First Day Of Graded Speeches In Public Speaking 1

It Was The First Day Of Graded Speeches In Public Speaking 101 Scott

It was the first day of graded speeches in Public Speaking 101. Scott, the football team captain and a 4.0 student, was nearing the end of his speech on the use of steroids in high school athletics. He efficiently reviewed his main points and concluded his speech with a poignant story about a teenager who died because he wanted to play football as best as he possibly could, even if that meant taking drugs to do so. “…Jason Robinson died in pursuit of excellence. There is no need for other youngsters to follow in his footsteps to an early grave." His words ended on a quiet note and his classmates tentatively began to applaud before breaking out into a loud ovation.

Breathing a sigh of relief, Scott gathered his note cards from the podium and began walking back to his desk in the third row of the classroom. His classmates were obviously impressed. “Way to go, man! Where’d you learn to talk like that?” “Geez, I’m glad I don’t have to go next.” “Was that a true story or did you just make it all up?” I asked the students to write down their comments on Scott’s presentation while I finished writing my own evaluation. A couple of minutes passed and students began talking among themselves.

I checked my sign-up sheet to see who would be delivering the next speech. It was Lisa. My heart went out to the timid girl sitting two seats away from me. Lisa had registered for my section of Public Speaking 101 last semester, but had dropped it before she had to make any oral presentations in the class. I knew she was nervous—probably more so than any of the other students.

As she dropped her stack of 4X6 note cards and busily tried to reorganize them, a niggling little voice spoke in my mind, “Maybe you should have touched base with her last week to see if she was ready for the assignment.” And then the voice of reason and practicality spoke up, “You don’t have time to spoon feed every scared student.” “OK, Lisa. You’re up next,” I said in what I hoped was an encouraging tone of voice. A petite, blonde girl wearing wire-rimmed glasses and clasping note cards, stood, took a few audible gulps of air, and walked toward the front of the classroom. Twenty-seven pairs of eyes looked in her direction. Lisa cleared her throat and placed the note cards on the podium as the class had been instructed to do.

Her hands immediately grabbed onto the edge of the podium in a white-knuckled, death grip. A flush slowly inched its way from her chest to her throat. As her cheeks turned a blotchy, fire-engine red, she cleared her throat again and began to talk in a faltering, timid voice. “My speech is on…why children who commit violent crimes...should be tried as adults in the court system,” she stumbled. “There are three reasons why children who commit violent crimes should have to face adult penalties for their actions…” Lisa got off to a rough start.

“How many times had I told the class not to introduce a speech with ‘my speech is on’ or ‘today I want to talk about,’” I asked myself. “Where was the clever attention getter no speech should be without?” She continued, “The first reason why children who commit violent crimes should be tried as adults is because…” Lisa fumbled through her preview. As she arranged her note cards, one fell off the podium and slid under a nearby desk. No one else seemed to notice—except Lisa. She appeared to freeze in time as she apparently wondered whether to retrieve the card or try to continue without it.

Her eyes looked scared and wild, like an animal caught by surprise in the headlights on a dark road. Several seconds passed before Lisa decided what to do. As she stepped out from behind the podium, she bumped into it, and the rest of the cards fluttered to the floor. That mishap was the proverbial last straw. With a dumbstruck expression on her face, Lisa abandoned her search for the lost note card, turned, and ran out of the room. Tears of frustration and embarrassment already stained her blotchy cheeks. The classroom was uncomfortably quiet except for the haunting sound of Lisa’s footsteps running down the hallway.

With a sinking feeling in my stomach, I looked away from the empty doorway and faced twenty-seven pairs of eyes looking at me.

Paper For Above instruction

Lisa’s reaction to her speech mishap was a natural response to the intense pressure and embarrassment she experienced during her presentation. Several factors likely contributed to her emotional breakdown, including her previous fear of public speaking, her visible signs of nervousness, and the high stakes of the assignment. Public speaking anxiety is a common issue among students, especially those who lack confidence or have limited experience, and it can trigger intense emotional responses when faced with unexpected challenges (Miller & Borden, 2020). In Lisa’s case, her initial nervousness manifested physically as blushing, trembling, and gripping the podium tightly, all of which escalated when her note card fell, disrupting her train of thought and leading to her fleeing the classroom. Additionally, her fear of failure and embarrassment compounded her feelings of helplessness (Beidel & Turner, 2021).

If I were Lisa, I would want the next steps to focus on understanding that mistakes are part of the learning process and that everyone makes errors, especially when learning a new skill like public speaking. I would want my instructor and classmates to be supportive rather than critical. Specifically, I would hope the instructor would acknowledge her effort and show understanding, perhaps by giving her a second chance or encouraging her to try again in a less intimidating setting. I would want her peers to be empathetic, offering verbal reassurance or simply maintaining a non-judgmental attitude. For her part, Lisa might benefit from breathing exercises or visualization techniques to manage anxiety and build confidence for future presentations (O’Connor et al., 2018).

As a classmate observing Lisa’s distress, I would feel compassion and understanding. I might feel empathetic because I recognize how nerve-wracking public speaking can be and how easily confidence can be shaken when things go wrong. I could also feel embarrassed on her behalf or frustrated that she had to leave prematurely, but overall, I would hope to support her emotionally and let her know she’s not alone in feeling nervous.

The instructor’s initial reaction was likely one of discomfort, perhaps internal stress about how to handle Lisa’s abrupt exit while maintaining class decorum. While the instructor did not explicitly react to Lisa’s exit in the provided text, a positive response would have involved comforting the student as she left and encouraging her to return when she’s ready, emphasizing that mistakes are a natural part of the learning process (Carter, 2017). Preventing Lisa from "falling apart" could involve creating a more supportive classroom environment, incorporating confidence-building activities, or offering individualized coaching on managing speech anxiety. It might also include normalizing nervousness and reassuring students that setbacks are common and recoverable.

Lisa could have taken certain steps to prevent reacting so strongly. For example, practicing her speech multiple times beforehand may have increased her familiarity with the material and reduced her anxiety. Using cue cards discreetly, rehearsing techniques for handling mistakes, and employing relaxation strategies before stepping up could have helped her manage her nerves. Additionally, developing a backup plan—such as key points memorized in case of lost notes—could have allowed her to recover more smoothly from setbacks (Fleming et al., 2019).

To prepare for future speech assignments, Lisa could implement targeted practice routines, including delivering her speech in front of friends or practicing in front of a mirror to simulate real conditions. Breaking down her speech into smaller sections and rehearsing each repeatedly can enhance her confidence. Also, learning to employ relaxation and breathing exercises before and during her presentation can reduce physical symptoms of anxiety (Alderman & Farmer, 2022). Seeking constructive feedback from trusted friends or her instructor and gradually increasing her speaking challenges can also build resilience and skill over time. Importantly, she should focus on the content and purpose of her speech rather than solely on the performance itself, fostering a growth mindset that views mistakes as opportunities for learning (Dweck, 2006).

Support from the instructor and students when Lisa returns to class is crucial for her recovery and future success. The instructor can foster an inclusive atmosphere by publicly acknowledging her effort, encouraging her to participate again, and offering additional support or coaching if needed. Verbal reassurance, such as “Everyone makes mistakes—they’re part of learning,” can normalize the experience and help her feel less isolated. Students can show empathy through kind words, encouraging smiles, or offers to practice together. Creating a classroom culture that celebrates effort and improvement rather than perfection will empower Lisa to regain confidence and participate actively in subsequent speeches (Schunk & DiBenedetto, 2020). Reinforcing that her classmates are supportive and that her effort is valued will reinforce her sense of safety and belonging.

References

• Alderman, M. K., & Farmer, T. W. (2022). Managing speech anxiety: Techniques for confident presentations. Journal of Educational Psychology, 114(3), 415–429.
• Beidel, D. C., & Turner, S. M. (2021). Social anxiety and public speaking: Strategies for improvement. Journal of Anxiety Disorders, 81, 102423.
• Carter, S. P. (2017). Developing effective communication skills in students. Teaching and Teacher Education, 67, 1-9.
• Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
• Fleming, S., Johnson, R., & Lee, A. (2019). Overcoming speech anxiety: Practical approaches for students. International Journal of Educational Development, 66, 44–53.
• Miller, S. R., & Borden, V. M. (2020). The role of anxiety in student performance: Strategies for educators. College Teaching, 68(4), 183–190.
• O’Connor, S., et al. (2018). Techniques for reducing speech anxiety: A systematic review. Communication Education, 67(2), 237–251.
• Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social support: Foundations for classroom success. Contemporary Educational Psychology, 60, 101827.