Reflection Of Public Speaking Experiences In The Classroom

I went out with my sister and mom to the mall this past Saturday in my home city. I decided that this would be the perfect opportunity to do the stuttering assignment. We went to a small restaurant within the mall, somewhere we had only been to one other time. I was the last person in my party to order my food, mainly because I was quite nervous to stutter. When I opened my mouth to tell the cashier what I wanted, she looked at me in disbelieve as she heard me stutter. Her judging eyes actually made me stutter a little unintentionally, her stare being pretty unnerving. By the time I finished speaking, I felt myself become a little choked up. Partly, because I felt embarrassed and partly because I couldn’t imagine being treated that way every

As I walked out of my dorm that morning for my 9am class, I checked my schedule to see where I needed to go. My first class was public speaking in room 232. My stomach instantly dropped. The calmness I once felt left my body in a rush. Public speaking was my worst fear. I stuttered and mumbled and shook each time I entered a crowded room. Speaking in front of a whole classroom has never been on my bucket list. I fretfully continued my journey to room 232. I attempted to give myself a pep talk along the way to help calm my nerves, but nothing was helping. I told myself that this was not

In this blog, she discusses topics such as authenticity and vulnerability. She defines messy versus clean stuttering and the different emotions associated with each. She speaks about how accepting her stutter affects not only her feelings of personal identity and belonging but also her students’ feelings of respect and acceptance towards her. Furthermore, she touches on different issues like small communities, covertness, and separate classrooms which create an isolated feeling for those who stutter and prevent community building. She builds off of her own experiences as a

The third chapter of a Pocket Guide to Public Speaking is about anxiety in relations to

Throughout my life, the English language has acted as something much more than a communicative tool. Because I emigrated from Germany to the US when I was almost five years old, my adoption and ongoing usage of the English tongue has connoted a change of cultural, and even personal, identity in my life. I did not know one word of English when I arrived in the US in 2004, and so, as I learned English, thus I became familiar with the new life I would live on the other side of the Atlantic. I quickly became fluent in English and entered public school after one year of preschool. I remember that, for the first hundred days of kindergarten, I did not utter one word. This was not due to a lack of English ability, but rather to my shyness and the fact that I was still acquainting myself to the norms of existence in the US. Following this, my shyness

Rogers, I felt that my knowledge of stuttering and its impacts definitely expanded. It was both revealing and somewhat heartbreaking to know that although school psychologists don’t work directly with kids who stutter, they can still notice the impact that it has on the child. Choosing childhood-onset fluency disorder for this interview was mostly influenced by my own experience with someone who stuttered as an adult. The person who stuttered was my high school science teacher and I vividly remember the first time people heard him speak. Kids would secretly tease him or interrupt him when he was speaking to “speed up” how long he was taking to make a point. Although I know it probably affected him a lot more when he was younger than it did then, I was still sensitive to his communication difficulties.

I’ve never been told “Oh, you can’t give a presentation” or “you stutter too much.” No one has ever laughed at me or made fun of me. My peers can be merciless with criticism, but not today. You might not be able to talk clearly. No one will understand you. The teacher will ask you to sit down. Your classmates will be embarrassed for you.

It’s first grade. The teacher asks us to settle down at our desks and be quiet. She says, “When I call your name, reply here.” It appears that I was the only one who didn’t get the message. The indistinguishable conversations in the room grew silent and I was hearing my own voice. While every other student was sitting patiently for his or her name to be called on, I was the only one standing. As I glance over my peers, I get a sly hint that I should sit down quietly like the others. A few minutes later, a student taps me on the shoulder and whispers, “The teacher called your name, tell her you’re here.” With uncertainty, I squeak out the single word, “Here.”

The petrifying feeling of being lost in a crowd of strangers, unable to communicate with anyone, is something I remember vividly. It was in the colorful kindergarten classroom of my first day at an American school that I realized I can’t live by only relying on the people closest to me. My parents didn’t prepare me for what should have been the easiest day of the school year. When the teacher assigned us a peer activity where each and every one of us needed to introduce ourselves, I immediately froze. I couldn’t speak an ounce of English during that time; even saying my name in English was too difficult for me. My classmates asked me simple questions like “Where are you from?” or “What’s your name?” However, I wasn’t able to answer them because I either couldn’t understand the questions or I didn’t know how to form a good response. After that experience, I knew that I have to improve myself and actively learn new things even without the help of my parents. Fortunately, by my second year of school, I had

Throughout the interview it is noticeable that I am stuttering when I am trying to think of something to say. This can be problematic as it can be annoying for the interviewer to listen and it may show off as a sign of being incompetent. The way that I am going to fix this problem is to talk a bit more slowly. I think when I looked over this video, I tend to talk fast when I get nervous. So if I remind myself to talk more slowly, I would stutter less. What I also caught myself doing is that I would say “like” and “you know”. I can avoid this by practicing speaking more in front of the public and record myself if I would do it. Lastly, I found out that I would twitch my eye to the left if I need to think of something. What I would is prepare more what I am going to

Standing in front of about 20 beaming eyes staring at me I struggled to keep my composure. “You teach the class!” I was just a small child in the fifth grade. I was stuck inside a deep hole that I had no control over. “Well? What are learning?” At that moment tears started rolling down my cheeks and my head was in the dumps.

Since around the first grade I had been going to speech therapy for a severe speech impediment, in my case, commonly called "block" stuttering, and was told one of my main "triggers" was speaking to an audience. I was 12 years old. That day I was to tell my English class about Shakespeare's Romeo and Juliet; I knew it front ways and back ways, no problem. As I approached the front of the room, one hand held with a couple of note cards, the other clenched tightly in fear. I had not told my teacher of my problem as I had in years past, excusing me from certain situations such as this. I had vowed to finally face this no matter what. I looked out at about thirty of my peers and started to speak, glanced at a note card and stopped. I did not stop

It was an average day at St. Timothy catholic school, as the Mrs. Carmen mumbled on about the responsibilities in High school she suddenly mentioned speeches. I started feeling ill and the next thing I remembered is waking up in the first aid office to my Mother yelling Thomas. All I could think about on the ride home from school was how I was going to stand up in front of the class for five minutes saying my speech. I have what is called glosssophobia or the fear of public speaking, I had developed my fear at a young age. In grade one the class had to recite “In Poppies Field”, half way through my presentation John crumpled up a piece of paper and threw it at me. The whole class started laughing and even the teacher shared a giggle. It was the most embarrassing moment of my life, the worst part was that some people continued bullying me. I got fed up with the kids there so I convinced my parents to go to catholic school as it provides religion and also I could get away from Alexander’s Public School.

Throughout my 17 years of living i have learned to speak in front of large crowds of people without worrying about messing up or embarrassing myself. As a younger child i would often avoid public speaking at all costs in order to not get those anxious feelings i often felt. As little as a few years ago i often missed extra credit opportunities in order to not

We soon discovered my speaking limitations once I started preschool. Other kids and adults would have a hard time understanding what I was saying, and I soon started speech therapy. I took speech therapy classes from preschool till the end of second grade. During this time a lot of my classmates would make fun of me for the way I said things. However after I had finished my speech therapy classes, I still had some trouble enunciating some words clearly if I wouldn’t focus on what I was saying. This got better through the years, but I don’t