across, via speeches and in life in general, differentiating between reliable sources and misinformation ��.

· �� A privileged opportunity, exposing you to diverse perspectives and narratives, it encourages you to understand different viewpoints, fostering empathy and open-mindedness ��, essential qualities in our interconnected world.

All of these benefits are invaluable in dialogue, debates, discussions, and even everyday conversations.

In Toastmasters, we say, “Feedback is the breakfast of champions”. The evaluations of fellow Toastmasters help us to constantly improve our communication skills. And giving feedback? Simple? A privilege but not simple. It's simply another skill that needs to be practiced.

Through regularly practicing the art of speech evaluations in Toastmaster meetings, we learn how to make our feedback palatable, nourishing and impactful for a speaker. But not only that, it also benefits the wider audience and us, ourselves, as speakers and human beings too.

As is the case with our speeches and presentations, we can bring our own personal style to evaluations.

My personal preference is to point out and build the strengths the speaker already has while delivering, clearly but gently, recommendations that, in my opinion, may make the speaker's presentation even better. It's important to back these suggestions for improvement up with some concrete examples.

It’s not only about remembering what the speaker said and how they said it. It’s not only about understanding the purpose and potential of the speech. It’s not only about applying everything that you’ve learned as a speaker to your evaluation. Speech Evaluation is an invaluable service to a speaker and is about delivering feedback in a way that the speaker can best receive it, encouraging, enabling and empowering them to make progress.

Last weekend, I was delighted to make it through to the Toastmasters, District 71 (North UK and Ireland) Final of the Speech Evaluation contest in Liverpool, a hybrid context which I competed in online. The competition element of speech evaluations involves competitors taking notes on the same speech in real time as the speaker is presenting, using the given 5 minutes to compile your notes and then delivering a 2-3 minute clear, concise and constructive evaluation speech to the speaker and audience, while managing nerves of course. With so little time to prepare, it can be intense and pressurized so why do it? For all the amazing benefits outlined above, of course.

��✨In summary, speech evaluation, a skill we learn through Toastmasters by regularly practicing and refining it, is not to be taken lightly. It’s a role, a service, a privilege, that done well, will benefit all members including the evaluator themselves developing communication skills, critical thinking skills and empathy. We evaluate to motivate the speaker and in doing so to the best of our abilities, we too grow as speakers and listeners. That, in my view, is why evaluating is such an important and beneficial activity in Toastmasters and a vital skill for life empowering you to communicate your view more effectively in any social context.

��✨ #SpeechEvaluation #CriticalThinking #EffectiveCommunication #Toastmasters #EvaluatetoMotivate

Making the most of descriptive language when presenting speeches, reports, CBAs.

Tue, 18 Apr 2023 20:20:06 GMT

Playing around with descriptive language can be fun!

Descriptive language is a powerful tool public speakers use to captivate their audience and create vivid mental images in their minds. It enables the speaker to explain complex ideas and emotions in a way that engages the audience. Effective use of descriptive language can make a presentation memorable and leave a lasting impression on the audience.

To use descriptive language effectively, it is important to have a clear understanding of the message or story being conveyed. The speaker must be able to visualize the scenario or emotion they are describing in detail and use language that paints a picture in the minds of the audience. This can be achieved by using sensory words that appeal to the five senses, such as sight, sound, touch, taste, and smell. For example, instead of saying, "The room was cold," a speaker could say, "The room was so cold that I could see my breath in the air, and the chill made my teeth chatter." This description creates a vivid mental image of a cold room and helps the audience to feel the same sensation.

Another way to use descriptive language effectively is to use metaphors and similes to create comparisons. For example, a speaker might say, "Her voice was as smooth as silk," to describe a singer's performance. This description helps to convey the idea of a smooth, pleasant-sounding voice in a way that the audience can easily understand and relate to.

Playing around with descriptions can be fun. It’s important to get our students started playing around with different ways to describe people, places, things and events. Perhaps, they can even make up their own describing words. We can remind them that all words were created once upon a time, by someone, somewhere. A helpful tool to support students to consider descriptions is this visual: ‘Descriptions – Which one will I use?’ From the ‘LET’s Stand’ public speaking programme.

In conclusion, descriptive language is a powerful tool for public speakers that can help to engage their audience and leave a lasting impression. To use it effectively, speakers must have a clear understanding of their message and use sensory words, metaphors, similes and various description prompts to create vivid mental images in the minds of their audience. Better still, when students begin to play with more descriptions in their oral language and presentations, and hear their peers do the same, this will have a noticeable knock-on benefit on their writing.he body content of your post goes here. To edit this text, click on it and delete this default text and start typing your own or paste your own from a different source.