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Improve Your Public Speaking Setting the Stage
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Improve Your Public Speaking Setting the Stage is a practical guide to helping experienced and new public speakers gain the confidence and skills they need to make their next speech extraordinary. Through step-by-step instructions, readers will learn how to prepare for delivering a speech, develop engaging content, and confidently stand in front of any audience. Additionally, real-world examples and exercises are provided to help readers practice and hone the skills they learn so they can start delivering speeches with poise and presence. This comprehensive
Transcript
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Before we go into presentation, we have
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to kind of set the stage. You kind
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of have to know the language that goes into presentation and how presentation is
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judged. So first start, we can call this a little bit of preparation, how we're
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going to prepare for whatever we do. First is, what type of effect do you want
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to have? What type of influence you want to have? How are you going to make your
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presentation effective? What's your objective? Style? Are you going to be
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performative or conversational? Now those aren't necessarily, I don't want you
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to think that performative and conversational; one is better than
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the other. Like Chris is going to perform all of the time, that's not it. Usually I
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teach in a conversational style. I like to ask questions, you will probably notice that
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like when I just went to the board, I try to get you to figure
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out upper body dysfunction. That's a conversation. It might be the difference
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of presenting new material, and then having a conversation to reinforce it. It
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also might be the difference between a smaller group, where I can have a conversation,
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but if I'm talking to a hundred and ten people a conversational lecture might not
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work. If you don't really know how to control room, you don't have a lot of
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experience doing that, you try to have a conversational lecture with 110 people and
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things are going to get out of hand. It happens without NASM. I'll go
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to a workshop and I'll have 28 people in a CES workshop. I can usually keep that
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pretty conversational, I'm pretty good at controlling the room. Rick and I did a NASM
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CES, workshop in fact Erin was there, we had 73 people show up. No conversation.
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I'm going to perform at that point. I'm just going to totally put on a show,
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let everybody take it in, because if we would have broken out into conversation, I
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don't know if I would've been able to keep everybody together. Preparation, now,
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we only do extemporaneous speech. You don't do prepared speeches. Do you know
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the difference? A prepared speech is written. You would have
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teleprompters or some sort of script. We don't usually do that, maybe
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you see that on TV spots for like the p90x videos where
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you have teleprompters and you know that this is going to go on an infamy, so every
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word counts, but when what we do is teaching, where extemporaneous, that's a little
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different preparation. You've got to have a good knowledge base, you probably want to
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write an outline. That's a little different than sitting down and writing
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your entire speech and try to memorize it. Tone. Are you going to be formal or
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informal? Was yesterday formal or informal? A little bit of both, yeah,
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there were definitely times I got serious. We need to talk about some serious stuff.
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Like when we were talking about injury, it's probably not a good idea to get informal
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talking about injury. It's probably not appropriate to laugh at people's injuries.
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But, when we did the strength endurance workout, do I need to stay formal? No. We're having a good time.
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We want to get a good workout, enjoy the the programming and what it can do for you.
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We don't have to stay formal all of the time. You want to make it appropriate
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to whatever you're teaching. You might be really formal during the
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introductions, then as things start breaking out, you start doing more of that
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workout stuff, start doing more hands-on, you get more and more informal, you get
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more people engaged with each other. Goal: inform, persuade, or entertain? Again, this
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is not necessarily a matter that your whole speech has to be one or the other,
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but you do have to consider what your goal is. Informing somebody is pretty
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easy, just get up here and talk about the information. Persuading individuals to
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think of a certain way is not so easy. If your goal is to persuade, you better be ready
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for argument. Do you know what the other side is? You better spend some time
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building an argument for the other side because you will probably get it. I can
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guarantee you that no matter what class you go into, they are smarter than you
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are. If not individually, collectively. So you go in there
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and think that you're going to persuade somebody to think a certain way, and
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you haven't thought about the other side you'll get crushed.
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Luckily I've had a lot of practice teaching the NASM stuff,
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but what can you expect going in teaching NASM certification? I
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get hit with Paul Quinn, Gary Gray stuff, ACE stuff.
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Here's why I teach for NASM. I'm not saying you have to bash Paul Quinn, but you know what
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I'm talking about. People just come up and they start pitting you
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against somebody that you've never met before, and you have to be ready for that. You don't have to
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make it at negative thing, but you better be ready to persuade people as to
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why you're so excited about this material. I know you're all
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entertaining, I figured that out yesterday about six hours into it, all of
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a sudden all the comedians broke out... Chris! Which is great. It's important.
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Entertainment is super, super, super important. I've had this discussion with
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a lot of educators. I know a lot of educators who still sound like the
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professor from Ferris Bueller's Day Off, and all they do is dictate
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information for hours at a time. If you don't entertain, how long is somebody
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going to pay attention. If they're not paying attention are they learning?
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Entertain to engage. So that's going to be part of it. You saw a little bit
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of me working on my entertainment part of my lecture yesterday. I had never
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used the analogy of Henry Ford before. I kept coming up with these system
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stories, and I had this one story about a car and a toolbox, and everybody just
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running over the car with a hammer, which I thought was hilarious, but every time I
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told it - crickets. So obviously that wasn't entertaining, I had to come up
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with something else. Then, that Henry Ford thing seemed to go off yesterday. It needs a
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little work, but there's a little part where maybe in your
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own lectures you're going to be going through and going, ;okay, this is a lot of
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information, it's 60 minutes of dictating information, maybe somewhere in
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there I need something entertaining, a little story, a little snippet of my
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personal life, a little experience I've had that was kind of funny around this
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Improve Your Public Speaking Setting the Stage