RESPECT THE PRESENTER IN YOU

1. RESPECT THE PRESENTER IN YOU Teaching as a Deliberate Act By Anna Ballard 2008 State 4-H Forum

2. Your Presenter: Anna Ballard • Snohomish County 4-H Alumni • Public Presentations, Rabbits, Performing Arts, Arts and Crafts, Photography Projects • WSU Alumni • B.S. in Biology and B.A. in Spanish • Spokane Valley Resident • Work for Washington State Patrol

3. The Theory • Nonverbal Communicative Intelligence (NCI): • a capacity for interacting with the environment by using the ability to be systematic in the use of gesture, voice, breathing and other nonverbal signals. • Dr. Kendall Zoller of California State University • www.sierra-training.com

4. Teaching as a DELIBERATE act • Get to know your audience • That’s YOU • Get people involved • Use humor • When the teacher speaks the audience responds • Experience gives us…. • Wisdom? • Habits • When we reflect on experiences we create wisdom

5. Strategize • Teaching requires strategies… • Nonverbal Communicative Intelligence • Deliberate Acts • Gestures • Voice • Breathing • All this can create mutual understanding

6. Expectation and Concerns • This activity motivates learners and influences how they focus their attention and therefore, increases student learning • What are your expectations? • What do you want to walk out of this room with? • Skills to learn to be a better presenter • What are your concerns? • What does the audience expect from the presenter? • Not learning anything, not understanding

7. Four Phases of Teaching

8. 1.) Getting Attention • Even when you are teaching you have to get their attention constantly • Do not instill fear with power • Change voice • Gestures • Pauses • Practice

9. Getting Attention • Do not always need to: SHOUT • Content: knowledge of nonverbal patterns • Context: knowledge of experiences. When the patterns were more and less effective

10. Getting Attention • Choice Voice • Gesture • Pauses

11. Voice Pattern • Influence credibility: • Drop voice (chin down) at the end of each sentence and you can increase credibility. • Example: News Peter Jennings • Monotone during most of the sentence sounds like you are stating facts only.

12. Voice Pattern • Seeking Information: • Bobbing your head sends a nonverbal response that you are seeking information • Your voice will fluxuate and your voice goes up at the end of our sentence • Example: Interviews (Johnny Carson ) • If you aren’t seeking information do not bob your head.

13. Group Exercise • Try making some statements and drop your chin at the end of each sentence • Then try the same statements and bob your head while you talk • What do you think when the other person talks? • Approachable Feels like: Interview • Credible Feels like: Interrogation

14. Gesture • More credibility with your weight distributed on both legs evenly and hands to your side. Voice will be louder guaranteed because the lungs are opened • Keep arms at 90 degree angle is seen as more credible. • Standing still will be more credible and show that you are calm.

15. The Pause • The single most powerful nonverbal skill • 1.) to gain support • 2.) to support memory • 3.) to support thinking • You have to look intelligent when you pause. Don’t pause with your mouth open. Pause gestures when you pause too. • Don’t pause when you aren’t gesturing…you look dead. • Thinking pause • If a student or teacher speaks the answer thinking stops…pause to allow students to think

16. Silence • Silence causes people to pay attention. • I interru…..I interrupt myself to get attention. • Make sure you don’t look silly . The word you stop on has to be a 2 or 3 syllable work. • Break direct eye contact and take a step. • Once you stop make sure you restart the sentence and whisper when you come back for added benefit. They will be listening.

17. Mirror Neurons • These neurons in your brain fire when you see someone else. Speakers holds there breath you hold your breath. This also is commonly seen in Yawning. Someone drinks….and you drink. • Remember to breath when you pause otherwise you will be keeping everyone in the audience from breathing.

18. Science Lesson • The brain was designed to determine threats • Do I eat it or does it eat me? • Brain’s cortex (Amygdala) thinks on it’s own so you don’t have to think too hard because it could be the difference between life and death, you would have been eaten • The brain automatically triggers adrenal glands: run, flight, flee.

19. Science Lesson • The Amygdala still functions today, the same as it use to…. Today we are more complex • What is a threat? “He dissed me” • Could react and do something you didn’t mean to because of the Amygdala but we also have the Prefrontal Cortex (PFC)

20. Science Lesson • When you are so mad you could hit someone…your Amygdala perceives it as a threat but your PFC tells the Amygdala to “shut up.” • Your PFC acts as a logic center and weighs the effects of your actions. Is this a good idea and what would the consequences be?

21. Our Brain Reacting to Nonverbal Queues signal Signal from eyes to amygdala

22. Eye Movement and Thought Remembered Visual Constructed Visual Remembered Auditory Constructed Auditory Internal Dialogue Kinesthetic Feeling Dunn and Dunn Model

23. Watch Audience • Watch the audience eyes to recognize the type of thinking • Watch someone else's eyes while I ask questions, then we will switch so the other person can watch.

24. Long Term Memory • Aides visual paragraphing • Moving from one side slowly. • Brain needs chunks! • Stand in one place for the first idea, then stand in a second place for the second idea, then another for the third • Try this out for yourself!

25. Visual Paragraphing • Makes a big difference • If it is out of order it is harder to remember • Don’t give 5 ideas in one place or idea 3 and then back to idea 4.

26. Aggressive Audience • Feel-Felt-Found • You feel… • I felt… • I’ve found… • Stand your ground when you teach but when you answer questions here is how: • If you can answer the question stand in the front • If you can’t or if it is negative stand away (to the side). • If the question stupid the audience will roll their eyes and you don’t have to answer it….say “I will discuss it later” or “we can talk after the lecture.”

27. Distractive behavior • Don’t have to call that person out. No one wants to be reprimanded in front of everyone. • Ie: Cell phones, computer, newspaper, arms crossed…… • Script: • All of you…won’t like • All of you ….might not like • Some of you…won’t like • Some of you…might not like • A part of you …won’t like • A part of you…might not • All of us…wont’ like • All of us might not like… • Some of us…won’t like • A part of us…won’t like • “All of us want to do a good job but might not like doing the work.” • “Some of you may want to read the newspaper instead of paying attention but might not like failing the test.”

28. Acknowledge Resistance • If you don’t then they won’t participate • It is ok to feel that way • Then keep rolling with your presentation • Be animated, they will listen • Smiles and enthusiasm are contagious

29. Fogging • A way to diffuse an angry or negative member of the audience • After they talk say “Your name again was?” • You can’t say your own name in an angry voice.

30. Understanding • 1.) If felt only if sincere or if not how others feel that… • 2.) Like…officers have felt that way (stories are good) • 3.) what we have found…(can go back to the front) what I have found…..

31. Third Point • Referring to another location ie. board • Shift energy • Shift focus • Difficult news • Challenging content • Supporting thinking • Freeze body, look at screen (data)…pause. No eye contact to the group.

32. Dangers • Leaving a slide up too long when you are no longer talking about that slide will cause the audience to over focus and is will become a distraction. • For PowerPoint: • Click B for Blackout • Click W for Whiteout

33. Stand Still • When you are dealing with a third point, stand still • If you move, the audience will be watching you and not the third point. • Getting attention after they looked at the point you can walk quickly to the front and take a deep breath. . .exhalation

34. The Tool Box • Choose Voice • Pause • That’s Me • Visual Paragraphing • Stand Still • I Interr…I Interrupt Myself • Show don’t say

35. Thinking Types • Recognizing your audiences thinking type • 1.) Visual • 2.) Auditory • 3.) Kinesthetic

36. Listen to Vocabulary • When audience asks questions they will use certain types of vocabulary • Foggy, seeing, visual, appear • Ring, say, audio, clear • Feel, kinesthetic, touch • Students will react with their verb so you can answer with the same verb.

37. What is the first word that comes to your mind when you see these photos? You can change your perception in an instance. Photo 1 tears, sad, scared, sorrow Photo 2 Cute, small, funny, pea Photo 3 Calming, nature, mountain Photo 4 Walking, strolling, talking, thinking Photo 5 Angry, shy, mad, private Photo 6 Stream, river, calm, water What does it mean?

38. Lost in the crowd by Jutilda

44. Emotional IntelligenceDoes it really Matter? • IQ vs EI • Definition: Emotional Intelligence is having an understanding of how others feel • Definition: Ethical Relativism is the ability to interpret, understand, and manage one’s own and other’s feelings.

45. Four Parts of Emotional Intelligence • Self Awareness • Why am I feeling this way? Gut-feeling • Wisdom, ethics and responsibility • Managing Emotions • How are we going to feel after • Motivation (ie: Buy now or save for future) • Social Brain • Two brains connecting (mirror neurons) • One the same page • Meditation – Neuro-Plasticity • Building the brain emotionally • Managing emotions

46. Emotional Intelligence Quiz • How people interact with each other. Identify with others • Treat each other with respect • What is your eIQ? • Quiz

47. References • Nonverbal Communicative Intelligence for Classroom Management • By: Dr. Kendall Zoller • Emotional Intelligence • By Daniel Goleman • Social Intelligence • By Daniel Goleman

48. Thank you for your attention • Questions? • Contact: Clover2682@aol.com Go out and present/practice/learn/teach.