Having recently completed my summer course, once again I am intrigued by home difficult students find it to come up with topics for speeches. There are so many different topics out there and so many which would work for speeches. For instance, a student who is fascinated by television service could deliver a speech about directtv vs. dish. A speech about satellite television Promos, or satellite television providers would make be interesting and could make a fascinating speech.
So, where could one get information about this? There are many different places. For instance, a website about Satellite TV Promos, a website that would provide information about the best deals and packages would be helpful. Of course, there would need to be other sources used as well, sources that would have information about the advantages and disadvantages of both but a good starting point would be with the aforementioned websites.
This, of course, is only one of many possible topics but I truly think students need to think outside the box and come up with new and interesting topics.
Friday, August 7, 2009
Thursday, August 6, 2009
Cretures Of Habit
There is a poster that says, “Everything I needed to know, I learned from my dog,” and then it lists a number of things we can learn from the animal. There are actually a number of similar poster to this effect but, as I was walking my dog earlier today, this was the one that came to mind. I realized, that as he exhibited certain mannerisms, I knew what he was going to do. I knew, just by the way he was acting, when he was going to go to the bathroom, when he was going to teethe, when he was going to bark, etc. While I have always known it, by watching the dog it drove home the point that we are creatures of habit. Our habits are often the same as we look to do certain things.
I have actually tried to use this idea when it comes to Public Speaking. Most individuals tense up when they have to speak. I want to turn them into creatures of habit who don’t fear public speaking but rather, enjoy it and even look forward to it.
One thing I do is, on non-speaking days, each student has to get up in front of the class and respond to the question of the day. The idea is, they get so used to this that it makes it easier when they have to stand up and give a graded speech, they have become creatures of habit when it comes to speaking.
With my summer course, it was a little more difficult as every Thursday they had to speak, starting from the second day of class. They only had a few times, five to be exact, to speak in the non-graded situation. Repetition is important when trying to develop a pattern, a habit. I did not have as much time as I would have liked. I do think it helped and I am glad I still did it. Still, we have to role with the punches life throws, or in this case that the class threw and I simply did it as best I could. No regrets, helpful, but not as effective as I would have liked it to have been.
That actually probably sums up my experience teaching a summer class.
I have actually tried to use this idea when it comes to Public Speaking. Most individuals tense up when they have to speak. I want to turn them into creatures of habit who don’t fear public speaking but rather, enjoy it and even look forward to it.
One thing I do is, on non-speaking days, each student has to get up in front of the class and respond to the question of the day. The idea is, they get so used to this that it makes it easier when they have to stand up and give a graded speech, they have become creatures of habit when it comes to speaking.
With my summer course, it was a little more difficult as every Thursday they had to speak, starting from the second day of class. They only had a few times, five to be exact, to speak in the non-graded situation. Repetition is important when trying to develop a pattern, a habit. I did not have as much time as I would have liked. I do think it helped and I am glad I still did it. Still, we have to role with the punches life throws, or in this case that the class threw and I simply did it as best I could. No regrets, helpful, but not as effective as I would have liked it to have been.
That actually probably sums up my experience teaching a summer class.
Wednesday, August 5, 2009
How To Treat Them
When I was in college, I remember going to a Met game. The Mets were playing the Montreal Expos and the Expos sent John Milner up as a pinch hitter. Sitting a few rows in front of me were a father and son tandem. As Milner was introduced as the pinch hitter, the father started booing loudly and then turned to his son, with a huge grin on his face and said, “That’s how you treat the opposition”.
As a long time Met fan, I remembered John Milner playing for the Mets (I don’t think the father a few rows in front did), I remembered Milner as someone who always tried his best and gave 100% and, especially considering the team, was not a bad player. I left thinking how unfortunate for that child to be taught to have such little regard for a man with class, a hard worker and a loyal Met player back in the day.
Now, fast forward to the present day (and I am probably getting a little controversial here). While the semester is out, I have taken a job working on the telephones, conducting phone interviews (no sales). It is not my ideal job but it is an honest day’s work (for an honest day’s pay). I’ve done it in the past and I’m still pretty good at it but, honestly, the older I get, the tougher it is to do for eight hours. I also confess, I get more frustrated now than I ever did when people hang up on me. I don’t mind people tell me, “No thank you, I’m not interested,” but I do find hanging up on me just plain rude, and some of them seem to be very gleeful when they do it, I can just hear these people turning to their children and saying, “That’s the way you treat them”.
In this particular case, I find it particularly annoying because the survey is actually about five minutes and after we introduce ourselves and the survey (I timed this at 15 seconds), we ask, “May I continue”. These individuals are given the option of saying, “No”. Sometimes, I get all the way through the introduction and ask, “May I continue,” and instead of the person saying, “No,” or, “I’m not interested,” they still just slam down the phone. I find that particularly aggravating.
The good news is, I am always on the lookout for new material to use for my class. I have a feeling that when I cover persuasive speaking this coming semester, my phone surveying experiences are going to give me new material to work into the class.
As a long time Met fan, I remembered John Milner playing for the Mets (I don’t think the father a few rows in front did), I remembered Milner as someone who always tried his best and gave 100% and, especially considering the team, was not a bad player. I left thinking how unfortunate for that child to be taught to have such little regard for a man with class, a hard worker and a loyal Met player back in the day.
Now, fast forward to the present day (and I am probably getting a little controversial here). While the semester is out, I have taken a job working on the telephones, conducting phone interviews (no sales). It is not my ideal job but it is an honest day’s work (for an honest day’s pay). I’ve done it in the past and I’m still pretty good at it but, honestly, the older I get, the tougher it is to do for eight hours. I also confess, I get more frustrated now than I ever did when people hang up on me. I don’t mind people tell me, “No thank you, I’m not interested,” but I do find hanging up on me just plain rude, and some of them seem to be very gleeful when they do it, I can just hear these people turning to their children and saying, “That’s the way you treat them”.
In this particular case, I find it particularly annoying because the survey is actually about five minutes and after we introduce ourselves and the survey (I timed this at 15 seconds), we ask, “May I continue”. These individuals are given the option of saying, “No”. Sometimes, I get all the way through the introduction and ask, “May I continue,” and instead of the person saying, “No,” or, “I’m not interested,” they still just slam down the phone. I find that particularly aggravating.
The good news is, I am always on the lookout for new material to use for my class. I have a feeling that when I cover persuasive speaking this coming semester, my phone surveying experiences are going to give me new material to work into the class.
Tuesday, August 4, 2009
Leniency
I have recently been beating myself up over a stupid action (or non-action) on my part. There was a job I was interested in and I set up an interview for the position. Now, in fairness, while the job sounded fantastic, the irregular hours, pay and lack of ANY guarantees, gave me pause. Still, I wanted to learn more about the position, go to the interview and see where things went from there.
The interview was scheduled for 11:00 AM. I arrived just a few minutes early and was ready to go. When I got there, I learned that I had the wrong time in my head and it the interview was actually slated for 10:00 AM. I was so sure I had the right time, I went back and checked the e-mail. Guess what? It was for 10:00. I completely blew it. The interviewer was nice enough to still meet with me but, in reality, I knew I blew my chance. To make matters even worse, I could have easily been there at 10:00. When I finished the interview, I left with the feeling that if the shoe was on the other foot, I would not hire me for the position.
I then started thinking if this was any different than students who need extra time for assignments, have some kind of sob story for me or have poor attendance. In part, it isn't, but only in part. I think one thing that makes the situation different for me is, I did not deliberately do this AND I acknowledge my stupidity and that the consequences I suffer are my own fault.
I actually had a student years ago who missed the final exam. She came up to me afterward and apologized. She explained that she needed to get a friend to an important meeting and he had no other way of getting there. She said she hoped I would be kind enough to let her take a makeup exam but she understood if I didn't since she consciously made this decision and knew there would be consequences.
Truth is, a student like that gets a lot further with me than one who always looks to blame things on other people. She recognized what she did and, in effect, asked for leniency (which by the way I granted). Unfortunately, I am unable to be so kind in granting leniency to myself.
Well, the consolation is, you can bet, I won't let something like this happen to me again.
The interview was scheduled for 11:00 AM. I arrived just a few minutes early and was ready to go. When I got there, I learned that I had the wrong time in my head and it the interview was actually slated for 10:00 AM. I was so sure I had the right time, I went back and checked the e-mail. Guess what? It was for 10:00. I completely blew it. The interviewer was nice enough to still meet with me but, in reality, I knew I blew my chance. To make matters even worse, I could have easily been there at 10:00. When I finished the interview, I left with the feeling that if the shoe was on the other foot, I would not hire me for the position.
I then started thinking if this was any different than students who need extra time for assignments, have some kind of sob story for me or have poor attendance. In part, it isn't, but only in part. I think one thing that makes the situation different for me is, I did not deliberately do this AND I acknowledge my stupidity and that the consequences I suffer are my own fault.
I actually had a student years ago who missed the final exam. She came up to me afterward and apologized. She explained that she needed to get a friend to an important meeting and he had no other way of getting there. She said she hoped I would be kind enough to let her take a makeup exam but she understood if I didn't since she consciously made this decision and knew there would be consequences.
Truth is, a student like that gets a lot further with me than one who always looks to blame things on other people. She recognized what she did and, in effect, asked for leniency (which by the way I granted). Unfortunately, I am unable to be so kind in granting leniency to myself.
Well, the consolation is, you can bet, I won't let something like this happen to me again.
Monday, August 3, 2009
The Sandwich Approach
As a member of Toastmaster, a Public Speaking organization, I have “stolen” some ideas from their model and implemented them into my classroom. One thing I use is the sandwich approach. What is the sandwich approach?
When I grade a speech, I give the student a critique of the speech. The sandwich approach says first you tell a speaker something positive about a speech. No matter how good, or how bad a speech, there is always something positive that can be said. Next, you offer a suggestion for improvement. No matter how good, or how bad a speech, there is always something that can be improved. To state otherwise implies it is possible for a speaker to give a “perfect” speech. While speech can be excellent, engaging, exciting and do exactly what it is supposed to, it is impossible (at least in my mind) for a speech to be perfect. By making a suggestion, you are helping to make the individual a better speaker. Then, you always finish with a positive comment.
By using this approach, first it helps the speaker know what s/he did well. That is important as it allows a speaker to strengthen the positives. It also makes a speaker feel good about having spoken and makes them more willing to hear a suggestion. The suggestion helps the speaker improve on a weakness and finishing with a positive should leave a speaker feeling good about having spoken, and speaking is not easy for anyone to do publically.
Since I grade the speeches, I am a little more limited in how I do this, but I manage. My evaluation forms have three parts. The first part is called, “Comments”. This is a three paragraph part that follows the sandwich approach formula. The second part is called “Organization”. This part focus on the introduction, body and conclusion. This includes the research that was done and the information that was covered and researched. The last part is called “Delivery” and it focuses on how the speech was presented including gestures, vocal variety and vocal pauses. The second and third parts of the critique do not necessarily use the sandwich approach, however, I always try to make the last comment in the delivery section a positive comment. This way, not only is the opening section in sandwich form, the entire critique is, in the sense that the first thing the individual reads is a positive comment under comments, then there are comments made both about things done well and things that can use improvement but the last thing the speaker reads is another positive.
I have seen individuals take a critique, look at the grade, show disappointment but not read the comments that explain why I gave them that grade. One speaker even told me, “I never read the comments”. So, why do this? I recently learned the answer.
Since the summer is slow, I took a part time job working on the phones conducting phone surveys (not selling anything). I’ve don’t this before but this is the first time in quite some time and it is a new company for me. We get feedback, e-mailed to us, on the surveys we complete, if there are changes, or problems that have to be corrected. I have gotten a few back and, some of the changes are minimal. For instance, I capitalize the letter “Q” before the question number if I am recording a comment. The “Q” is supposed to be lowercase.
First, this is something that someone could simply tell me and I would make the change. Second, nowhere on the critique does it say ANYTHING positive about the work that was done. Lastly, not only does it not say anything positive but under the overall “Quality Assurance” section, it says “Needs Improvement,” for simply needing to change something to lowercase. After getting a few of these back from the first day I worked there, I simply started tuning out. I made the change but these “Evaluations” mean nothing to me as it is a simple, stupid little thing and there was no praise what so ever.
This taught me that, while many may not read the comments, for the few who do, for the people who are like me, it makes all the difference in the world and is important. I will continue to evaluate using my method.
When I grade a speech, I give the student a critique of the speech. The sandwich approach says first you tell a speaker something positive about a speech. No matter how good, or how bad a speech, there is always something positive that can be said. Next, you offer a suggestion for improvement. No matter how good, or how bad a speech, there is always something that can be improved. To state otherwise implies it is possible for a speaker to give a “perfect” speech. While speech can be excellent, engaging, exciting and do exactly what it is supposed to, it is impossible (at least in my mind) for a speech to be perfect. By making a suggestion, you are helping to make the individual a better speaker. Then, you always finish with a positive comment.
By using this approach, first it helps the speaker know what s/he did well. That is important as it allows a speaker to strengthen the positives. It also makes a speaker feel good about having spoken and makes them more willing to hear a suggestion. The suggestion helps the speaker improve on a weakness and finishing with a positive should leave a speaker feeling good about having spoken, and speaking is not easy for anyone to do publically.
Since I grade the speeches, I am a little more limited in how I do this, but I manage. My evaluation forms have three parts. The first part is called, “Comments”. This is a three paragraph part that follows the sandwich approach formula. The second part is called “Organization”. This part focus on the introduction, body and conclusion. This includes the research that was done and the information that was covered and researched. The last part is called “Delivery” and it focuses on how the speech was presented including gestures, vocal variety and vocal pauses. The second and third parts of the critique do not necessarily use the sandwich approach, however, I always try to make the last comment in the delivery section a positive comment. This way, not only is the opening section in sandwich form, the entire critique is, in the sense that the first thing the individual reads is a positive comment under comments, then there are comments made both about things done well and things that can use improvement but the last thing the speaker reads is another positive.
I have seen individuals take a critique, look at the grade, show disappointment but not read the comments that explain why I gave them that grade. One speaker even told me, “I never read the comments”. So, why do this? I recently learned the answer.
Since the summer is slow, I took a part time job working on the phones conducting phone surveys (not selling anything). I’ve don’t this before but this is the first time in quite some time and it is a new company for me. We get feedback, e-mailed to us, on the surveys we complete, if there are changes, or problems that have to be corrected. I have gotten a few back and, some of the changes are minimal. For instance, I capitalize the letter “Q” before the question number if I am recording a comment. The “Q” is supposed to be lowercase.
First, this is something that someone could simply tell me and I would make the change. Second, nowhere on the critique does it say ANYTHING positive about the work that was done. Lastly, not only does it not say anything positive but under the overall “Quality Assurance” section, it says “Needs Improvement,” for simply needing to change something to lowercase. After getting a few of these back from the first day I worked there, I simply started tuning out. I made the change but these “Evaluations” mean nothing to me as it is a simple, stupid little thing and there was no praise what so ever.
This taught me that, while many may not read the comments, for the few who do, for the people who are like me, it makes all the difference in the world and is important. I will continue to evaluate using my method.
Sunday, August 2, 2009
Carol Burnett Said It Best
I’m so glad we had this time together,
Just to have a laugh or sing a song
Seems we just get started and before you know it
Comes the time we have to say ‘So Long’.
Some of you might remember this signoff song that Carol Burnett sang at the end of The Carol Burnett Show. Interesting that I had this song running through my head this past Thursday. That was the last day of the summer class I was teaching. Since it was just a five week, it seemed like we had just got started and now it was time to say ‘so long’.
The truth is, the course was not as difficult of exhausting as I thought it would be. Sure, every Thursday was for speeches. It was a lot of things crammed into one day, into one session (as we had to do more than just speeches on Thursday), into five weeks but I managed.
More importantly, the course seemed to work for the students. I asked the students for feedback at the end of the semester. I let them know this was the first time I was teaching a summer class and I wanted and needed their feedback to see if I needed to make any changes. There were minor suggestions and the students seemed to disagree with each other. What they all seemed to agree on was the five weeks moved quicker than they thought it would and that they enjoyed the class (always nice to hear).
I still like it better when it is a 15 week course, but all things considered, it went well and, if they are going to offer it and pay someone to teach it, I am happy to be the one teaching the course. And, the early returns seem to indicate they will be offering two sessions of Public Speaking next summer and they want me to teach one of those sections.
Just to have a laugh or sing a song
Seems we just get started and before you know it
Comes the time we have to say ‘So Long’.
Some of you might remember this signoff song that Carol Burnett sang at the end of The Carol Burnett Show. Interesting that I had this song running through my head this past Thursday. That was the last day of the summer class I was teaching. Since it was just a five week, it seemed like we had just got started and now it was time to say ‘so long’.
The truth is, the course was not as difficult of exhausting as I thought it would be. Sure, every Thursday was for speeches. It was a lot of things crammed into one day, into one session (as we had to do more than just speeches on Thursday), into five weeks but I managed.
More importantly, the course seemed to work for the students. I asked the students for feedback at the end of the semester. I let them know this was the first time I was teaching a summer class and I wanted and needed their feedback to see if I needed to make any changes. There were minor suggestions and the students seemed to disagree with each other. What they all seemed to agree on was the five weeks moved quicker than they thought it would and that they enjoyed the class (always nice to hear).
I still like it better when it is a 15 week course, but all things considered, it went well and, if they are going to offer it and pay someone to teach it, I am happy to be the one teaching the course. And, the early returns seem to indicate they will be offering two sessions of Public Speaking next summer and they want me to teach one of those sections.
Sunday, July 26, 2009
A Surcharge! For What?
I have figured out a new way to make more money for teaching my classes. I am going to charge each student a surcharge for calculating his/her grade. I know that sounds crazy but I think it will work.
“Aren’t the students already paying to take your class,” you ask.
“Doesn’t the college pay you to teach that class and isn’t grading part of the responsibilities of teaching the class,” you ask.
“Isn’t that unethical,” you say.
The answer to all those questions, including the last one, is, “Yes!”
So, how am I going to get away with it? I still think it is not going to be too difficult. I am actually stealing the idea from local governments.
I confess, recently I got a ticket for speeding (a ticket I am fighting). Nowhere on the ticket does it say what the fine is. When I went to court to issue my, “Not Guilty,” plea, I found out that if I plead guilty, the judge decides how much the fine should be.
This, in and of itself, is wrong. Imagine if I did not let my students know how much each assignment counted when determining their final grades. Imagine if I did not weigh each assignment the same for each student. The students would be up in arms, someone would probably go to the department to complain and I would probably get a severe talking to, at best. And I would deserve it, or worse. Yet, this is exactly what the justice system is doing. It is no longer pay X amount for speeding and Y amount for ever mile over the speed limit you were going (or something like that). The justice can determine the amount. S/he may have a set formula to determine this but the justice does not have to, it is up to his or her discretion.
While I have a problem with this, this is not even my biggest objection to the whole process. Recently my wife was in court on another matter. She got her fine reduced, I believe to $50. Not bad! Then she told me that there was a $75 surcharge she had to pay and this surcharge was assessed on everyone (she knew this because she spent a bit of time in the court waiting for her case to be called, so she heard a number of cases before hers and each person, in addition to the fine, needed to pay this $75 surcharge.
A surcharge? A SURCHARGE? For what? For the right to pay a fine? For the right to show up to court and defend yourself? I don’t question that this happened and I don’t criticize my wife for paying it, after all, she had no choice and she did get her fine reduced. Still, a surcharge? That is absolutely disgusting and as far as I am concerned, dishonest (and from what I have been told, it happens in many municipalities). These individuals should be held accountable. It is clearly just another way to make money, but instead of calling it a fine, they call it something else.
To any government that does something like this, all I can say is, “For shame on you”. Like I said at the beginning, it would be like me charging my students for the right to show up to my class, or for grading them.
I propose we do away with this surcharge and if the local municipality is suffering from the loss of revenue it generates, lets implement a surcharge that all elected officials must pay annually for the right to serve as our officials (maybe $1000). If we need more, lets charge the same surcharge to all people appointed by the elected officials to serve as officials of the municipality.
Again, I am amazed that governments can charge a surcharge for paying a ticket, I am amazed that they actually do this and I am disgusted by the fact that it takes place. It simply has strengthened my resolve to fight my speeding ticket, and to win, so I don’t have to pay this surcharge (should that municipality use this tactic), and I don’t intend on finding out
“Aren’t the students already paying to take your class,” you ask.
“Doesn’t the college pay you to teach that class and isn’t grading part of the responsibilities of teaching the class,” you ask.
“Isn’t that unethical,” you say.
The answer to all those questions, including the last one, is, “Yes!”
So, how am I going to get away with it? I still think it is not going to be too difficult. I am actually stealing the idea from local governments.
I confess, recently I got a ticket for speeding (a ticket I am fighting). Nowhere on the ticket does it say what the fine is. When I went to court to issue my, “Not Guilty,” plea, I found out that if I plead guilty, the judge decides how much the fine should be.
This, in and of itself, is wrong. Imagine if I did not let my students know how much each assignment counted when determining their final grades. Imagine if I did not weigh each assignment the same for each student. The students would be up in arms, someone would probably go to the department to complain and I would probably get a severe talking to, at best. And I would deserve it, or worse. Yet, this is exactly what the justice system is doing. It is no longer pay X amount for speeding and Y amount for ever mile over the speed limit you were going (or something like that). The justice can determine the amount. S/he may have a set formula to determine this but the justice does not have to, it is up to his or her discretion.
While I have a problem with this, this is not even my biggest objection to the whole process. Recently my wife was in court on another matter. She got her fine reduced, I believe to $50. Not bad! Then she told me that there was a $75 surcharge she had to pay and this surcharge was assessed on everyone (she knew this because she spent a bit of time in the court waiting for her case to be called, so she heard a number of cases before hers and each person, in addition to the fine, needed to pay this $75 surcharge.
A surcharge? A SURCHARGE? For what? For the right to pay a fine? For the right to show up to court and defend yourself? I don’t question that this happened and I don’t criticize my wife for paying it, after all, she had no choice and she did get her fine reduced. Still, a surcharge? That is absolutely disgusting and as far as I am concerned, dishonest (and from what I have been told, it happens in many municipalities). These individuals should be held accountable. It is clearly just another way to make money, but instead of calling it a fine, they call it something else.
To any government that does something like this, all I can say is, “For shame on you”. Like I said at the beginning, it would be like me charging my students for the right to show up to my class, or for grading them.
I propose we do away with this surcharge and if the local municipality is suffering from the loss of revenue it generates, lets implement a surcharge that all elected officials must pay annually for the right to serve as our officials (maybe $1000). If we need more, lets charge the same surcharge to all people appointed by the elected officials to serve as officials of the municipality.
Again, I am amazed that governments can charge a surcharge for paying a ticket, I am amazed that they actually do this and I am disgusted by the fact that it takes place. It simply has strengthened my resolve to fight my speeding ticket, and to win, so I don’t have to pay this surcharge (should that municipality use this tactic), and I don’t intend on finding out
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