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CHAPTER 6
MANAGING YOUR PRESENTATIONAL STYLE
Whereas the preceding chapter concentrated on the mechanics of presentation, this chapter
focuses on the verbal and nonverbal dynamics associated with your presentational style. At
chapter’s end you can expect to understand
•
the relationship between verbal and nonverbal behaviors relative to learning
•
the relative nature of language in working with your students
•
the overriding importance of nonverbal communication to reaching your students
Learning
As you probably already know, there are three domains of learning: cognitive, affective, and
behavioral. While it is possible to influence a single domain, your goal should be to influence
them all.
The cognitive domain concerns information acquisition. The affective domain concerns such
things as student attitudes about the information they acquire. The behavioral domain concerns
the degree to which students apply information to their behavior.
For the last to happen, students must not only acquire the information you teach, but should
also develop some affinity for the information and the skills and practices that it implies. As we
point out in our text, verbal communication is most important to the acquisition of the
information that defines your discipline. Nonverbal communication is most important to the
attitudes your students develop in relationship to this information.
All too often we treat learning as if it were simply a cognitive enterprise. To the extent that our
students are able to demonstrate that they have acquired information and can regurgitate it
back to us, we think we have been successful. In a public speaking class especially, this is
anything but the case. What we want really is for students to generalize this information and
what it implies to their speeches. Only then have we been truly successful in the completion of
our task.
Language and Presentational Style
As you know, language and communication should not be confused with each other.
Communication is the medium through which we transmit messages. Language, on the other
hand, is a system of arbitrary symbols and rules that enable us to construct messages. Further,
only verbal and written communication require language as it is defined here.
How you use language in the construction of your messages is important to your overall
presentational style. There are a number of important considerations in this regard, the first of
which involves semantics.
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Semantics
All disciplines have a specialized vocabulary of words and symbols. Linguists talk about
transformational grammars; social psychologists concern themselves with cognitive dissonance;
and computer scientists like nothing better than a good discussion about COBOL.
Since you’ve been well initiated to our field, the specialized vocabulary of words and symbols
of our discipline is not a problem. To the uninitiated students in your class, however, the
vocabulary of our discipline can be a major obstacle to their success.
If you are to be understood, you need to define your terms both conceptually and operationally
for your students. Further, just because students don’t always ask you about the meaning of a
word or symbol, you shouldn’t confuse their reticence with understanding.
Students frequently do not comprehend the meanings of words and symbols you use. Because
they don’t want to appear ignorant, they may not raise their incomprehension in the presence
of their peers. Finally, because meaning is relative, they may think they know what you mean
when, in fact, they don’t.
You need to go out of your way, therefore, to make sure the meaning you ascribe to a word or a
symbol is shared by your students. Each time you introduce a word or symbol that may be new
to your students, solicit feedback from them to make sure they understand the meaning you
attach to the word or symbol.
Linguistic Relativity
Closely related to semantics is the issue of linguistic relativity, first hypothesized by Benjamin
Whorf: Language structures our view of reality. Although linguistic relativity is no longer
accepted at face value, its basic premise continues to hold value.
Consider an essay written for a local newspaper by former student Veron Andrews. The title of
the essay was “Snow Blind,” and it focused on differences between the Black culture’s and the
predominant White culture’s use of words at our university. Among the many interesting
things he had to say was that the term “nerd” had no cultural reference for him. When first
hearing a White friend use the term in reference to another student, he had no clue what it
meant. In the article he said, “I could be in a room full of nerds and not recognize them as such,
because in the Oakland community where I was raised, there simply was no such animal.”
Meanings are deeply rooted in our cultures. Since not all of us share an identical culture,
meanings for words and symbols can vary tremendously. Because student bodies are becoming
more and more culturally diverse, we have to be even more cautious in our choice of words,
symbols, and examples. Your presentational style must be culturally sensitive.
Sexist and Racist Language
Much has been said about sexist language in recent history. Sexist language is like a bad
habit—it’s easy to recognize but difficult to get rid of. Sexist words that you’ve been using for
20 or more years are likely to be so embedded that you are not even conscious of their use. You
need to be.
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One thing you can do immediately to avoid sexist language is to begin to use plural rather
singular pronouns in your examples. Instead of saying “he” or “she,” say “they.” Refer to
“people” instead of men or women. Finally, make a list of the words you use for each gender
and construct a list of substitutes you can use in your presentation.
Racist language is inexcusable in and out of the classroom. Race and ethnicity are central to our
self-concepts. Thus, it is important for you to learn about the racial and ethnic diversity of your
students and to plan your presentations accordingly.
Disability
Just as you need to be sensitive to gender, race, and ethnicity, you need to be sensitive to
students with disabilities. In Chapter 12 of the textbook, for example, you’ll find words that
students with disabilities commonly consider offensive.
Relative Terms
Finally, we want to caution you about the use of relative terms. Words such as “big” or “a lot”
demand some comparison. Telling your students that something “will count a lot,” for
example, is useless without some stable point of reference to which they can refer.
Nonverbal Communication
As previously mentioned, student attitudes toward you
by nonverbal communication. The specific codes
interdependent; each affects the others. In terms of
important nonverbal codes are appearance, voice, facial
movement.
and your subject are most influenced
of nonverbal communication are
your presentational style, the most
expression and eye contact, space, and
Appearance
Today’s students are more sensitive to appearance than previous generations were. Initial
judgments about your credibility will be based on how you look.
Voice
With voice we are concerned not so much with what you say but how you say it. Vocalic
behavior, as it is technically called, concerns the effects of voice on perception. Since you most
likely don’t have access to a voice coach, the following should serve as guidelines for effective
use of the voice.
Rule 1. Talk neither too fast nor too slow, although you are better off erring in the direction of
the former. Your rate of speech communicates energy and urgency.
Rule 2. Vary the loudness of your voice, softening or raising it for dramatic effect.
Rule 3. Don’t be afraid of the pregnant pause. The pause can be used to great effect.
Rule 4. Enunciate. Don’t clip off words ending in “-ing,” for example.
Rule 5. Don’t speak in a monotone. Try to vary your rhythm, pitch, and intonation as you speak.
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Rule 6. Finally, model the vocalic behavior of teachers whose voices have impact.
Facial Expression and Eye Contact
The face is a wonderful instrument of communication. It can reveal all the emotions, including
happiness and sadness, surprise and alarm, warmth and scorn. Be generous with your facial
expressions. They provide feedback about how you feel about your subject and your students.
Eye contact bridges physical distances psychologically. It makes us feel closer to each other
than we actually are. Sustained eye contact is an invitation to communicate. Thus, when you
ask questions or ask for comments, call on the students who meet your gaze. They are the ones
who want to participate.
Finally, as you give your presentations, make and maintain eye contact with each student
rather than all your students at once. This will personalize your message with students, even in
the largest of courses.
Space
There are two types of space: personal and territorial. Personal space varies depending on the
situation, whereas territory is geographically fixed.
Personal space is at issue most often in laboratories, when students are working at their desks,
or when they are involved in a one-on-one situation with you. You should respect your
students’ personal space in the classroom. Standing behind a student and looking over his or
her shoulder makes the student uncomfortable because you are encroaching on personal space.
Standing over a student seated at a desk is also intimidating. Important as it is that you
approach students during the course of your presentations, it is equally important that you
respect their spatial needs.
Territory is not as likely to be as much of an issue in your class. How you arrange your class
territorially, however, can work to your advantage. Figure 6-1 shows two classroom
arrangements. The first is the traditional configuration of vertical rows with you at the head of
the class. The second is a horseshoe arrangement.
These two spatial configurations differ significantly in terms of student responses to your
presentations. If your goal is to minimize classroom interaction as you present, the traditional
configuration works best. On the other hand, if you want to maximize interaction between you
and your students, the horseshoe configuration is preferred. This is because it enables students
to make eye contact with you and among themselves.
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Figure 6-1
Movement
Exactly when or how people get it in their heads that presenters should be stationary, we don’t
know. What we do know, however, is that it is a ridiculous notion.
While you need not feel compelled to move about your class as you present, we encourage you
to do so. Movement, including gestures, animates your remarks and increases the energy of
your presentations. Movement translates into enthusiasm, and the best presenters, the best
teachers, recognize the simple fact.
Immediacy and Liking
The two most important functions of nonverbal communication are immediacy and liking. They
go hand-in-hand. Immediacy concerns how close or distant we perceive ourselves to be from
others. Generally, we like people we perceive as relatively close to us.
All the nonverbal codes discussed here can, when used appropriately, increase the perception
of immediacy between you and your students. Research has repeatedly demonstrated,
moreover, that there is a strong, positive relationship between immediacy skills and teaching
effectiveness.
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Summary
Verbal and nonverbal communication will play a major role in the degree to which you succeed
in presenting information to your students. If you think about the teachers who have had the
greatest impact on your lives, the chances are excellent that they excited you and involved you
through their presentational skills. You can do the same with your students by employing the
suggestions and practices outlined in this and the next chapter.
References
Brown, R. 1958. Words and Things. New York: Free Press.
Hurt, H. T., M. D. Scott, and J. C. McCroskey. 1978. Communication in the Classroom. Reading,
MA: Addison-Wesley.
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