Leading Class Discussions Which Evaluate Students' Oral Performance.

Autor/in	Rollman, Steven A.
Titel	Leading Class Discussions Which Evaluate Students' Oral Performance.
Quelle	(1990), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Classroom Communication; Classroom Techniques; College Students; Group Discussion; Higher Education; Public Speaking; Speech Instruction; Student Participation; Teacher Role + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassengespräch; Klassenführung; Collegestudent; Gruppendiskussion; Hochschulbildung; Hochschulsystem; Hochschulwesen; Vortrag; Speech training; Sprechübung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerrolle
Abstract	One of the thorniest problems facing teachers of public address and other speech performance courses concerns students' reticence in classroom criticism and discussion of fellow students' performance. Many teachers believe that discussing the speeches in class provides valuable feedback to the speaker and helps foster critical thinking skills in the audience members. The following suggestions can help students feel more comfortable with the concept of public criticism: (1) have students discuss the video-taped speeches of strangers before discussing one another's presentations; (2) announce that comments made in class will not affect the speaker's grade; (3) explain to students that honest criticism is an act of friendship; (4) explain that the most helpful comments are"constructive"; (5) the better students know one another the more they will offer critical comments; (6) ask a class "What was good about this speech?" rather than asking "What was wrong?"; (7) consider assigning specific listening roles; (8) explain that positive comments are also examples of "criticism"; (9) emphasize that criticizing the speech is not criticizing the person; (10) allow speakers the option of not having their speeches discussed; and (11) ask specific rather than general questions. Finally, when teachers make comments, they should consider whether to make them in private or in class, and bring up only as much as the student can manage at one time. Throughout, students should be left with the impression that speaking well is not beyond their abilities but, rather, is a skill which they can master. (SR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC