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.