SPEECH TECHNIQUES

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• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP78-03362A001800040001-5
• Release Decision: RIPPUB
• Original Classification: S
• Document Page Count: 25
• Document Creation Date: December 12, 2016
• Document Release Date: September 21, 2001
• Sequence Number: 1
• Content Type: OUTLINE

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COURSE: Instructor Training
SUBJECT: Speech Techniques HOURS: 5
METHOD OF PRESENTATIOII: Lecture & student presen- INSTRUCTOR: 25X1 A
tation
OBJECTIVES OF INSTRUCTION: To show the student how to utilize his voice
as an aid to good instruction; to teach fundamentals of good speech and to
create an understanding of the necessity for a careful balance between
"what" is said and "how" it is said; to acquaint the student with the tech-
niques of self-improvement of speech habits; to provide the student an oppor-
tunity to present oral instruction and be critiqued on his presentation.
SUIV ARY OF PRESENTATION:
L u micivi V9, ----------------~---
Fc 0 I arg~ hi ~.6p ~a I
r'4(ti~?I:S~lb~
':>ar~?ed To: TZ S C
Hhh 7G-2
__ 5 OCT 1978__ y:
SUBJECTS WITH WHICH COORDINATION IS FEQU.TED:
REFERENCES: 740.10/4: Speech Techniques; W 21-5, pp 149-156
REMARKS: tape-recorded
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Inetrttc r Tr ai nib Course
Leaaon Plan
Title
:.r: aid to good i nstruct"tn
To t h fun Jae nt :I s of good s c o .4 to
ere-. to an understaw.i f" of the steo.ssity ofor a
: 1. To show the student bow t. 'utilize ME voice
cot1Ss
f'-.?I baltqrce between "what's Is flied and 'hov!
r eferezlept
Tra it, i
is zltiment
fsgr
3.
oral instruction nd be critiqued on his
se ntat io:t
ech Tech:"`Jgues
It is said .
To acquaint the student with the techniques c
self--improve,wrt of s=#eeccti h bit; .
280 Mtinutra
4. To provide the s t ue a nt an opportunity to present
of, "Speech Techuriques
1 blackboard
tat* recorder, lapel cierophone acct sufficient tare
'or three hours of recordl-,g
stmt dUCrln ; student application period to over-
et;:r ^ordi-cr mechanls:i
Is Presentat Qn
.. Introdiiction (Motivation) Lecture, questi ins : nd disou. sign f 10
1. Imuortancee o^" speech
2. Iactor z h r 'eet i re speech
a. M raeteristlcs of instructor
o. r'rear.~tion
c. Specific techniques of del
6. r?rnI presenteticrdevices
1. Get the attcrticr of your class first
2. Took nt na talk to your streente
. its k in a conversational tone
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4.. .car .st
7. Avoid distracting aanncrisas
j&WA in your suh.ect
alert
6. Bi~,enthuslastia
C. Cortrolline rvousn iss
2. "sume the proper ais l '.&ttt i
3, Have initt l remarks M l #.19-''~1 ?k
4. Review p-svinua 1nU-t t1#
5. fell a story
6. Be deliberate
7. 'oresir sentences
1. Voice que.11ty
2. VolnMe of Voice
3. 1 t of speaking
#r .rnciation
o. Choice of words
2, Stand are s
3. a'ractice
1. Critical unc3erstaMtgt
ppl ica do rn.
II. '?cs ..n
1. A a ;roxi to y 14 sinnte*- to a de`.Ote ; to presentation
2. Approxi ately 10 eizentes to be devoted to evaluation
3. ' -e ai)ove based upon ten stiWerits in the class
Proparation of tL-1k to be dcrt~rn durirt the lasso o
Lecture."
C. Class to evaluate eac
tie'tn sheet.
D. `iwo Stut: ants to be asesig
verb' 1; y.
mute. us-
Ir evaluati'srss
2. Inatzuctor to verbally hake co at on eadh press
u edition to 041.11+ ? ut ~n evalurction bra.
tttiro in
230
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. aael :geesentation to '
tiro' n t e presence of
` o t , i t Time 280,
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-40.10/4
SP ECH TECHNIQtTh
&M=Me o_, f Snegch,
True learning is the result of many factors- reading, discussing, re-
flecting, memorising, rAasoning and reeallir..g to name a "few. To so.
cor!plish learnin the s Ludent and the instructor Bawt work together.
This working together aua the interchange of ideas means that there must
be two-way traffic between the mind of the 1i t*. u ~tor and that of the
student. While writing or other forms of action ,rV be used to conduct
this traffic, the most coi-ron method is by speaking. It is the simplest
and quickest method. Since the tvo- wed- trat'ic in essenti .aZd. forms
of teaching, speaking plays a critical role in every method of instruction
from the problem-solving exercise, where the emphasis is almost entirely
on "stuudent-doing", to the lecture and demonstration where the student
in more passive. In this unit, standard' and. techniques of speaking
applicable to all methods of inst.~;~c:tioci are emphawisedd. eee principles
and specific speech techniques can be used by the instructor whether he is
giving a lecture; directing a conference; supervising a demonstration;
conducting an applicatory exercise; or holding a critique.
F actors ff ti ~ _ S , - 212
1. Chaaracteristi cs cif t ja u tq~.
It L a bean stated that the expreaeion Of
function
of the total personality. of the many characteristics a d traits
which make up the instructor's personality, all of theme have an
important effect upon the quality of his oral instructions His
sense of communication, physical vitality, general appearance,
general intelligence, education, professional attitude, poise and
tact, voice, enthusiasm and force, industry and initiative, sense
of humor, genuineness and earnestness.
2. Prenaration.
Failure to make adequate presentation is all too often the major
cause for failure in the presentation of a lesson. Regardless
of the instructor's knowledge of his subject and the possession of
characteristics important to oral instruction, he must make thorough
preparation for the lesson to be presented. He must gain a broad
background in his subject in order to eoenener d the respect of his
students, and give careful consideration to how the instructor will present
his subject so that his ideas will be acumunicatdd in an orderly
manner.
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3, Srecifie techniques of deliver .
Let us assume that the instructor knows his subject thoroughly,
that he has an effective teaching personality, that he has made
complete preparation including the selection and organisation of
subject matter and also the selection of methods and equipment to
be employed in realizing his instructional objective. If these
assumptions are met, then efficient instruction will depend largely
upon the degree of skill in the specific techniques of delivery.
To this end, the remainder of this unit is devoted. As you study
this material keep in mind the fact that although they may be
discussed separately, many of the techniques era used in combination
and at the same time,
Oral Presentation Device3,
The purpose of speech Is to com runiea+e ?! de.'s r Me instructor must
establish a personal contact with his class sac: ho must keep that contact.
The following are some suggestions to guide you, the instructors in
your presentations
1. Got the attention of your e3Aws, Until you have the attention
of your students, it is of no vAlue to begin your instruction. In
some casest walking to the center of the platform will quiet your
students and they will listen. Often it will be necessary to ask
for their attention. This is the first step in establishing contact
with your class.
2. Look at, and talk to your students, In earnest conversation
the speakor does nit look out the window nor does he look at the
floor or the celliag. He looks hie 11steners in the eye. He is
certainly not conscious of h*_s eye directness, Hs earnestness
of purpose finds itr expression in too per oral contact. This is
an outward manifestation of a mental stage. By/looking people in
the eye, we convey tho idea, of the iaportence of the thoughts which
we wish to coy naani-,ato. Give every student the feeling that you are
looking at, and talking directly t m.,
3. Speak in w ponv r_aa.tiona Be conversationally direct.
Talk to the students. Do not let your voice reflect an impersonal.,
indifferent attitude. Your voice should convey a feeling of wanting
the students to absorb your every idea. Make frequent use of the
pronoun "you." when aidrebstug your students. Identify yourself
with your student, k-y "you", "I" or "we,'. Leave the impression
that you and they have :3ome things In coon,
4. Manifest a genuine and sincere interest in your students and in
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your subject. Let everything you do impress your students with
the fact that you are genuinely and sincerely interested in the
achievement of each Individual member of the class. Be friendly,
helpful. Respect and answer students' questions courteoudly. Address
students by name if possible. If necessary, use a seating chart,
Yuch.of your enthusiasm for your subject can be transferred to
your students. Convince your students of the value and importance
of your subject.
5. BQ s~ert. Know what is going on in yo nr class. Pay attention
to your students! responses. Listen carefully and evaluate their
comments and answers to your questions. Be quick to spot an in--
attentive student, Look directly at him. Take a step toward him
or ask him a question. Continuously ask yourself,, "Do my students
understand?" Check frequently to make sure of their degree of
understanding.
b. Ee aware of dislractf manne it gms. An instructor should avoid
those things which cause a class to concentrate upon the instructor
rather than on the subject matter. You may not be aware of your
peculiar mannerisms unless you seek the help of your associates
and ask for constructive criticism of your delivery.
7. Be "hil gtic. There is no substitute for a physically vital
and enthusiastic delivery. Enthusiasm is contagious. You will find
if you are "sold on the subject" and convey this feeling to the
class, you will keep your students interested and make them eager
to learn, The instructor who has a dull, unantmsated delivery will
soon lose his class. The instructor's enthusiasm helps to develop
favorable attitudes and appreciations for the training program.
Contro I g Nervousness.
Almost every beginning instructor experiences a nervousness which is
serious enough to have significant effect upon the quality of his instruc-
tion. This nervous reaction is not limited to the beginner. Hazy well-
trained highly competent instructors are Ill-at-ease during the first few
minutes of each period of instruction. How to control this nervousness
is one of the things that an instructor must learn. Until he can learn
to control himself while before his class, he cannot expect to become
master of the instructional situation. Until he can do something for
himself, he will not be able to do much for his students. Each. instructor
should devise his own particular techniques for overcoming this tense,
ill-at-ease feeling. A technique which will work for one instructor may
be of no value to another. Listed below are several suggestions which
are known to have helped instructors overcome their difficulties. Try them,
Each instructor should use airy combination of these suggestions as an
aid to an effective presentation,
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1. Be thoroughly Pre_nared.
Actually the first stop which can be taken by the instructor
to overcome nervousness is the thorough maa~e y of the subject and
careful planning of the lesson. While plane-ing his lesson the
instructor should keep in mind that his missicn is to troln students;
they are there to learn and they are more interested in the subject
than in the instructor. Think of the subject and the learning
which should result from the instruction and nervousness will take
care of itself.
2. AvNume the proper merrytAl attitude.
The instructor's most reliable weapon for overcoming nervousness
is a proper frame of mind toward himself, towards his students
and toward the total instructions), setup. In order to assume a
proper frame of mind, he must make an intelligent, rational
analysis of the situation. He must realize that the basis for the
very unpleasant mental and physical reaction which he experiences
when before his class .is fear of what students will think of him
and his instruction. Students expect an instructor to have adequate
knowledge of his subject and to be able-to teach it effectively.
Although they do focus their attention upon him, they do not
immediately place him on trial. If the instructor has mastered
his subject and has made thorough preparation for ?Mresenting it,
he has reduced the real reasons for fearing that the reactions of
the students will not be the ones desired. If he iics done this,
he has every right to a feeling of self-confidence which will go
far in making his presentation a success. The instructor must
realize that the nervousness which he experiences is not entirely
bad. This condition is evidence of the fact that he can be stimu-
lated, by the instructional situation. Once he learns to control
himself, this nervousness becomes a keyed up, mildly emotional
feeling which is highly desirable.
3 He.ve initial renzarYs urea ip. mind
The first few moments are the most difficult. It is best to
have the introduction so well in mind that no notes are needed. Do
not talk too rapidly.
4. Review previous instructiont.
By starting with a reference to a phase of training previously
completed, the instructor immediately causes the students to focus
their attention on something with which they are familiar. He thus
meets them on commof3 groin and at the same time their attention is
momentarily drawn away from him personally.
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5, Tell a stor ,
Nothing will "break the ice" so quickly.as a bit of humor
injected early in the introduction. However is he chooses to tel.1
one, the instructor rust reme ber the purposc of telling the story.
He must be certain it has a point which can be related to the
subject. If he sets out to get a .laugh, he must make sure that he
can get one. He has defeated his purpose if the story falls flat.
6. Be deliberate; slow down.
When an instructor is nervous, there is a tendency for all
bodily activities to speed up. The instructor should remember this
when he is faced with nervousness, He should be deliberate in his
movements and careful in his rate of speech. ter a few moments
of deliberate control the stage fright gill disappear, and the
instructor's normal poise and bearing be regained.
Charact2ristics of 0 S,Uer,
1. Voice cuality.
Each instructor has an individual voice quality and it is his
duty to make it pleasant to his listeners. For each normal person,
there is a range of tones which -se can make without straining his
voice. Whether one normally speaks in a high or low pitch is not
particularly important. A tone of high pitch usually carries farther
and is more easily heard than a low tone of the same volume. The
voice of fairly low pitch probabl. has a more pleasing quality to
a majority of people than does the high pitched voice. It is
suggested that the instructor determine the pitch at which he can
speak with the greatest ease and clarity (this can be done by recording
and listoning to your voice). He should plan to keep this as an
average pitch fron wMch he will vary within the Units of an easy
range. Varying the pitch breaks the monotony and adds interest to
the delivery. An instructor should not finish sentences at the
same pitch. Nor should he lower both the pitch and the volume at the
end of the sentence.
2. Volume of Voice.
Obviously the instructor must make himself -heard. Every student
in his class should be able to hear withcut difficulty every we d.
he utters. Although volume is not the only factor effecting
audibility, it is certainly an essential one. Without any evidence
of straining, the voice with sufficient volume fills the room
with strong, rich, full tones. The voice without sufficient volume
may be loud enough but will be thin, flat and difficult to under-
stand. The person whose voice lacks volume seems to stfain himself
in an effort to make himself heard. His voice does not carry well.
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The volume must vary with the size of the class and with the
conditions under which instruction is given. Particular attention
must he given when instruction is prevented in the open or in the
field or in a building which has poor acoustics. The reaction of
st ents r t? be observad at all times. The iraatraa.ctor can tell
,If stu eats acre having d: _f'ficalty in he ing the lecture. If there
any possibility that the volume of the voice is not satisfactory,
it is suggested thwt you have an assistant in the rear of the room
to signal accordingly.
3. to of 822&1n.
The rate of speech should be adapted to the difficulty of the
cubj ect matter being presented., the relative importance of the idea
tieing expressed a the learning ability of the class. It should be
to the rate of understanding of the students at that particular point
in the talk, Moreover, variety in rate of speaking is iumortant
as change in volime. The speaker mast seek variety in, all aspe,te
of his delivery. In general, If the instructor talks faster than
160 words per minaxte, his students will have. difficulty keeping pace
with him, if, on the other hand, he talks slower than 90, not
enough is said to hold interest. Over rapid delivery tends to confuse
the sti,dent, and over -d :.liberate delivery irritates the s3 ass.
L.. P&L= .
Pauses rovide t1 he * nctuati.on in speech., They sbovld be
clear and decisive, giving the student an or
tunity to cot prehend
Por
the meaning that gavd- occaoion for the pause. The deadly, 3Er-ar-r,"
"Ah", "Uh-h" in the pause is a erutcI which the Instructor cannot
afford to use. The deliberately used *use- si_ould not be confused
with heseitatlon caused by uncertainty, Pauses should be a d& ini e
part of the art of speaking. The instructor must be alert to its
effective uue.
5, EasZa77ciatiori,
The instructor must speak clearly and distinctly. He should
strive for clarity of expression each time he addresses the class.
It does not make any difference what pert of the country the instructor
represents, or the sectional dialect that is native to him. If he
enunciates cl .rly all studente from all parts of the country will
be able to understand him,
6. Choi e of words .
If the instructor is to be 7understtood, his wens must be chosen
carefully and his aentenc-i developed clearly and logically. The
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right word it the right place is the keyrnoue of effective speech.
'Verbal cormeudcatiun depends upon the use of words which have the
exact shade of meaning needed to make the thoughts clear. It is
better to o7ersimpli2y instruction than to run the risk of talking
oiler the haeds of students. Your pu pos i1 to make clear, not
to confuse. Certain complex technical term and abbreviations are
essential. Each new tern: or abbreviation should be defined the
first time It is 4.uved. Strong, meaning ul, descriptive words will
leave vivid impressions on the minds of the students.
The caref i1. selection, of words in plies that thew must be grouped
properly in order to expre?!,ts !.leas ele,%rl;r apt ace rately, Every
in.9U-re er shorld use short sentenoos. The -rflec tf on of his voice
.signals the and of his entence. Unreoessary: words and phrases
mist be eliri3natet;. As an aid to finding sj ds ?hich are wufficientlyy
e-pressive,, one suggestion is that the instructor try writing the
key points of tha lesson in short,, complete sentences as he prepares
for the presentation. He can clarify his thinking and i .prove his
presentation by writing the complete text of what he Intends to
say. An outline rather tean the written lesson should be used,
however , wheii actua?.l.y presenting the material. s a last resort,
he can. memorize key statenents.
Self-improvement fc~r y ;
ouing~eff~,ctt; ee s . eec_ `~abi
The techniques which have been presented in this ~azi.t will help the
instructor to improve his speech only if he- gives extra th_ouuht and care
to it, then adopts s plat f'or ?m r*>ovement, and has : desire to Improve.
Here is a broad outline which shot 1d set a course fir the development
of effective speech habits i
1. Critical unc? era tandi?,
Develop a cri.tical understanding of why the speech of others is
either, good or is in need of improvement. While you listen to a
platform or radio speaker, try to analyze the speech techniqaes
employed. In other words, become alert as to how others speak,
2. S ts?w odards ,
Establish standards for your own speech. Through such iaeaasurea
as self-analysis,,, friendly constructive criticisms from your associates
and listening to your recorded speech, find what your strengths :
are; and work to make these stronger; Learn your weaknesses and work
to core pct them. Set standards for yciireelf, and work to achieve than.
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3. Practice.
Practice good speech at all times. Too often we have one
set of speech techniques for the platform, 'others for conversation,
and still others for home. Good speech sn nid bn constantly practiced.
Make w e of recordings. Take every opportu nt ty uhioh. comes your way
to address an audience. Consider every per.Icl of instruction an
opportunity to inrnioae your speech techniques. if time is available
have another instructor listen to your lesson prier to giving it
in class for the purpose of improving your presentation.
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3 TECH ECKNI'QU:`3 APPI:IGATION - Assignment Y.S.
Each student is reotired to prepare and present a five minute talk
on any tonic related to this organizations' activities with which
the student-Instructor i familiar. The purpose of this ta3k is
to give student-instructor. s an opportunity to present instruction
tc this class and to help each other improve in platform manner and
speech. Based upon the subject matter selected and the points to
be stressed, the student-instructor will determine the advantages
of his having the introduction, body and summary.
W o students and two instructors will be assigned to evaluate each
student's presentation, Student evaluation sheets will be provided
for this impose. At the conclusion of each presentation those de-
sig;na.ted to evaluate will present their impressions orally. The
class vil be invited to participate, to ask questions or add to
the comments. Comments should be confined to points not already
observed. or to differences of opinion.
Each talk will be recorded. A playback will be scheduled during the
week. At the time of playback the student All have the completed
evaluation sheets. An instructor will be pry esent to answer any
questions which may arise. The student is expected to be familiar
with the comments on the evaluation sheet before listening to his
recording.
The student 411 provide lesson plans, training aids or other ma-
terials which are required for his presentation, kids procured
from his branch may be used. Training Ails ranch cannot be utili-
zed to prepare an aid for this talk,
The technician. who will make the recording will give. a "two-minutes-
to-go" warnin slgncl to the student and will s. to-o rs?cordina at the
end of five minutes. It is necessary for all to rehearse their pre-
sentations in order to complete the presentation withain the .five-
mi.rrute limit.
An instructor will be available after 1700 hours on 'Monday to assist
? ny student in the preparation of his talk.
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a.br O
Th'STR~tIG a R SMAE, E LuAT
STUDENT fl TRUCTCR
STUDENT EVALUATOR
Speech Analysis:
VOLTI13S
P:iTC Pi ,
VOCALIZATION >
QUALITY
RIYTff 4
RLTT'
ARTICU'LATICN
PR ONUF{CIATMN
If observedl encircle the
instructor f s speech
Thst k a
Toe loud
Too high
Excessive
Nasal
Jerky
Too fast
Slurred, Mumbled
Excessive errors
words which best
Inadequate
Too low
Noticeable
Breathy
Monotonous
Too slow
Over precise
Over precise
describe the
Appropriate
Appropriate
Negligible
Normal
Appropriate
Appropriate
Adequate
Appropriate
On the scale between the cord extremes check the
rating you give the instructor on each characteristic.,
if observ6d.
POISE
Unsure of himself
At ease
Disorganized
>
Systematic
Distracting
,.._._....?
Dignified
MCE.FU UMSS AM NP
T1i ,
.S'
Inconsistent
Purposeful
Over- sollcitious
.
Firm
Over-cautious
Cooperative
inconsiderate
S ; ;
w
Considerate
Apathetic
Vital
Alm.-... ~ ilg g
Unsg pathetic
Friendly
Poor posture
Good bearing
Unkempt
Well groomed
GP.~-.~., Ti1RES
Awk,ard
Coordinated
Ineffective
Meaningful
Insufficient
Appropriate
SEISE OI' C0
"A?1'_E}N
Hesitant
Natural
Distant
Reassuring
Domineeriug
n-coed
Irregular
Consistent
MME QF
__
Inaccurate
--- x
Accurate
For:m,al
z
s
a
Conversational
Pompous
tmc'fdE st
Verbose
Concise
I~ QFSM:t'T
S.Jperficial
Thcrough
Uxtder:cnstrated
Demonstrated
9qr i 1 .'~." L.YkAk-alla .iim go you? (S ate
briefly in your own words, but generally indicate what you particularly liked
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7-40.10/4
SPEECH TECHNIQUES
Importance of Speech,
True learning is the result of many factors - reading, discussing, re-
flecting, memorizing, reasoning and recalling to name a few To ac-
complish learning the student and the instructor must work together.
This working together and the interchange of ideas means that there must
be two-way traffic between the mind of the instructor and that of the
student. While writing or other forms of action my be used to conduct
this traffic, the most common method I.? by spee t:-J, ,g. It is the simplest
and quickest method. Since the two-way traf"f"ic Is essential in all. forms
of teaching, speaking plays a critical role in every method of instruction
from the problem-solving exercise, where the emphasis is almost entirely
on "student-doingm, to the lecture and demonstration where the student
is more passive. In this unit, standards and techniques of speaking
applicable to all methods of instruction are enphanized. These principles
and specific speech techniques can be used by the instructor whether he is
giving a lecture; directing a conference; supervising a demonstration;
conducting an.applicatory exercise; or holding a critique.
Factors Affect,Jng Speech,
1. Characteristics of t inatructr,
It has been stated that the expression of ideas is a function
of the total personality, Of the many characteristics and traits
which make up the instructor's personality, all of these have an
important affect upon the quality of his oral instructions His
sense of commnunicat- .on, physical vitality, general appearance,
general intelligence, education, professional attitude, poise and
tact, voice, enthusiasm and force, industry and initiative, sense
of humor, genuineness and earnestness.
2, Preparation.
Failure to make adequate presentation is all too often-the major
cause for failure In he presentation of a lesson. Regardless
of the instructor's knowledge of his subject and the possession of
characteristics important to oral instruction, he must make thorough
preparation for the lesson to be presented. He must gain a broad
background in his subject in order to command the respect of his
students, and give careful consideration to how the instructor will present
his subject so that his ideas will be eommunicat4d in an orderly
manner,
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3. Specific techniques of del
Let us assume that the instructor knows his subject thoroughly,
that he has an effective teaching personality, that he has made
complete preparation including the selection and organization of
subject matter and also the selection of methods and equipment to
be employed in realizing his instructional objective. If these
assumptions are met, then efficient instruction will depend largely
upon the degree of skill in the specific techniques of delivery.
To this end, the remainder of this unit is devoted. As you study
this material keep in mind the fact that although they may be
discussed separately, maw of the techniques are used in combination
and at the same time.
Oral Presentation Devices.
The purpose of speech is to communicate ideas. The instructor must
establish a personal contact with his class and he must keep that contact.
The following are some suggestions to guide you, the instructor, in
your presentations
1. Get the attention Your ela_xs. Until you have the attention
of your students, it is of no value to begin your instruction. In
some cases, walking to the center of the platform will quiet your
students and they will listen. Often it will, be necessary to ask
for their attention. This is the first step in establishing contact
with your class.
2. Look at, and talk to your students. In earnest conversation
the speaker does not look out the window nor does he look at the
floor or the ceiling. He looks his listeners in the eye. He is
certainly not conscious of his eye directness. His earnestness
of purpose finds its expression in this personal contact, This is
an outward manifestation of a mental stage. By/looking people in
the eye, we convey the idea of the importance of the thoughts which,
we wish to communicate. Give every student the feeling that you are
looking at, and talking directly to him.
3. Spin a conversational manner. Be conversationally direct.
Talk to the students. Do not let your voice reflect an impersonal,
indifferent attitude.. Your voice should convey a feeling of wanting
the students to absorb your every idea. Make frequent use of the
pronoun "you" when addressing your students. Identify yourself
with your students by "you", "I" or "we". Leave the impression
that you and they have some things in common.
4. Manifest a. genuine and sincere interest in your students and in
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your subject. Let everything you do impress your students with
the fact that you are genuinely and sincerely interested in the
achievement of each individual member of the class. Be friendly,
helpful. Respect and answer students' questions courteously? Address
stuudente by name if possible. If necessary, use a seating chart.
1 uch of your enthusiasm for your subject can be transferred to
your students. Convince your students of the value and importance
of your subject.
5, Be a t. Know what is going on in yorr class. Pay attention
to your students' responses. Listen carefully and evaluate their
comments and answers to your questions. Be quick to spot an in-
attentive student. Look directly at him. Take a step toward him
or ask him a question. Continuously ask yourself, "Do my students
understand?" Check frequently to make sure of their degree of
understanding,
6. Be aware of distractix r mannerisms. instructor should avoid
those things which cause a class to concentrate upon the instructor
rather than on the subject matter. You may not be aware of your
peculiar mannerisms unless you seek the help of your associates
and ack for constructive criticism of your delivery.
7. Be enthusiass9. There is no substitute for a physically vital
and enthusiastic delivery. Enthusiasm is contagious. You. will find
if you are "sold on the subject" and convey this feeling to the
class, you will keep your students interested and make them eager
to learn, The instructor who has a dull, unanimated delivery will.
soon lose his class. The instructor's enthusiasm helps to develop
favorable attitudes and appreciations for the training program..
Controlling NervouzsnesA.
Almost every beginning instructor experiences a nervousness which is
serious enough to have significant effect upon the quality of his instruc-
tion, This nervous reaction is not limited to the beginner. Many well-
trained highly competent instructors are ill-at-ease during the first few
minutes of each period of instruction. How to control this nervousness
is one of the things that an instructor must learn. Until he can learn
to control himself while before his class, he cannot expect to become
master of the instructional situation. Until he can do something for
himself, he will not be able to do much for his students, Bach - instructor
should devise his own particular techniques for overcoming this tenses,
ill-at-ease feeling. A technique which will work for one instructor may
be of no value to another. Listed below are several suggestions which
are known to have helped instructors overcome their df.ffi culties, Try then.
Each instructor should use any combination of these suggestions as an
aid to an effective presentation,
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1. Be thorouQh2v ared ,
Actually the first step which can be taken by the instructor
to overcome nervousness is the thorough mastery of the subject and
creful planning of the lesson. While planning his lesson the
instructor should keep in mind that his mission is to train students;
they are there to learn and they are more interested in the subject
than in the instructor. Think of the subject and the learning
welch should result from the instruction and nervousness will take
care of itself.
2, Ass-me tha r mental at:#iitud .
The instructors s most reliable weapon f or overcoming nervousness
is a proper frame of mind toward himself, torsards his students
and toward the total instructional setup. In order to assume a
proper frame of mind, he must make an. intelligent, rational
analysis of the situation. He must realize that the basis for the
very unpleasant mental and physical reaction which he experiences
when before his class is fear of what students will think of him
and his instruction. Students expect an instructor to have adequate
knowledge of his subject and to be able to teach it effectively.
Although they do focus their attention upon him, they do not
i_meediately place him on trial. If the instructor has mastered
his subject and has made thorough preparation for presenting it,
he has reduced the real reasons for fearing that the reactions of
the students will not be the ones desired. If he has done this,
he has every right to a feeling of self-confidence which will go
far In making his presentation a success. The instructor must
realize that the nervousness which he experiences is not entirely
bad. This condition is evidence of the fact that he can be stimu-
lated,, by the instructional situation. Once he learns to control
himself, this nervousness becomes a keyed up, mildly emotional
feeling which is highly desirable.
3. Have ini al remarks ell in mind.
The first few moments are the most difficult. It is best to
have the introduction so well in mind that no notes are needed. Do
not talk too rapidly.
4. Ileyet,r,+arevious instr;zrt o".
By starting with a reference to a phase of training previously
completed., the inmtructor it ediately causes the students to focus
their attention on something with which they are .fazriliar. He thus
meets then on coinmoi ground and at the same time their attention is
momentarily drawn away from him personally.
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5, Tell a story.
Nothing will "break the ice" so quietly as a bit of humor
injected early in the introduction. However, is he chooses to tell
one, the i.n9tru.vtor rust remember the purpose of telling the story .
He must be certain it has a point which can be related to the
subject. If he sets out to get a laugh, he east make sure that he
can get one. He has defeated his purpose if the story falls flat,
6. liberator slew ?
When ,n instructor is nervous, there is a tendency for all
bodily activities to speed up. The instructor should remember this
when he is faced with nervousnesso He should be deliberate in his
movements and careful in his rate of speech. ter a few moments
of deliberate control the stage fright will disappear and the
instructor's normal poise and bearing be regained.
Characteristics of Good Leg .
1. Voice oua1 .ter.
Each instructor has an thdividual voice quality and it is his
duty to make it pleas -x t to his listeners. For each normal person,
there is a range of tones which he can make without straining his
voice. Whether one normally speaks in a high or low pitch is not
particularly., important. A tone of high pitch usually carries farther
and is more easily heard than a low tone of the same volume. The
voice of fairly low pR tch Tyrobabl?- has a more pleasing quality to
a majority of people than does the high pitched voice. It is
suggested that the instructor determine the pitci at which he can
speaks with the greatest ease and clarity (this can be done by recording
and listening to your voice). He should plan to keep this as an
average pitch from which he will ar4, within the lir:dts of an easy
range. Varying the pitch breaks the monotony and adds interest to
the delivery. An instructor should not finish sentences at the
same pitch. Nor should he lower both the pitch and the volume at the
end of the sentence.
2. Volume of 'Voice.
Obviously the instructor must make himself heard. Every Student
in his class should be able to hear without difficulty every wabd
he utters. Although volume is not the only factor effecting
audibility, it is certainly an essential one. Without any evidence
of straining, the voice with sufficient volume fills the room
with strong, rich, full tones, The voice without sufficient volume
may be lour enough but will be, thin, flat and difficult to under-
stand. The person whose voice lacks volume seems to strain himself
in an effort to make himself heard. His voice does not carry well,
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The volume must vary with the size of the class and with the
conditions carder which instruction is given. Particular attention
r:uet be given when instruction is presented in the open or in the
field or in a building which has poor acoustics. The reaction of
st:deiits mint be ohservad at all times. The I-t atructor can tell
f students are having d!
_f`f cu?ty in herari*tg the lecture, If there
it any possibility that the volume of t' ~e Y aye :.s not sa v _sfac tor7~
i t is suggested that you have an assistant in the rear of the room
to signal accordingly.
3. !,i a of sn iz .
The rate of speech should be adapted to the difficulty of the
vub;;ec4 matter beig.g presented, the relative importance of the idea
tieing expresses, a^ the learnih g ability of the class. It shcu ..d be
to the rate of tins aerstanding of the students at that particular point
In the talk, Mor ver, vazie' y in rate of epeaki g is as important
as change in volume. The sneaker must seek variety in all a3pe-,ts
c-f his delivery. in general, if the instructor talks faster than
160 words per minxite, his studente will have difficulty keeping pace
with him, if, on the other hard., he talks slower than 90, not
enough is said to hold interest. Over rapid delivary tends to confuse
the student.. and over-de-liberate delivery irritates the class,
4. Pass,
Pauses provide ;he punctuation in speech. They should be
clear and decisive, giving the student an opportunity to comprehend
the meaning that .:avd occauion for the pause. Th.e deadly, '' -r-r,a
"Asa" ,, "Uh-h " in the pe a is a crutoF which the instructor cannot
afford to use, The deliberately used pausc should not be confused
with heseitat.on caused by unceri:inty, Pauses should be a definite
part of the art of speaking. The instructor must be ale: t to its
effective u e.
5, l;riunciatior},
The instructor must speak clearly and distinctly. He should
strive for clarity of egression each time he addresses the class,
It does not make any difference what pert of the country the instructor
represents, or the seetionel dialect that is native to him. If he
enunciates clearly all stns eats from all parts of the country will
be able to understand him,
6. Choice of words.
If the instructor is to be ihnderstood, his words must be chosen
careful?-y and his sentenc w developed clearly and logically, The
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right word in the riq ht place Is the kejnote of effective speech,
Verbal corimin-Acatl.c+n depends Ipcn the use of wcrds which have the
exact shade of meaning needed to make the. thoughts clear. It Is
be? to to o7eraimpli.,'y instruction than to ru-i the risk of talking
'fo:a?er the heeds of students. Your purls i 10 to make clear, not
to cor.!use. Certain complex technical terLia r d ahbreviati_o are
essential. Each new terra or abbreviafiiur should be defined the
first time it i.s u e'1. St^ong, meaningful, descriptive words will
leave vi?-id impressions on the minds of the students,
'or*nn s,~rste;,
The caref.tl. sel,~ction of Words implies that they must be grouped
propm-ly in o 'er to express ideas ^Ie rl~ a. accurately . Every
in.^?trrctcr should use short sentences, `I` :e ;;.atfyec?tlon of his voice
sig is the and of his senvence. Urne essery words and phrases
mtxs t be e1:xa insted, As an aid to finding =orda ? hick are wafficiently
expresslve, one suggestion is that the instructor try writing the
key points of the lesson in short, complete sentences as he prepares
for the presentation. He can clarify his thinking and Improve his
presentation by writing the complete text of what he intends to
gay. An outline ray=her than the written lesson should be used,
howove , when actua l.ly presenting the ma? er.ial, As a last resort,
he can remori7e key statenents.
SQlf~.i orr~v eT~t,,f a? c euEia i. affactive sne~e la l6t
The techniques which have been. presented in this unit trill help the
instructor to improve h s speech only if he g ve^ extra thought and care
to it, then ar optN a plan for t mr.r ?ovement, a, has a desire to #rprcve,
Here is a broad outline which Whotld set a course; for the development
of effective speech habits z
1. Critical urc'.e?tan
Develop a critical understanding of why the speech of others is
either good or is in need of .improve ant, While you listen to a
platform or radio speaker, try to analyze the speech techniques
employed. In other words, become alert as to how others speak,
2, 5ts.;,?~clarrls,
Establish standards for your own speech. Through such measures
as self-analysis, frienuly constructive criticisms from your associates,
and listening to your recorded speech, find what your strengths
are; and work to make the stronger; Learn your weaknesses and work
to correct them. Set standards for yourself, and -; or'.k to achieve them.
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Practice good spsec!i at all times. Too often we have cne
se of speech ~,ech i e for the niat xr n. , c tI or conrvrsatton,
end sti_li o`!'er rr hoinc. Good spen sniiuid, b constantly pr:xctlee4.
Make use of recording:. Take every opportunity ihich -F,-omes jour Way
to address an aidience. Consider every period of instruction an
opportunity to i move your speech techn1que:4. If time is av-ii-Lable
have another inst+uctor listen to your lesson prior to giv1rg it
in class for the purpose of improving your presentation.
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