Public speaking is often cited as one of the most daunting tasks people face. In fact, some surveys suggest that the fear of public speaking might even surpass the fear of death. While the specifics of these surveys may be curious, there’s no denying that speaking in front of others can be incredibly intimidating.
For many, the idea of getting up in front of a class or audience is preferable to hiding under a desk or submitting written work instead. The discomfort is real, and it’s something that I, as a speech educator, take into account when designing my lessons.
To address this challenge, I believe strongly in the power of scaffolding formative assignments into my units. Scaffolding is an educational strategy where you break down a larger task into smaller, manageable components that build up a student’s skills over time. In the context of public speaking, this approach can make the daunting task of giving a formal presentation feel much more achievable.
Here’s how I incorporate scaffolding into my teaching:
- Topic Approval Worksheet: Before diving into the deep end, students start with a worksheet to help them refine and get approval for their topic. This early step ensures that they’re on the right track and helps them feel more confident about their subject matter.
- Basic Annotated Bibliography: Next, students compile a simple annotated bibliography. This assignment helps them gather and evaluate sources, setting a solid foundation for their research and argument development.
- Outline Creation: With their research in hand, students then create an outline. This step organizes their thoughts and provides a clear structure for their speech, making the task of speaking in front of an audience less overwhelming.
- Self and Peer Review: Finally, students engage in self and peer review. This stage allows them to receive constructive feedback and make necessary revisions before their final presentation.
By breaking down the process into these manageable steps, students gradually build the skills and confidence they need for their final presentation. Each formative assignment helps them progress bit by bit, making the “big speech” feel like just another step in their learning journey.
Scaffolding also provides valuable opportunities for me to offer encouragement, course correction, and meaningful feedback throughout the process. This ongoing support helps ensure that students are not only prepared but also feel less anxious about their final presentations.
In the end, the goal is to transform public speaking from a source of fear into an opportunity for growth and expression. By using scaffolding to prepare students step-by-step, we make the daunting task of public speaking more manageable and, ultimately, more successful.