QLK501 Written Analysis of Oral Presentation
Name: SILVIA LIM SI QI TG: 10
PURPOSE/AUDIENCE/CONTEXT/CONTENT
The purpose of the speech was clearly conveyed from the very beginning, with the phrase “a handful of you have been rather rude to the school’s cleaning staff”. For a 2.5-minute speech, the content was sufficient for a Primary 5 class. It allowed me to speak at an appropriate pace that allows the students to digest the information meaningfully.
During the speech, I stumbled and was unable to speak for approximately 12 seconds, as I was unable to recall a part of my speech due to nervousness and was not holding any cue cards. This resulted in the need to think on the spot and change some of the sentence so that I would be able to fit the important parts into the time frame. Thankfully, I was able to cover all the main points in the given time. I believe that this could have been avoided if I was not feeling as nervous.
In the introduction, it was mentioned that the students would be discussing about “the importance of being polite and respectful to everyone, regardless of their educational background”. This would have given the students a clear outline of the speech. The content of the speech was also organized such that it was coherent throughout and relevant to the topic. It was purposeful and appropriate with only minor slips. The flow of the content was well linked so that students at the Primary 5 level could clearly comprehend.
Specific examples such as how the school cleaners work hard each day were relevant in reinforcing the main points. It helps the students understand better about the people who help them each day by creating a better learning environment.
During the one minute given for answering th...
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...ce the tone of the speech was firm, it helped cover up some of the nervousness. I believe the speech sounded convincing and natural as would related directly to the Primary 5 students. Fillers were only noticed once (“uh”) and I did not refer to any notes, though I had to pause once to recall my points. Again, this could have been improved with more practice.
NON-VERBAL COMMUNICATION
I felt that I had a lot to improve on for non-verbal communication. Eye contact was sufficient in general, but could have been more focused to bring across the points stronger. I felt that my hand gestures were not quite appropriate at times (excessive pointing at students). My standing posture was also rather stiff. I believe I should work on and improve my non-verbal communication with more practice.
No of words: 748
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The speaker organized the presentation very well and made it easy to follow for the audience. She chose words that got the message across clearly and were not difficult to understand. Since this was targeted at a younger audience, she simplified the concepts and was very specific. The sentences of the speech were structured appropriately, and had no grammatical errors. She also included some transitions in between, especially when moving from one idea to the next which made the flow
In conclusion, my first impression was wrong, the classroom was not some kind of battlefield of teacher and student casualties. The students were not a lost cause that I imagine them to be. The students were well mannered and just wanted to be treated with respect. The classroom management was impeccable and astounding. It goes to show that although you may think you know a group of students you can be very mistaken.
Each speech was written as we strived to choose the right words that would have exactly the right impact on the crowd. I became more anxious as I tried to prepare myself to give my last speech. I cleared my throat and I was suddenly the first one in line. I stepped up to the microphone and began flipping through a pile of loose papers searching for the speech I had written, analyzed, read, and re-read. Just as quickly, I came across a paper with my name written across the top. I took a deep breath and began to read it aloud. My nerves were a little more at ease as I read through the text I had written. I spoke naturally and fluently just as the day before when I practiced. I took time to look into the crowd. As I scanned the crowd I spotted my parents once again, and just like before they began to excitedly
Though I had some strong points in my informative speech, I still feel there was a lot I could improve upon. I could not recognize any vocalized pauses but I noticed that at certain points of speech where I would transition from one point to another, I would push my glasses up. I don’t remember if this was because my glasses were actually slipping down or because I was nervous. Also, after watching my video, I found that in the beginning of the speech I was swaying a lot, but because I was standing behind the table it wasn’t that noticeable. The one major thing I would change is my choice to stand behind the table. It was something I did unconsciously and out of habit of usually speaking behind a podium, and I did not notice I did it until
However, I did notice that there were a few faults in the presentation, one being a fault that I personally consider may have negatively impacted our presentation. It seems to me that I was not able to deliver the presentation to the best of my ability as I had let my nerves get the best of me when talking to the staff. The reason for this was that I was not comfortable with taking on the speaking role that I was given and that there were last minute changes made to my slides right before presenting. Bruner, (1996) stated that the learning process for staff relies on the “meaningful dialogue” that is presented by the presenters. In this case, I think that my speech was not strong enough to grab the audience’s attention, thus not being able to portray my message about what an Ofsted inspection is and what the results from an Ofsted inspection mean. Nevertheless, although I was not able to present to the quality that I had wished, the feedback received was reassuring that I had not done terribly bad. I was able to see myself grow as a presenter as I noticed that my
Utterances (1)-(5) are very direct, clear, and unambiguous. These utterances are purposed to be effective delivered. Additionally, the teacher has more power than the students, so this strategy must be commonly used though the occurrence in only four times in thirty minute discussion. Utterances (1), (2), (4), and (5) are used for their function to give command to the students, while utterance (3) seems to be used to disagree with the student directly to prevent misconception.
While watching my video I did notice that I was able to understand and clearly know what the main point was. I spoke in a clear and a tone loud enough for everyone to hear. The speech was organized very well, so one idea or thought flowed to the next. I don’t think I need to change anything in regards to my central idea being clear. I was satisfied with that part of the speech.
Before this course. I had learned some public speaking skills in the previous classes, such us how to manage my eye contact, facial expression, gestures
I was able to talk to my client without being visibly nervous. I am proud to say I handled my client’s problems as they came up without fear that I may say the wrong thing. In the first video, I found myself repeating things, for what reason I do not know. I can say my nonverbal skills need improving. One specific aspect of the interview was my hand gestures and motions. I really got involved with my client’s problems, and the way I tried to help her understand what I was saying and to get an understanding what she was saying, so I used my hands. I tried to keep by body in a position that would let the client know that I was using attentive listening skills. I cared about why she came to the facility for help. Each session, I adjusted my seat to make eye contact so my client could like she could trust me with her information and that I cared enough to listen to her
The speaker’s delivery in this persuasive speech was acceptable. This speaker kept his audience engaged at first, but started to lose them as his speech
...n the classroom is very important. I would encourage each student that they are capable of whatever they desire, whether to grow up to be the first woman president, an astronaut, fireman, or a cashier; along with those dreams they must know that all of their dreams start in the classroom with their education. I will also teach them that whatever they desire in their future, to be the best they can be.
This speech did not make me nervous nor did it stress me out. I felt comfortable talking about color blindness because I had a good understanding of what it was, making it super easy to talk about. The informative speech stuck out in my mind because it was one of the speeches that I made really good eye contact, and I felt like I was saying very useful information unlike many of my other speeches. I am so glad we did an informative speech because it help me gain more confidence in my speaking abilities. I remember during the speech, I looked at the crowd and I actually saw them being attentive, and seeing my classmates like that made me feel like I was presenting my speech very well while being
That was the day of our first speech. Public speaking has been know from anxiety producing abilities, and on that day, it hit me like a tsunami . As I began, I soon found myself frozen. I even tried to end it early to try to save myself some humility, completely forgetting that I was required to stay up here for at least 1:30 seconds. As I tried to escape Ms. Watkins lassoed me back like I was a newborn Calf . On that, my anxiety got the best of
I had a lot of information on my mind, but the tension obstructed the flow of my words. Therefore I could not speak continuously, and accurately to the point. The fact that English is not my native language might have also been a reason for this. Therefore I was not satisfied with my performance.
In the beginning I was hesitant of having four first graders working together to decide and agree on five items. While walking around and checking in with the groups I realized the students were working together and were talking through the ideas together. I thought this aspect of the lesson was a success because the students are in groups of higher-level students and lower-level students, as I walked around I heard the lower level students explaining their thinking and teaching the higher-level