Dear friends
Can u please give me some ideas on speech topic '' how horrible is to be a student
Answers
Answer:
ummmm ideas i can give
Explanation:
. we have to carry a lot of books and gives a lot of pain on our back
. there can be a surprise test anytime so we have to be prepared
. there are sometimes we do the h.w but forgot to bring it and if teacher gives u punishment than that's wayyy embarrassing especially in front of classmates
. when a teacher takes your lonely free period of week for giving her notes
i tried my best hope helps u if does plzzz give me thanks
My students’ bad habits didn’t happen overnight. These habits develop through years and years of watching terrible presentations. While most of us can recognize a terrible presentation, we don’t yet have the tools to make our own presentations great.
In a class called Professional Communication and Presentation, I teach my students how to break their bad habits. These lessons apply to all presenters: teachers, conference presenters, business executives… anyone who has a speech to deliver. Read on to see how you can un-learn these habits, too!
The first presentation day in my classroom can be scary. Students will sometimes ask right before they start speaking, “Can I turn off the lights?” This question is often couched in some kind of excuse like, “I really worked hard on my slides, and I want my audience to be able to see them.” My answer is always, “The lights stay on.”
Turning the lights off during presentations is a bad habit that must be broken. The focus should always be on you as a presenter. If your audience can’t see you, you won’t be able to connect with them, and you certainly won’t be able to effectively engage them. Audiences who can’t see you are also less likely to participate and answer questions, and more likely to sit back and disengage as they would in a dark movie theater.
Jim Endicott sees presentation as a three-legged stool comprised of the following:
- speech content/message;
- delivery; and
- visual presentation.
All three legs must work together successfully in order for a speech to resonate with audiences. If a student relies too heavily on one of these legs, their speeches fail to connect. In my class, we learn to focus on all three, and we constantly develop and improve all areas.
Informative speeches are often difficult for my students because they forget the importance of creating engaging speech content. For example, for one presentation, my students are tasked to watch a TED Talk, and then analyze that talk in 5 minutes by answering 5 questions. This is often the worst batch of presentations because students forget that informative speeches don’t have to be boring!
We work on storytelling the class before the TED presentations. As Nancy Duarte tells us, information should always be layered with story, just like layers of a cake. Students often forget that story is important and stick to matter-of-fact reporting of information. Benjamin Zander’s On music and passion and Sir Ken Robinson’s Schools kill creativity are two of my favorite TED speeches because both presenters repeatedly weave story into their talks. By traditional standards, 18 minute talks about classical music and public education would be considered boring, but watch both to see how storytelling works.
The most important way to improve your next informative speech is to realize that a good presenter can talk about a ham sandwich and make audiences interested. To improve informative topics, follow Duarte’s advice. Use storytelling, but, like Zander and Robinson, make certain all of your stories relate to the central focus of your speech. You can also incorporate audience participation and interaction into your presentation. It’s also important that you select an amazing topic that you are energetic and fired up to speak about, as your passion will shine through.
A student last month ran her persuasive topic by me two weeks before presentation day. She wanted to discuss the importance of water. I immediately yawned, but pressed her to find out why she was interested in this topic and how she planned to make it engaging for her audience. Because of her passion for the topic, and because she weaved in storytelling, the stale topic came alive on presentation day. ” Sometimes, we can’t help it. We’re assigned a topic to talk about, and we have to make it work. But if you think you have a bad topic before you start developing a presentation, your audience is in trouble. If you’re standing in front of a crowd with slumped shoulders and defeated nonverbal communication, your audience will mirror back that negative attitude.
Delivery should be as natural as possible. Why, then, do my students write out an entire script and read that script for their presentation? Consider why TED Commandment #9 exists: “Thou shalt not read thy speech.” Ironically, last month, a student wrote a script and read it from start to finish for his TED analysis speech. When you read your speech, you bore your audience.” . This lesson is important for more than just my students. I am confronted with presenters reading a script even in professional venues. For example, in February of 2012, I was excited to attend a PechaKucha night in my hometown. Unfortunately, I was let down when one third of the presenters looked down at a script and read their presentations from start to finish.