brief introduction of public speaking
00:59 Let's start off with the definition of public speaking.
01:05 Public speaking: preparing and delivering a speech
01:08 to a live audience with the purpose of informing
01:14 or persuading the listeners.
01:20 Something to keep in mind — there are two broadly speaking
01:24 important types of speeches.
01:26 Number one: informing the audience — an informative speech.
01:31 Number two: persuading the audience — a persuasive speech.
01:39 So, let's break it down. These two types of speeches.
01:44 Number one: an informative speech — to inform.
01:49 To teach the audience something new, brand new,
01:52 or enhance their knowledge about something they already know.
02:00 You're simply passing along information and that's it.
02:05 You're stopping there. You're not going beyond that.
02:09 You're informing them about something and you're stopping there.
02:14 That's called an informative speech.
02:17 However, this next type of speech is called a persuasive speech.
02:21 To persuade.
02:25 Here's our definition: reasoning with others
02:28 with a deliberate attempt to influence
02:32 their thought or behavior.
02:36 That's persuasion. See, you're going beyond
02:38 just passing along information.
02:42 You're taking it to the next level.
02:44 And you want to see change in your audience —
02:48 not just their thinking but also their behavior.
02:53 So two different types of speeches:
02:53 informative speech and persuasive speech.
03:01 Keep this in mind everybody — we'll call this a special note.
03:06 Please understand this: for the first half of our semester,
03:14 we're going to avoid all forms of persuasion.
03:17 We're only going to focus on giving an informative speech.
03:21 And by the way, an informative speech is your simpler,
03:25 funner speech to give. It's an easier speech to give.
03:30 Informative speech — first half of the semester.
03:33 The second half of the semester, that's when we're going
03:37 to go deeper and learn how to give a persuasive speech.
03:42 But keep in mind, let's lay off the persuasion
03:45 for the first half of the semester, please.
03:51 You might say that there are two broad areas of public speaking.
03:58 Two broad areas of public speaking.
04:02 Area number one: the delivery aspect of giving a speech —
04:06 Public Speaking Delivery.
04:08 What does that mean? It's how you present your message
04:11 while giving a speech.
04:14 It's not the words that come out of your mouth.
04:17 It's not what you say.
04:19 Instead, it's how you communicate your message
04:23 while you're up there giving a speech in front of an audience.
04:27 Remember, it's not the words you say,
04:32 but it's how you communicate your message.
04:34 What's going on with your face?
04:37 What's happening with your body language, your posture?
04:42 How does your voice sound? Not the words that you choose to say,
04:44 but how does your voice sound?
04:47 This is called public speaking delivery.
04:52 However, that second broad area of public speaking
04:54 is the content of your speech.
04:57 That is how you organize your material or your information.
05:03 And that is actually what you say —
05:06 it's all the words that come out of your mouth.
05:09 What do you say first in a speech?
05:11 What do you say in the middle of your speech?
05:13 What do you say at the end of your speech?
05:16 It's how you organize your information,
05:21 how you organize your material.
05:25 Thus, that translates to the words that you say.
05:27 These are the two broad areas of public speaking —
05:30 delivery and content.
05:35 Please know all of this for the exam.
05:41 Now, we're going to talk about four common methods
05:42 of public speaking.
05:47 Method number one: something called impromptu.
05:52 You've probably heard that word before — impromptu.
05:54 With public speaking, an impromptu speech
05:58 is developed on the spur of the moment
06:02 with little or no preparation at all.
06:05 So, you might have a little bit of time to prepare, but not much.
06:10 Or you may have no time to prepare
06:13 and you have to get up there in front of the audience
06:15 impromptu and deliver a message.
06:19 Not an easy task. These are not your easier speeches to give.
06:24 We prefer time to prepare our message.
06:27 I think we would all agree with that.
06:30 Our second common method of public speaking is called memorized.
06:35 Right off the bat, this sounds tough. And you know what? It is.
06:38 It's very difficult. I pretty much never give speeches like this
06:41 and I give speeches all the time.
06:46 This is not your more common way of giving a speech.
06:50 Surprisingly, believe it or not, this is not your most common method.
06:53 Memorization.
06:55 It's where you write out your speech first,
06:57 commit it to memory, memorize it,
07:00 and then deliver it with no notes.
07:05 You have nothing to look at other than the audience.
07:08 That's a really difficult thing to do.
07:10 We will not be doing any of that this semester.
07:12 Please rest assured.
07:16 Our third common method of public speaking is called manuscript.
07:21 This is where you completely write your speech out word for word —
07:26 and I mean word for word for word —
07:31 in almost paragraph style.
07:34 And then you simply read it to the audience.
07:36 Audiences least prefer this method.
07:40 Why? Well, because they know you're just reading to them.
07:42 It's not very exciting.
07:47 It's pretty much done when a speaker just has to
07:50 get an accurate message out there
07:54 and there's really no room for enjoyment.
07:58 We've just got to get a message out there.
08:01 Now, there are some rare speakers out there
08:04 who can really pull it off,
08:07 and it sounds like they're giving it without reading it,
08:09 but most of us — the audience can tell.
08:12 We're simply reading to them,
08:14 and the audience feels a disconnect
08:16 when they know we're just simply reading to them.
08:20 That's called manuscript.
08:23 Let's go to number four. I put this in green on purpose
08:27 because I want it to stand out.
08:31 This semester, this class is really going to emphasize
08:34 number four — the extemporaneous method of giving a speech.
08:39 Audiences overwhelmingly prefer this method.
08:43 Here's the definition: carefully planned with much practice.
08:48 You use what's called an outline with what's called main ideas.
08:52 We'll talk more about that later in the semester.
08:55 Instead of a word-for-word script.
08:57 So, we're going to avoid this semester the word-for-word script
09:04 and we're not just going to read to an audience.
09:07 Instead, we're going to learn how to speak extemporaneously
09:09 where we do have notes in front of us.
09:12 We have what's called an outline and we can look down at that outline.
09:14 That's fine.
09:18 But for the most part, we're looking at our audience.
09:22 In fact, notice this: as we speak,
09:24 we look at the audience at least 70% of the time.
09:28 And that means it's okay to look down
09:31 about 30% of the time.
09:33 Yeah, we can do that. That's totally acceptable in public speaking.
09:38 We can look down at our outline, at our notes,
09:41 almost a third of the time to collect our thoughts.
09:45 But then we look up and look at the audience
09:47 about 70% of the time.
09:51 And we've practiced it a lot.
09:54 So, the audience feels connected to us
09:56 because we're looking at them a lot
09:59 and we've practiced our speech a lot.
10:01 We haven't memorized it. No,
10:04 we're not going to do any memorization this semester.
10:07 We haven't memorized our speech, but we've practiced it a lot.
10:09 These are the four common methods of public speaking.
10:12 The extemporaneous method is the one
10:14 we're going to focus on this semester in this class.
10:24 All right, let's move on to managing
10:26 what's called communication apprehension.
10:30 Like we see in the image right here,
10:30 we all get nervous when giving a speech.
10:35 That's totally normal. You're not weird if that's the case.
10:38 In fact, you're very normal if you get nervous.
10:40 I get nervous. We all do.
10:44 Specifically, communication apprehension is called
10:46 fear or anxiety associated with either real
10:50 or anticipated communication encounters.
10:55 We get that anxiety, that fear.
10:58 And again, that's not necessarily bad in itself.
11:02 We just need to learn how to manage it.
11:07 And the reason why it's not bad in itself
11:09 is because having some degree of anxiety
11:11 keeps us on our toes.
11:14 It keeps us humble and it helps us to want to do a good job.
11:18 The trick — the key — is how can we manage it
11:21 so that we are successful?
11:25 Well, there are two things we can do.
11:27 Number one: this is very physiological —
11:30 something we can do with our bodies.
11:32 We contract a muscle for about 8 to 10 seconds
11:35 against resistance to release nervous energy.
11:42 And this is called an isometric exercise.
11:44 It's like we see in the image here.
11:47 And we can do this in class before we give a speech
11:49 and no one will even know. It's very subtle.
11:53 We can just put our arms underneath our chair that we're sitting on.
11:56 We can pull up for about 8 to 10 seconds.
11:59 Don't worry, nothing's going to happen.
12:01 We're not going to pull ourselves or our chair upwards.
12:08 No, because we're going against resistance.
12:10 But by doing this and then releasing it after 10 seconds
12:12 and doing this a few times —
12:14 by doing this, we can potentially release that nervous energy.
12:22 This is very physiological. Let's go to our next slide,
12:24 which is very psychological.
12:28 And this is called cognitive restructuring.
12:31 On the exam — because all of these slides will be on the exam —
12:34 when you see that word "cognitive," just think "brain,"
12:38 think realigning, putting together,
12:42 or restructuring your brain.
12:48 Here's our definition of cognitive restructuring:
12:51 Apprehensions of anxiety-producing situations
12:54 are brought to awareness,
13:00 challenged, and then changed.
13:02 You identify negative self-statements
13:05 and replace them with positive ones.
13:13 Here's a quick example. In third grade,
13:16 you got up to give a little mini speech
13:18 in front of your fellow third graders.
13:20 Maybe you noticed off in the corner two children chuckling, laughing.
13:25 While you're giving your speech, you assumed they're laughing at you.
13:28 Ever since then, it's difficult for you
13:30 to get up in front of an audience and give some kind of a speech.
13:34 Why? Because your mind thinks back to that situation in third grade.
13:40 Cognitive restructuring would say:
13:42 "Okay, let's bring that thought to awareness, to our mind."
13:44 Challenge it, saying: "Wait a minute. I'm better than that.
13:48 Were they even laughing at me? I don't know.
13:52 Maybe they were, maybe they weren't,
13:55 but I'm better than that. That was years ago. I'm an adult now."
14:00 Whatever the situation, you put it behind you
14:03 and you change your thinking.
14:05 And now you identify positivity.
14:09 Easier said than done. Of course, we're not a psychology class.
14:11 We're not going to go much deeper than that.
14:13 Easier said than done, but our textbook does say
14:17 that this could help some of us
14:20 that are dealing with anxiety when giving a speech.
14:27 All right, everybody. That was our first lecture —
14:29 Brief Introduction to Public Speaking.
14:32 Remember, all of that will be on Exam 1. Thank you.