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Reflective Essay On Public Speaking

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When my partner teacher asked if I wanted to do a lesson on public speaking, of course I said, “Yes,” right away. My mind immediately went to how can I make public speaking interesting for students. Public speaking is a high risk activity for students, especially when they have to get up by themselves and present their learning to the class. I thought my best course of action would be to try and keep the lesson as light hearted as possible by infusing some comedy. Maybe students would not think the stakes were so high if they were expecting their peers to laugh at what they were saying. Thus, the idea of “Mad Libs Public Speaking” was born. By using an array of Mad Libs, I could give students a choice of which article they found most interesting. As I was walking around the room during my lesson, I could tell that some of the students were really getting a kick out of picking the words. When I told them they could talk amongst themselves and use their phones as a resource to generate words, I think they became even more engaged with the activity because it was allowing them to do something they normally are not allowed to do when their regular classroom teacher is teaching. By giving them the Mad Lib and these other out of the norm privileges I was putting my trust in the students that they would use the opportunity appropriately, and by doing so I think they were all highly invested in the activity. They wanted their Mad Lib to be funny and to illicit a reaction from their audience. Andrew Marcinek (2010) stated that collaboration is “one of our best resources as learners” which is why I allowed students to work together on generating their words. Bouncing ideas off of one another allows students to come up with more in depth and interesting words. When it came to talking about the elements of public speaking, I wanted to make sure that everybody had the chance to chime in on the conversation. This also ensured that I had everyone’s attention because they knew it would be their turn to share eventually. In order to keep students engaged in the conversation and listening to one another, I called students by their names when it was their turn to speak for the most part. I think I knew about 70% of the

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