Students who read during a speech miss the chance to excel as speakers. Teaching them to speak with confidence will make speech day enjoyable for them and the audience.
One of the most difficult tasks a speech instructor faces is teaching students to speak naturally and confidently, using a conversational tone. Students who are uneasy, unprepared, or unsure of themselves often try to read their speeches directly from a script, causing them to lose the attention of their audience. Although students who read may have a firm grasp of their topic, they are not conveying their knowledge in an audience friendly manner, nor are they growing as speakers. Students should leave your class able to speak extemporaneously with confidence.
Speech Anxiety
Students often read their speeches because they are nervous they will forget an important point, and they are afraid to make eye contact with the audience. It is important to spend the first few weeks of class trying to curb speech anxiety and allowing the class to get to know one another. There are many resources available online that offer techniques for overcoming speech anxiety.
Offer Examples
Showing students what to do and what not to do will help them see the importance of speaking in a natural tone. Show a few good examples from previous students. Then ask students what they remembered and learned from the presentation. Also ask them to rate the student’s ability as a speaker. Next, show an example of someone reading a speech (not a former student) and pose the same questions to the class. Use these examples to prove how much more effective a speech is when delivered properly.
Assign Outlines
Outlines should be assigned well in advance of speech day. Having a due date for outlines and assigning them a point value will force students to start working on their speeches early (giving them more time to become comfortable with their topic). Outlines also give you the opportunity to give individual feedback before the speech. Finally, outlines encourage students not to write out their speeches.
Allow Time for Practice
Make practicing mandatory by assigning students to peer groups for review. Each student should be reviewed by at least one other member of the class, and each student should complete a peer review sheet. Peer reviews ensure students practice at least once before speech day and they often receive helpful feedback. If students are familiar with their speeches, they will be less likely to read. Practicing is the only way to become confident with a topic and the delivery of a speech.
Remove the Podium
Students love to use a podium because it makes them feel safe, so the removal of the safety podium is going to result in some major complaining. Students who use a podium are more likely to write out a speech and read from it when they get nervous. If they don’t have anywhere to place the legal pad full of notes, they will not bring it to the front of the class with them.
Check Keyword Outlines
Help your students take their formal outlines and turn them into keyword outlines. Tell them in advance that they are only allowed to speak using a keyword outline. On speech day, each student should present to you a keyword outline. If you are given an outline written in complete sentences (or even worse, a manuscript), the student will not be allowed to give the speech. If you don’t give them the opportunity to read, they will learn how to speak extemporaneously in a natural, conversation tone.
