Suggests a speaker's bureau assignment is a practical and stimulative one for achieving objectives in oral communication in a business context. (HOD)

Describes a speech assignment in which students describe a geometric figure well enough so that listeners can then draw the figure. Exercise is based on philosophy of teaching and learning in W. Timothy Gallwey's "The Inner Game of Tennis." (PD)

Describes a device, the speaker resume, which provides students with biographical information on an orator's education, achievements, historical impact, rhetorical skills, and personal data. Includes a sample resume of Daniel O'Connell, Irish orator. Useful to teachers and students for class discussion and further investigation. (PD)

Describes an upper level course on rhetoric of women and its effects. Covers (1) criteria for selecting prominent women speakers; (2) course content and structure; (3) course materials; (4) classroom procedures; (5) assignments and evaluations; and (6) concerns and caveat. (PD)

Eleven tips for planning and running better training meetings are provided. Topics include some of the following: preparing to speak, using visuals more effectively, traveling with film, setting the time of the meeting, using a college campus as a meeting site, and getting going after a break. (JH)

Many students in public speaking classes have trouble finding topics and material that will support their ideas effectively. Too often students have a conceptual emphasis, substituting lengthy explanations about their ideas, in place of images, metaphors, and specific details of carefully observed events that make ideas vivid and meaningful. A…

Describes a newswriting exercise to teach coverage of public speaking events in which students were asked to report on Jesus Christ's Sermon on the Mount. (HTH)

Describes a technique in which students deliver their speeches three times, each time to a different third of the class. Helps beginning speech students develop self-confidence and communication effectiveness more rapidly and thoroughly than is usually achieved in standard classroom speaking formats. (PD)

Suggests ways to teach college students basic skills in reading, presentation/oral communication, and writing/publication skills in the context of content courses. Suggestions include guiding and monitoring reading, encouraging frequent student presentations, assigning a variety of writing tasks, and requiring graduate students to write term…

Suggests ways of gradually developing delivery skills in public speaking by students in business speech courses. (RL)

The win-win approach, as discussed in negotiating and bargaining theory, addresses a way of thinking in which a win for one party does not necessarily mean a loss for the other--both parties are able to win. The win-win approach can be applied to the evaluation of public-speaking skills, where numerous ways exist of evaluating students and…

Describes how one elementary educator teaches her social studies students to express ideas with clarity and speak persuasively by completing a critical thinking and speaking activity that requires them to draw on the knowledge they just acquired and resolve an issue. Activities include simulating a Senate hearing and creating a talk show. (SM)

Teachers of public speaking need to provide the educational leadership necessary for students to become responsible for their presentational interaction. Several instructional practices can help students re-position themselves in what they do with their presentational interaction to make it meaningful. For example, teachers can respond to student…

The organization/outlining unit in the basic Public Speaking course can be made more interesting by using a color-coded instructional method that captivates students, facilitates understanding, and provides the opportunity for interesting reinforcement activities. The two part lesson includes a mini-lecture with a color-coded outline and a two…

Presents a rationale for using a Mastery Learning approach to competency-based education in public speaking. Identifies assumptions and applications of such an approach and describes procedures for teaching public speaking competence on this basis. (JMF)