| Know the basics-what are you saying, who are you | | | | better fits the speech you are giving. Your closing |
| saying it to, and how long do you have to get it | | | | should restate your conclusion and tie up any loose |
| said? | | | | ends in the speech. If you want to have a question |
| What is the purpose of your speech? What are you | | | | and answer period, allow one shortly before you end |
| trying to say and to whom are you talking? A | | | | your speech. Then conclude the Q & A and go onto |
| speech on the benefits of owning a pet presented to | | | | your planned conclusion. This allows you to remain in |
| a group of pre-schoolers will be totally different than | | | | control of the speech and deliver a much stronger |
| a speech on the role that pets have played in the | | | | conclusion. |
| development of human society given to a group of | | | | Once you have the beginning and ending planned, |
| anthropologists. I teach business to non-traditional | | | | think through the speech logically. How will you take |
| students in the evenings. To design an effective | | | | your audience from through your speech? Will you |
| presentation for this audience, I must consider there | | | | use a chronological order? List your points in the |
| needs. They usually have two classes a night and | | | | order you will deliver them as the main headings of |
| many of them work a full day before they come to | | | | your outline. Supporting stories, statistics, quotes, and |
| the first class. By the time they walk into the second | | | | other information will be your subheadings. Make sure |
| class, they are tired and easily distracted. To keep | | | | that you plan appropriate transitions as you move |
| their attention, I plan lots of group interaction and | | | | from point to point so your speech will flow |
| activities that get them physically moving. No, we | | | | smoothly. |
| don't do jumping jacks, but I might have them move | | | | Some people will want to write the speech out word |
| across the room to form their groups, just to get | | | | for word, while others prefer to go directly to the |
| them moving around and help keep them alert. In | | | | next step after writing their outline. Either way is fine. |
| order to effectively reach your audience, you must | | | | But it's important to allow for spontaneity as you |
| understand the obstacles that keep them from being | | | | give your speech. Don't read it word for word or be |
| fully attentive and help them to overcome those | | | | afraid to word things differently as you give the |
| obstacles. | | | | speech. The important points to remember are stay |
| It's important to stay within the time guidelines | | | | within the specified time frame and follow the logical |
| established for your speech. Any event at which you | | | | order of your speech, including transitions. |
| speak will have established times to break for meals | | | | Practice, practice, practice. |
| and an established ending time. To keep things | | | | Now that you've got a well-written speech, it's |
| moving on schedule, all speakers must adhere to the | | | | important to rehearse. Practice the speech until you |
| time limits. A speaker that goes over time may cause | | | | can go through it without notes and are positive you |
| problems with meal service or room scheduling, while | | | | can deliver it as scheduled. Then, practice some more. |
| a speaker that does not fill the allotted time leaves a | | | | Think about how you use your voice. A monotone |
| "dead" space in the event that is difficult for the | | | | will put your audience to sleep. Identify the places in |
| organizer to fill at the last minute. If you want to | | | | your speech that call for a change in vocal tone or |
| really endear yourself to conference organizers, write | | | | pace. Watch your body language. If you are speaking |
| a speech that can easily be adjusted to fill a few | | | | on a big stage in front of a large audience, you will |
| extra minutes or be delivered in a shorter time frame | | | | want to use expansive gestures to help fill the space. |
| than scheduled. Then, if another presenter throws | | | | Consider your movement on the stage. "Block" your |
| the conference off schedule, you can ask if they | | | | movements as if you were an actor in a film. For |
| would like you to lengthen or shorten or speech to | | | | example, if part of your speech tells stories about |
| get the meeting back on track or if they prefer you | | | | your day at the office and part of the speech uses |
| to deliver the speech as planned. When you show | | | | stories about your family at home, one side of the |
| your professionalism in this way, you will garner call | | | | stage could represent your workplace while the other |
| backs and referrals to further your speaking career. | | | | side of the stage would be your home. As you |
| Write it down. | | | | transition between the two, you will be walking |
| Outline your speech. I like to start by planning the | | | | through the middle of the stage. While it's important |
| beginning and ending of the speech first. The | | | | to have movement in your speech, movement |
| beginning of the speech should grab listeners' | | | | without purpose is distracting for the audience. |
| attention. Some ways to do this are asking a | | | | If you follow these tips, you will be well on your way |
| question, making a starting statement, use a quote, | | | | to creating a successful speech. If you'd like to |
| or tell a story. However you open your speech, | | | | practice your public speaking skills, consider joining an |
| make sure the opening ties into the rest of the | | | | organization like Toastmasters, which offers |
| speech. Don't tell a story that has no connection to | | | | invaluable opportunities to improve your |
| the speech just because it's a good story. Save that | | | | communication and leadership skills. |
| story for another time and find a different story that | | | | |