BCCO PCT #4 PowerPoint Texas Commission On Law Enforcement ADVANCED INSTRUCTOR COURSE # 1017 UNIT FIVE

Write out an example of Stage Fright you experienced. 2

Learning Objectives The student will be able to list the symptoms of stage fright. The student will be able to list the causes of stage fright. The student will be able to list at least ten ways to reduce stage fright. Learning Objectives The student will be able to list the symptoms of stage fright. The student will be able to list the causes of stage fright. The student will be able to list at least ten ways to reduce stage fright. 3

4 5.1 Learning Objective: List the symptoms of stage fright. 5.1 Learning Objective: List the symptoms of stage fright.

What is STAGE FRIGHT? Simply The fear or apprehension of public speaking What is STAGE FRIGHT? Simply The fear or apprehension of public speaking 5

The brain is that part of the human mechanism which begins to function at birth and stops when it’s owner gets up to deliver a public speech. anonymous The brain is that part of the human mechanism which begins to function at birth and stops when it’s owner gets up to deliver a public speech. anonymous 6

FEAR “The only thing we have to fear is FEAR itself” Franklin D. Roosevelt What is FEAR? FEAR is simply that which We do not understand.

fear public speaking Of the general public, 85% fear public speaking more than: Heights Insects Disease Snakes Financial Problems Death Heights Insects Disease Snakes Financial Problems Death 8

It is virtually universal! It effects some people more than others! 9

Symptoms of Stage Fright Sweaty Palms Butterflies Cramps Increased Heart Rate Dry Mouth Flushed Face Sweaty Palms Butterflies Cramps Increased Heart Rate Dry Mouth Flushed Face 10

Rapid Labored Breathing High Voice CORONARY ARREST (this ain’t for you) ! Rapid Labored Breathing High Voice CORONARY ARREST (this ain’t for you) !

Learning Objective: List the causes of stage fright. 5.2 Learning Objective: List the causes of stage fright.

Causes of Stage Fright: Lack of self confidence/experience Set unreal standards for ourselves Overactive imaginations Lack of self confidence/experience Set unreal standards for ourselves Overactive imaginations 13

Unprepared Introverted personality Past Experiences Unprepared Introverted personality Past Experiences

Learning Objective: List to reduce or overcome stage fright. 5.3 Learning Objective: List to reduce or overcome stage fright.

27 Tips for overcoming STAGE FRIGHT 1.Know your material – you are the EXPERT 2.Practice your presentation 3.Involve students, elicit student participation 4.Learn the student names and use them 1.Know your material – you are the EXPERT 2.Practice your presentation 3.Involve students, elicit student participation 4.Learn the student names and use them 16

5.Establish your credibility early 6.Use eye contact to establish rapport 7.Take a course in public speaking 8.Exhibit your advance preparation (handouts, notes on board, audio/visual) 5.Establish your credibility early 6.Use eye contact to establish rapport 7.Take a course in public speaking 8.Exhibit your advance preparation (handouts, notes on board, audio/visual)

9.Exhibit your advance preparation (handouts, notes on board, audio/visual) 10.Anticipate potential problems and prepare responses 9.Exhibit your advance preparation (handouts, notes on board, audio/visual) 10.Anticipate potential problems and prepare responses

11. Check the classroom and needed equipment in advance. 12. Get information about the group in advance. 13. Arrive early and meet individuals, establish “friendly faces”. 11. Check the classroom and needed equipment in advance. 12. Get information about the group in advance. 13. Arrive early and meet individuals, establish “friendly faces”. 19

14.Relax (breathe deeply, meditate, talk to yourself). 15. Prepare and outline and follow it. 16. Manage your appearance (dress comfortably, but appropriately, out dress your students.) 14.Relax (breathe deeply, meditate, talk to yourself). 15. Prepare and outline and follow it. 16. Manage your appearance (dress comfortably, but appropriately, out dress your students.)

17.Use your own style – BE YOURSELF! 18. Use your own words (don’t read!) 19.Rest up so your physically and psychologically alert. 20.Put yourself in the students shoes (what’s in it for them?). 17.Use your own style – BE YOURSELF! 18. Use your own words (don’t read!) 19.Rest up so your physically and psychologically alert. 20.Put yourself in the students shoes (what’s in it for them?).

21.Assume the students are on your side. 22. Provide an overview of the presentation. 23. Accept some fear as being good (energizing vs. destructive). 21.Assume the students are on your side. 22. Provide an overview of the presentation. 23. Accept some fear as being good (energizing vs. destructive). 22

24.Identify your fears, controllable and uncontrollable, confront them. 25.Identify your fears, controllable and uncontrollable, confront them. 24.Identify your fears, controllable and uncontrollable, confront them. 25.Identify your fears, controllable and uncontrollable, confront them.

26.Give special emphasis to the first five minute (super- preparation). 27.Imagine yourself as a good speaker. 26.Give special emphasis to the first five minute (super- preparation). 27.Imagine yourself as a good speaker.

Practice responding to tough questions or situations. Create an informal atmosphere (don’t lock yourself behind the podium). Practice responding to tough questions or situations. Create an informal atmosphere (don’t lock yourself behind the podium). 25 More Tips for Speakers

“Decide on your specific objectives first” Define Learning Objectives Have a well developed Lesson Plan “Decide on your specific objectives first” Define Learning Objectives Have a well developed Lesson Plan 26 More Tips for Speakers Cont’d:

“Don’t Memorize, Don’t Read” Audience can Tell Likely to be monotone and BORING Be as Spontaneous as you can “Don’t Memorize, Don’t Read” Audience can Tell Likely to be monotone and BORING Be as Spontaneous as you can More Tips for Speakers Cont’d:

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“Try not to think about your hands and facial expressions” Think about what you want to get across, let your non- verbal communication take care of it Conscious attention leads to inhibitions and awkwardness “Try not to think about your hands and facial expressions” Think about what you want to get across, let your non- verbal communication take care of it Conscious attention leads to inhibitions and awkwardness

“Take it slow and easy” Students must process the information Guide audience by emphasizing major and minor points Your focus is to help the students understand the information, not finish in record time “Take it slow and easy” Students must process the information Guide audience by emphasizing major and minor points Your focus is to help the students understand the information, not finish in record time 30

“Ask for advice and criticism” Not during the class…”How do you like me now?” (Use course instructor evaluation) If you know of a problem, you can work on it. Solicit frank criticism from someone you trust. “Ask for advice and criticism” Not during the class…”How do you like me now?” (Use course instructor evaluation) If you know of a problem, you can work on it. Solicit frank criticism from someone you trust.

By being well prepared, and using the other techniques discussed STAGE FRIGHT will become nothing more than an inconvenience STAGE FRIGHT will become nothing more than an inconvenience 32

QuestionsQuestions 34

Bibliography United States Department of Justice, Federal Bureau of Investigation, Instructor Development Course “Taking the Terror out of Talk”, Michael T. Motley, 1988 United States Department of Justice, Federal Bureau of Investigation, Instructor Development Course “Taking the Terror out of Talk”, Michael T. Motley,