024-049 U1Ch02 880780;15

24

BUILDINGCONFIDENCE

25CHAPTER 2 Building Confidence

Learning Objectives

A fter completing this chapter, you will be able to do the following.

• Discuss what confidence means and how it is a vital element in effective speaking.

• Recognize the realities of stage fright and how you can appropriately deal with the problem.

• Realize the value of perception as it applies to confidence in your speaking.

• Implement the planks of confidence in your speaking.

Speech Vocabulary

I n this chapter, you will learn the mean-ings of the speech terms listed below.

confidencestage frightfearphobiaperformance anxietyperceptionself-esteemcontentorganization

notesfriendlinessimpressiondedicationempathycommon groundnewnessconvictionenthusiasm

Chapter Outline

F ollowing are the main sections in this chapter.

1 Understanding Stage Fright

2 Establishing an Accurate Perception

3 Examining the Planks of Confidence

Academic Vocabulary

E xpanding your academic vocabulary will help you become a more effective c ommunicator. Listed below are some words

appearing in this chapter that you should make part of your vocabulary.

irrationaleulogysynonymousinnovation

allegoryassertionprioritizingmannequin

Public speaking is no more diffi cult than breathing, using chopsticks, or tying a bow tie. The mysterious becomes simple . . . once you know how to do it.

—Charles Osgood, news commentator and author

It doesn’t matter what you do in life—your chances of succeeding are improved when you are confi dent in yourself and in your abilities. This is particularly important when it comes to oral communication. It’s tough to be confi dent as a speaker when you believe that you have little to offer. Having confi dence in speaking is closely related to having confi dence about anything that you do in life. It has been said that you’re confi dent when you feel that you are good at something. A construction contractor doesn’t worry about a diffi cult job because he knows that he has the correct equipment and the intellectual know-how to do the job well. A computer programmer faced with a heavy workload and a detailed technical assignment doesn’t quit because she knows that her training will prepare her to face any task. Military strategists often say that “forewarned is forearmed.” In other words, if you know what’s coming, then you can adequately prepare for the challenge. For our pur-poses, the challenge is effective speaking. With this message in mind, the purpose of this chapter is to warn you of some apparent obstacles that speakers face, and then to arm you with the necessary tools that it takes for a “confi dence victory.” In Chapter 2 we will examine what the word confi dence means, how fear is a real-world enemy, how percep-tion plays a key role in speaking success, and why the “planks of confi dence” are a necessary fi rst line of defense against stage fright.

IntroductionConfidence is not a trait that you’re born with. It

is, however, a trait that anyone can develop. The confidence that great athletes like quarterback Peyton Manning or tennis players Serena and Venus Williams depend on to help them perform their best is the same attribute that will help you to suc-ceed. So, if you’re not born with confidence, then how do you get it? You begin by understanding exactly what it means to have confidence.

What does confidence mean? Simply put, confi-dence is the feeling you have when you believe that you are capable of handling a situation success-fully. This attitude is a result of ongoing prepara-tion and practice. The more times that you try something, the more likely you are to improve and to gauge what it takes to be successful in a given situation.

You may be asking, “How does this apply to oral communication? To the job world? To my social life?” Let’s return to the example started in Chapter 1 stating that the construction of a house begins with the pouring of a solid foundation and that a solid value structure is the foundation that anchors the spoken word.

Carpenters next build the shell of the house by bolting the outside framework to the foundation. This framework is essential. It provides stability. Similarly, confidence is the internal framework of effective oral communication. Anchored to a solid value system, it gives stability to the speaker and makes her or his message believable. Thus, confi-dence is the attitude of assurance that causes an audience to take a speaker seriously.

But not everyone can speak with confidence, even if they understand its importance. Why? Stage fright is one reason.

26 UNIT 1 The Person

Stage fright, also referred to as communicationapprehension, means that a person is afraid to speak, usually in public situations. Surveys

indicate that 80 to 90 percent of Americans admit feeling extremely uncomfortable about any form of public speaking. Before we examine the “fear of speaking,” however, let’s take a look at the nature of fear itself.

What Is Fear?According to Dr. William Guys, professor of speech

communication at Western Michigan University, fear is a “biological process by which animals, includ-ing humans, secure the necessary energy to do a job that really matters—one that might potentially result in physical and/or psychological injury.” Therefore, keep in mind that fear is normal! It’s designed to protect us from harm. Fear activates our emergency energy system so that we can cope with danger.

We have two sources of energy in our bodies. The “regular” energy system is based on the food we eat, the air we breathe, and the sleep we get. All of this contributes to our ability to function on a basic level. However, when we’re confronted with danger, our “emergency” energy system kicks in. This source of energy is mainly in the form of adrenaline. Think about it. When you’re alone and you hear a mysteri-ous noise in the house, your heart may immediately begin to beat faster. This is because your body is pre-paring to deal with the potential danger.

Understanding the nature of fear can help you in any situation. For some, the fear may be in the form of test anxiety; for others, it might be standing on a free-throw line with all eyes on them; and for many of us, it’s the possibility of messing up a big job interview. Yet, in every situation, we have a choice of dealing with it—or running from it. Biologists call this the “fight or flight syndrome.” Keep in mind that to “fight” does not mean literally to punch out

an opponent, but rather to confront a problem situ-ation head-on. Granted, there are times when “flight” is the smart thing to do. When the train is coming and you’re standing on the tracks, move! However, too many times, we think that an upcom-ing speech is as dangerous as an oncoming train. When our concern reaches this level, it becomes what is known as a phobia—or a persistent, irratio-nal fear. When it comes to speaking, we need to remember that it is beneficial to confront our fears—and fight to make our ideas known.

Who Gets Frightened in Front of an Audience? Studies show that many people fear the thought of giving a speech more than they do the thought of dying. Comedian Jerry Seinfeld put this in perspective when he stated, “What this means is that if we are at a funeral, we would rather be the person in the casket—rather than be the one

1 Understanding Stage Fright


Have you ever felt fear while you were participating in a sporting event?


who is supposed to deliver the eulogy!” Yes, the fear of speaking is universal and can affect anyone, regardless of background or professional training. Barbara Tannenbaum is a senior lecturer in the Theater, Speech, and Dance Department at Brown University, who also teaches the “art of public speaking” and is a popular communications con-sultant. She notes that some of her most timid, shy, and apprehensive clients include doctors, bankers, judges, business executives, and politicians. She adds that the one trait they all have in common is that they’re “frozen in terror” when it comes to speaking in front of others. So, if you’re “scared stiff” about speaking, you’re in good company. It doesn’t matter whether you are:

• interviewing for a job,• meeting people for the first time,• answering a question in class,• speaking at a community function,• explaining a task to coworkers.If a receiver of your message is present, you may

suffer varying degrees of stage fright.

What Are the Symptoms? A popular radio and television commercial for a motel chain ended with a very down-home-style voice offering the memorable line, “We’ll leave the light on for ya.”

Did you know that the speaker was so nervous while taping the original commercial that he forgot some of the words and was left with some time to fill? The result was that he ad-libbed this now-famous end-ing. However, forgetting the words isn’t the only symptom that accompanies a fear of speaking.

Have you ever experienced an upset stomach, a flushed face, dizziness, a fast heartbeat, shortness of breath, excessive perspiration, or wobbly legs either before or during a speech? If so, you’re quite normal. These are common physical signs of communication apprehension, and they usually occur right before we speak and during the first 30 seconds or so after we have actually opened our mouths.

But why do we get these symptoms? The first rea-son is that our bodies are being flooded with energy because they’re preparing for what they perceive to be an emergency situation. Another reason, though, is that most of us don’t like to be evaluated or judged. We dislike the thought of opening up to an audience or of having others examine us or our thoughts too closely. The truth of the matter is that often we don’t think our ideas are worth listening to, we doubt we can say our ideas well, or we fear the audience won’t like us while we are speaking. Because we simply don’t feel prepared to face all of these potential obsta-cles, we’re certain that the worst will happen!

Some people experience stage fright when they have to give a presentation in front of their classmates.

Even Those on Stage Get Stage Fright

In an article titled “Stage Fright? Don’t Collapse—Confront It,” col-umnist Frank James gives a humorous account of his first major commu-nication disaster. He notes that while a seventh grader in the Bronx, he tried to impress Janet Bing, a girl he had a crush on. When he finally mustered up the courage to talk to her face to face, his courage sud-denly left him. So, he thought he would go to his second plan of action and impress her by athletically running down the stairs two at a time. He adds, “I tripped and wound up taking at least a dozen steps at once, head first. My body escaped unhurt, but my ego didn’t.”

His stage fright put him in very good company. When British Prime Minister Winston Churchill was a young politician, he became so frightened while delivering a memorized speech to Parliament that he totally blanked. From that point on, Churchill always had a copy of his speech with him and refused to speak publicly without it.

Entertainers, public officials, and media personalities can also experience performance anxiety, or an extreme fear of audiences. This is a type of stage fright. Singer Carly Simon had millions of people listen to her records and tapes during the 1970s and 1980s, but she virtually disappeared from the music scene because of her fear of performing in front of live audiences. In California, a 44-year-old San Diego municipal judge was placed on permanent disability because he couldn’t face speaking in front of his court-room. Finally, one of the most popular TV weathermen in the country, Willard Scott, developed stage fright and hyperventilated in front of millions.

Questions1. Sometimes in social situations we try too hard to be impressive. In the first

paragraph, what were two ways that seventh grader Frank James tried too hard? What were the negative consequences?

2. Communication apprehension can really be a problem when it involves our jobs. Winston Churchill found a way to solve his stage fright. He used detailed, accurate notes when he spoke. But what about the singer, the judge, and the weatherman? How did stage fright affect their careers? Analyze why it’s ironic that they would suffer this condition.


Winston Churchill

1


Recalling the Facts1. Define the term stage fright.2. As discussed in this section, what word

means “the feeling you have when you believe that you’re capable of handling a situation successfully”?

3. As has been explained, what is the defini-tion of the word fear?

4. Many people experience physical symptoms when they know that they are going to speak. What are the two reasons given that explain the reasons why these symptoms occur?

Thinking Critically1. Many people find that they lose much of

their speaking fear as the speech progresses. Why do you think that this might happen? Write at least two reasons and offer your thinking for each.

2. Sometimes an individual is called a “peo-ple person.” This means that he or she is relaxed and friendly around others. How could this type of person be a benefit at the workplace or at a social activity? What

prevents some of us from becoming a “people person”? Discuss your responses with a partner or in a small group.

Taking Charge1. Take a class inventory (of at least ten other

students) and find out what they consider the most outstanding traits of a confident person (intelligence, an outgoing personal-ity, and so on). Why is being confident important in the business world? Can confi-dence ever be taken too far? Analyze how confidence can be a positive factor when used the right way, but a negative factor when used the wrong way. Be ready to dis-cuss your answers with the class.

2. Regardless of your job, you will have to be confident in your abilities and in your oral communication skills. Talk to someone who is employed and ask him or her why exhibit-ing confidence is important in what he or she does—and how confidence is an impor-tant factor in the impact that he or she might have on others.

Well, maybe it’s time that we step back and see things a little differently. The Greek philosopher Socrates said that before we can move the world, we first have to move ourselves. But where do we get the confidence to start moving? How can we

make our “internal frameworks” solid enough to withstand the strong winds and powerful rains of stage fright? Let’s start by making sure that we have an accurate perception of our audience, of our speech, and of ourselves.

MIS

TER

BO

FFO

© J

oe

Mar

tin

. D

ist.

by

Un

iver

sal P

ress

Syn

dic

ate.

All

rig

hts

res

erve

d.


2 Establishing an Accurate Perception

As we will use the term here, perception refers to how you see things. To perceive means to gain an awareness and understanding of a

person, an idea, or a situation. Obviously, an accu-rate perception is a tool that helps us learn more about ourselves, our objectives, and other people. In contrast, an inaccurate perception can cause us to blow things out of proportion, make a problem greater than it really is, and become our own worst enemies.

In constructing a house, carpenters often use a main support beam. This beam runs from one side of a room to another and works to make the inter-nal structure stable. Establishing an accurate, real-istic perception is the “main support beam” in building speaking confidence. It is this internal mind-set that allows you to say with a confident attitude, “I see things as they are, not as my fears might lead me to see them.”

Charles Osgood, who offered the quotation at the beginning of this chapter, has an interesting the-

ory on stage fright. He says, “Have you ever been driving at night and come upon a deer frozen in the beam of your headlights? Here’s my theory. The deer thinks the lights are spotlights, and what has it para-lyzed is stage fright. It imagines the worst: It has to give a speech.”

The “Deer” Theory of

Stage Frigh t

Nervousness can cause us to blow things out of proportion.

To Be Confident, Be Prepared

Ross and Patty Pangere are an American success story. The owners of RossCo, a multimillion-dollar construction-contracting business in the Midwest, this husband and wife team has experienced communi-cation apprehension. For example, even though Ross had given hun-

dreds of presentations to current and potential clients, he never felt totally at ease.

Being a perfectionist, Ross Pangere took charge of his oral communication: he sought a confidence boost. He attended speech workshops, brought in communication consul-tants, and listened to audiotapes on effective speaking. He learned the value of “being yourself,” of having a clear message, and of developing a simple yet substance-oriented organizational plan. But the greatest lesson that he learned, he summed up in one word: practice! Ross became “confident” when he knew that he was so absolutely in charge of his material that he could speak effectively regardless of the situation. He con-cluded, “In today’s world, those who can’t confidently communicate and speak with poise simply can’t compete.”

Patty Pangere also built her confidence in business dealings when she took the time to sharpen her technological skills. In charge of a complicated computer system, she stated that after she became “technologically prepared,” her apprehension decreased. Like Ross, because she thoroughly understood her subject matter, she could talk confi-dently with anyone.

Ross and Patty Pangere would like for students to learn from their experiences. Whether it’s successful speaking or a successful life, you’ll feel more “in charge” if you’ll take the time to “do your homework.” And if they can do it, then you can, too. Together, Ross and Patty understand that confidence and competence are directly linked, and because of this, they accomplished an oral communication breakthrough.

Questions1. Do you think this lesson about confidence and being prepared applies only to

business owners, or could it also apply to any worker?

2. Ross Pangere, who has been legally blind for over 20 years, and his wife have built a thriving business. What challenges in oral communication has he had to overcome that the rest of us might not ever have to face?



Your Perception of the AudiencePeople too often think that giving a speech is a

life-or-death situation. They visualize passing out or feeling sick. They might think, “I know the audi-ence sees my legs shaking” or “Everyone in the room is staring at the bead of sweat that’s running down my forehead.”

However, research proves that many speaking fears are simply unwarranted. Michael T. Motley, writing for Psychology Today, stated:

Studies on how well an audience perceives anxiety should comfort nervous speakers. Researchers have found that most report noticing little or no anxiety in a speaker. Even when indi-viduals are trained to detect anxiety cues and are instructed to look for them, there is little correla-tion between their evaluations and how anxious speakers actually felt.

This encouraging quote shows that audiences are often unaware of a speaker’s nervousness. Remember, your audience will ignore or forgive any type of mistake or awkwardness if audience members feel that you are genuinely interested in them and trying to share with them.

Your Perception of the SpeechPart of the problem with giving a speech is the

perception of what exactly the word speech should mean.

You should see speaking as an opportunity to share something you consider valuable—your mes-sage—with your audience. Thus, the word speechshould not be viewed as being synonymous with per-formance. Instead, a speech should be viewed as a chance that you’ve been given to say something meaningful to others.

Speaking is not putting on a show. Too many times people seem to think of a speaking assign-ment as a Hollywood screen test. When this hap-pens, they make the assignment more difficult than it needs to be. They believe that their words and actions have to be extraordinary. Don’t fall into this trap!

If you remember that a speech should be seen as a tremendous opportunity to share, an opportunity to enjoy a meaningful moment, an opportunity to communicate verbally with people you care about (your audience), then you can reduce feelings of stage fright.

The speech is an extension of you. It is an exten-sion of your personality and of your feelings, likes, and dislikes. Have confidence, and see your speech as a potential beacon to guide others, not as a per-formance that your audience will judge by holding up score cards as judges do in the Olympics.

Steve Bair proves this point nicely. He was com-peting in Tulsa, Oklahoma, in the final round of the Original Oratory category of the National Forensic League championship. Only 6 contestants remained out of the over 180 contestants that had started in his category. Thousands of people in the audience had come to see the most talented high school speakers in the United States. Three micro-phones were on the stage, and there were television cameras and spotlights visible.

Studies have shown that audiences often cannot perceive nervousness in speakers.

Steve started talking to himself (remember the discussion of intrapersonal communication in Chapter 1). He said, “Hey, I’m not performing for these people. I’m sharing. I’m just a person who cares about people, and I also care about this speech. I care what it has to say. I’m happy that I now have the chance to say it in front of so many people!”

Steve Bair went on to win the national champi-onship.

This true account might show you that your speech is not some alien creature to be feared or an enemy that you should run from. Your perception of the speech should include an awareness of how powerful words can be and a vision of how your words can make that power a reality.

Your Perception of YourselfIt is sometimes difficult for people to accept

who they are. The media have created so many “beautiful people” that, in comparison, the rest of us may feel we stand little chance. The singer Madonna urged people to “strike a pose,” and ten-nis star Andre Agassi once stated that “image is everything.”

Suddenly, it was Steve Bair’s turn to speak. Even though he had spoken hundreds of times before, his legs began to shake. He became warm, and his mouth felt like cotton.

He was suffering stage fright.


Antonio Louw is founder and chairman of Louw’s Management Corp. in New

Jersey. His company helps both executives and key employees to improve their com-munication and business skills.

He has worked with companies around the world and notes that Americans are the most petrified about speaking. One of the major reasons for our fears, he believes, is that in our minds, we turn our audiences into monsters that are ready to pounce on our imperfections. “There’s this fear of mak-ing a mistake or making a fool of yourself,” he says. “I teach people to remember that the purpose of a public speech is to enter-tain, inform, or persuade. It’s certainly not to avoid making a mistake!”

He gives an example of a young Chicago woman, an advertising executive, who was terrified of public speaking and audiences. She was intelligent and insightful, but she suffered stage fright. Louw took her out to the streets of Chicago during rush hour. He directed her to go up to strangers on the street and ask them the time. He states, “She was afraid at first, but after she repeated this act and actually confronted people, she real-ized that she could do it!” He concludes by saying that audiences are simply people, and that most people are supportive and want speakers to succeed.

The Audience

Isn’t a Monster

A speaker can build confidence by recognizing personal worth and not fearing failure.

Consequently, it is easy for us to perceive our-selves as not being pretty enough, handsome enough, intelligent enough, or witty enough. The book One Hundred Percent American by Daniel E. Weiss states that 99 percent of all women in the nation would change at least one thing about their looks. If you lack confidence in yourself, doesn’t it stand to reason that you will also lack confidence in your spoken words?

Of course, in speaking, you should strive for excellence; but you should not think you always have to be perfect. Don’t equate making a mistake with being a total failure. If you do, you might not even allow your oral communication the opportu-nity to succeed. How do you change this sort of negative perception of yourself?

First of all, recognize your own individual worth and like who you are. Consider the following story:

Once upon a time, an unhappy horse wished for longer, thinner legs, a neck like a swan, and a saddle that would grow on his back as part of his body. He thought all of these things would bring him great happiness, because they would make him more beautiful. Well, it so happened that the horse’s wishes were granted and he was given all the things he wished for. But when the horse went to a reflecting pond to admire his improved image, he was horrified. The things that had seemed so desirable individually had become totally undesirable collectively—he had been changed into a camel!

Moral of the story: It is better to improve what you have than to wish for the things you don’t have.

This moral also applies to perception and confi-dence in speaking. First, if you see yourself as an individual and unique rather than being different or inadequate, then you can start to build a confi-dence that stresses your uniqueness and empha-sizes your own personal potential.

Second, don’t fear being human. Don’t be afraid to acknowledge the fact that you don’t do every-thing perfectly. Politicians, company executives, movie stars—everyone makes mistakes. While it is true that you can make errors and sometimes fail, set out to learn from those failures.

Did you know that a professor at the University of Houston developed a course that became known as “Failure 101”? The object of the course was to convince students that failure should be seen as an opportunity for innovation instead of immediate defeat. His students loved the class. It showed them that not always being right the first time can, ironi-cally, lead to discovery. For example, the inventor Thomas Edison faced many failures before he dis-covered the electric light.

The psychologist John Rosemond adds that con-fidence, or self-esteem, is often the result of this discovery process. He says that no one is born with confidence. On the contrary, confidence is built. When you can face your fears, your frustrations, and even your failures—and still come out stand-ing on your own two feet—then confidence is being nurtured. Remember, you gain confidence every time that you face adversity and come out on top.

How does this apply to communication?Very simply, it means that you shouldn’t be

afraid to fail. Don’t worry that you are going to mess up in your speech. Suppose you make a mis-take and realize:


Don’t Be Afraid to Fail

You’ve failed many times, although you may not remember.

You fell down the first time you tried to walk.You almost drowned the first time you tried to swim,

didn’t you?Did you hit the ball the first time you swung a bat?Heavy hitters, the ones who hit the most home runs,

also strike out a lot.R. H. Macy failed seven times before his store in New

York caught on.English novelist John Creasey got 753 rejection slips

before he published 564 books.Babe Ruth struck out 1,330 times, but he also hit 714

home runs.Don’t worry about failure.Worry about the chances you miss when you don’t even

try.A message as published in the Wall Street Journal.

• that your notes are shaking uncontrollably in your hands,

• that your eye contact is only with the back wall,

• that your knees are shaking,• that you’re opening your mouth but no words

are coming out,• that you are sweating.Don’t panic! Remember that this isn’t brain sur-

gery. It’s sharing a truth and delivering a message. So smile . . . remember that you’re human . . . take a deep breath . . . and think about how you’re going to correct these problems when you speak the next time. And there will be a next time.

Sometimes the greatest therapy for stage fright is to laugh at your own mistakes in your speech. Your audience will probably laugh with you.

What Have You Learned about Perception?

One of the main points that you have learned about perception is that it is a key element in build-ing confidence in speaking. Why? Because an accu-rate perception of things can help you to overcome stage fright. It will allow you to deal with what is real as opposed to what you might imagine to be real.

To illustrate, let’s examine a story from the phil-osophical past. In The Republic, written in the fifth century B.C., Plato offers the famous allegory of the cave. This allegory describes people as prisoners in

a cave, facing away from the opening of the cave and thus away from the light. Unable to see them-selves or anyone else because they are shackled, they see only the shadows on the wall in front of them. Since they are never allowed to turn around and see the light, their perception is that the shad-ows are what is real.

What’s the connection of this allegory to speak-ing? The answer is this: If you believe that:


Plato’s allegory of the cave shows that perception is not always reality.

MIS

TER

BO

FFO

© J

oe

Mar

tin

. D

ist.

by

Un

iver

sal P

ress

Syn

dic

ate.

All

rig

hts

res

erve

d.

2

• your audience is aware of everything that you do wrong in your speech,

• your speech is a performance rather than a sharing, or that

• you have little to offer as either a person or a speaker . . .

then you are being victimized by the “shadows” of stage fright and fear. Isn’t it time that you “see the light”? The truth is that

• your audience doesn’t see everything that you do wrong,

• your speech is a worthwhile sharing of good ideas and information, and that

• you have a lot to offer.

Let your perception work for you. Firmly implant the “main support beam”—an accurate percep-tion—that is essential in the overall construction of building confidence.

Next, let’s examine some of the specific planks that make up the confidence framework.

Don’t let the “shadows of stage fright” victimize you!

Recalling the Facts1. How you see things is known as

.2. A speech should not be viewed as a perfor-

mance. Instead, how would you define a speech?

3. Psychologist John Rosemond states that confidence is often the result of a discovery process. Another term for confidence, he notes, is self- .

Thinking Critically1. This section mentions that the media have

created the “beautiful people”—or those people who seem to look perfect and lead perfect lives. However, this perception is not always true. Many “superstars,” repre-senting different professions, have had their own share of problems. List some of those

people. After you have made your list, ana-lyze why we perceive their lives to be great. Finally, after describing the positive aspects of these people’s lives, discuss the problems that they have had to face.

2. Socially, why is it sometimes difficult for us just to “be ourselves”?

Taking Charge It’s important for us to make the “right”

impression on other people. With this in mind, interview a teacher, a coach, or an employer—and ask the following ques-tion: “Based on your perception, what qualities does a good student, a good per-former, or a good employee possess?” Keep a list of the responses and be pre-pared to share this list with the class.


3

Once again, think of a house. When you see the shell of a house being put up, you can’t help but notice the individual pieces of

wood, usually two-by-fours of varying lengths, that make up the walls and the roof. These individual pieces of wood might be referred to as planks.

Let’s now take the word confidence and use each letter in the word as a figurative “plank.” In the process, you will “nail down” some of the major ingredients of confidence. These are ten compo-nents that can help you build self-confidence.Content DedicationOrganization EmpathyNotes NewnessFriendliness ConvictionImpression Enthusiasm

As you read about each plank, keep in mind that your confidence level will grow with each one you develop.

Content Have something worthwhile to say. Youcan’t be confident as a speaker if you are not con-fident in your content. It is a good feeling to know that you have researched your topic.

High school students are often unfairly por-trayed as having little academic promise or real-world awareness. Show that intellectually you have credibility and deserve attention. Audiences respect a person who shares a message that contains facts and pertinent evidence. Build a relevant message with solid content by going to the library or brows-ing the Internet, reading newspapers or current magazines, interviewing someone who is knowl-edgeable about your topic, or watching news or educational programs.

Remember, don’t base your speaking on assertionsor emotional appeals only. Spend time building an evidence file that shows appropriate documenta-tion for the research you did.

Interviewing an expert on your speech’s topic can be an excellent method to gather valuable information.

Examining the Planks of Confidence


Organization Have some type of an outline that is easy for both you and your audience to follow. Operate from a format that is logical. Every speech needs organization and must have a main idea or main point being addressed, clear areas of analysis, and supporting evidence that fits. An introduction that leads to the thesis statement and a conclusion that summarizes the areas of analysis and provides some ending emotional appeal are also important.

Mark McCormack, a businessman and author, states that he gains confidence in his business deal-ings by dividing part of his day into five one-hour blocks. Each block has a specific purpose. For instance, one of his one-hour blocks involves pri-oritizing his phone calls and determining exactly how much time, on the average, he can spend on each. He says that this approach gives sequence to his business day and helps the day make sense.

This message can also apply to confidence in speaking. Don’t be scatterbrained—don’t always rely on “the spontaneity of the moment.” Offer

clarity and sequence to your audience. Your audi-ence members will appreciate your guiding them, and you will feel confident that they are getting your point.

Notes Jot down your ideas in a brief, directed (preferably outlined) form. A notecard can be a com-forting “security net” in case you are nervous about losing your place in the speech. However, be sure to avoid the two greatest problems regarding notes: (1) having too many words on a single notecard and (2) having too many notecards.

Notes are not supposed to be a substitute for preparation. They are not for you to read to your audience. Instead, notes should provide you with a memory springboard. Seeing a key word or phrase should remind you of where you are and where you should be going in your speech. Used correctly, notes can be the training wheels of oral communi-cation, keeping you confidently on course and, most importantly, on topic.


Late-night talk show host David Letterman gave the following state-

ments to GQ reporter Jennet Conant about his Indianapolis, Indiana, high school speech experience:

“There was a period in high school when you had to figure out who you were. I thought that I wasn’t fitting in with ‘this group’ or ‘that group,’ and so I started to examine my own personal inventory. I thought, ‘Is there anything I can do that is going to make me desirable or different?’ Then I took a public speaking class. For the first time, I felt confident. It came easily to me—at least it was easier than algebra. So it was clear to me that this course was some-thing to take seriously.”

Letterman Gets Serious

Referring to key words or phrases on notecards can help a speaker stay on track.


Friendliness Be congenial.You can gain confidence if you express friendliness and see that your audience is giving you posi-tive feedback. This positive feed-back is often the result of your conveying a warm, friendly atti-tude. Roger Ailes, a noted author and communication consultant, says that being likable is the “magic bullet” in speaking. He writes in Management Digest that, “With [friendliness], your audi-ence will forgive just about every-thing else you do wrong. Without it, you can hit every bull’s-eye in the room and no one will be impressed.”

So don’t be afraid to smile and to talk to individuals in the room. Don’t view your audience as a collective mass of faceless people. Let both your words and your nonverbal commu-nication work for you. Remember, an audience that likes you is more likely to be receptive to your message.

Impression Getting off to a good start is essential in building confidence. How your audience perceives you right from the beginning is very important. Do you, for instance, convey a positive attitude on your way to the front of the room? This text has already referred to a study that showed that 55 percent of what others think of you is determined before you ever open your mouth. If this is true, you should telegraph to your audience, “I’m really glad to be here today,” before you begin to speak. This, in turn, should raise your confidence level.

Impression also refers to the way you are dressed and groomed. Use common sense and appropriate judgment in choosing your attire. If you expect to be taken seriously as a speaker, then never allow your clothing, hair, makeup, or jewelry to get in the way of your message. These things should not draw attention away from your main purpose: effective communication. While it is true that “clothes don’t

make the person,” it is certainly also true that they can help. Showing the audience members that you took the time to look good for them means that you respect them. Build confidence by setting a good example and offering a solid first impression.

Dedication Practice. Practice. Practice. Too many times a student adequately researches a speech and prepares a catchy introduction and a dynamic conclusion, only to forget a basic part of speech presentation—orally practicing the actual delivery of the speech. Confidence does not come about as a result of going over the material mentally in the corner of your room while listening to music through your headphones; it requires dedication.You must get used to the sound of your own voice and speak as often as you can. You should often try to simulate the real thing.

Professionals in both sports and entertainment speak of the countless number of hours that they spend on basics: a simple exercise on the piano, covering first base on a bunt, a basic tennis stroke, or a routine dance step. These professionals know the value of practice.

Like a musician, a speaker needs to practice to feel confident while giving a speech.


Speaking is no different. Take the time to actu-ally say the words you’ve worked so hard to create on paper. Gain command of your information. Practice looking at people while speaking. Practice your gestures. Practice moving to see how your body feels while taking a step. Be dedicated so that when the time comes to speak before an audience, you will feel more confident because you will already have been there!

Empathy Know how it feels to feel the same way others feel. The term empathy means a sincere understanding of the feelings, thoughts, and motives of others. You shouldn’t assume that you are the only person with problems and challenges to face. Other people face these same difficulties.

In the novel To Kill a Mockingbird by Harper Lee, the character Atticus Finch tells his daughter, Scout, that you never truly understand a man until you “climb into his skin and walk around in it.”

As speakers, learn from this advice. You can feel much more at ease if you will take a few minutes to get to know how your audience members are feel-ing. What are they thinking? Could they be facing problems at home? With boyfriends or girlfriends? Once you empathize, not only will you understand your audience better, you will understand feedback better. For instance, keep in mind that when audi-ence members are looking out the window, slouch-

ing in their seats, or not paying attention, it might simply mean that they are having a bad day.

If you have ever had a bad day, then you will understand and not take things personally. Keep speaking and working for common ground. When you establish common ground with your audience, you are saying with both verbal and nonverbal communication, “We’re all in this together.” You might become a more confident speaker as a result.

Newness Apply some originality. We often feel confident if we have something new and original to say. Newness could mean taking a different approach to discussing your topic in a unique way. A clever anecdote might make an original way to start your speech. A meaningful quotation that you’ve discovered could add an original punch to your conclusion. Charts, graphs, or artwork, if appropriate and well done, can offer an innovative means of uniquely reinforcing your point.

One of the best ways to put some originality in your speech is to tell a personal story. In his article “We Must Rediscover Our Stories,” Richard Louv says that Americans have lost sight of the impact their personal stories can have. Somehow people assume that if a story isn’t at the video store or on television, it must be worthless. However, Louv notes that personal stories and family stories are “real gold.”

So tell your story! No one has one quite like yours. Your originality can show your audience that you are a creative, intelligent speaker. It can also help to establish the necessary common ground spoken of earlier and, in the process, add to your confidence in speaking.

C O N F I D E N C E

EN

TH

US

IAS

M

CO

NV

ICT

ION

NE

WN

ES

S

EM

PA

TH

Y

DE

DIC

AT

ION

IMP

RE

SS

ION

FR

IEN

DL

INE

SS

NO

TE

S

OR

GA

NIZ

AT

ION

CO

NT

EN

T

Value Structure Foundation


Conviction Believe in what you say. Mahatma Gandhi, the Hindu spiritual leader, once said, “One needs to be slow to form convictions, but once formed they must be defended against the heaviest of odds.” Even though most of our lives are not as dramatic as this quotation, the message is clear: Know what your principles are, and have the cour-age to stand up and voice those principles. Confidence can be greatly magnified when you have a strong belief in what your spoken words are conveying.

Some speech topics can be boring unless you add your own special dimension of personal conviction.For example, giving a speech on “My Summer Vacation” can come across as lifeless and monoto-nous. But what if on your summer vacation you saw a work by Michelangelo, the sixteenth-century painter and sculptor, that made you realize some-thing about people or art that you passionately wish to share?

Similarly, a speech about “My Job” or “My Friends” could be tedious. But what if your job promotes hard work, and you believe that hard work and a strong work ethic are important for success? And what if your friends are the elderly couple down the street, and you have seen firsthand the value of kind-ness, touch, a smile, and compassion?

Suddenly, each of these “ordinary” topics takes on a new, more vital meaning that you can relate directly to your audience. Your conviction will tell your audience that you take your topic seriously. Your audience will, in turn, take you and your speech more seriously.

Conviction can also allow you to take your mind off your fears, gestures, and facial expressions and let you focus

on your speech content.The main point about conviction is this: If

you are confident about the importance of your message, then your audience is more likely to be persuaded.

Enthusiasm Get fired up! The character Spock of Star Trek fame is well known for relying on logic and reason and for exhibiting little emo-tional involvement. This might work in science fiction, but it probably won’t work with your audience. No one wants to listen to an unemo-tional mannequin, standing lifelessly at the front of the room. You need energy and enthusiasm.You need to inspire your audience by showing them that you are fired up in two ways: intellectually, so

Guides need to rediscover their stories every time they tell them to keep them fresh for each group.

Mahatma Gandhi personified conviction.


that your mind is sharp and alert, and physically, so that your body is actively involved.

The most ordinary speech can become entertain-ing if you share your enthusiasm with your audi-ence. Enthusiasm is directed energy. So if you feel energized, others in the room will feel that same electricity.

In addition, enthusiasm is often a convenient outlet for much of the nervous energy that public speaking might bring. However, nervous energy must be controlled. When you are about to make a speech, take a few deep breaths and relax. Have your body release some of the tension that might develop right before you speak.

Many great thinkers have given us advice on the value of enthusiasm. Ralph Waldo Emerson, the American essayist and poet of the mid-nineteenth century, said that nothing great was ever achieved without enthusiasm. The motivational speaker and businessman William McFee declared that the world belongs to the enthusiast who can “keep his cool.” As a speaker, if you can keep your cool, yet show your audience members that you are excited about sharing your message, then you are sure to become a more confident communicator.

So where does this bring us?Abraham Lincoln was once asked how he would

cut down a tree if he were given eight hours to com-plete the job. He responded by saying that he would sharpen the blade on his axe for seven hours—so that he could easily cut down the tree in one hour. In other words, he would spend most of his time preparing so that his job would be easier.

Chapter 2 (as well as Chapter 1) has worked to teach you the same type of lesson regarding directed preparation, a lesson that will be extended in later chapters. Remember, a speech is built in much the same way a house is built—from the foundation up. You are ensuring success with your spoken words when you build a solid confidence frame-work that exhibits a responsible, ethical approach to communication.

FPO

Lincoln was a powerful speaker because he prepared for each speech.

Conviction that you are doing a worthwhile activity lets you focus your speech.

3


Recalling the Facts1. Which of the ten planks of confidence

might be a convenient outlet for much of the nervous energy that your body might feel prior to and during your speech?

2. A notecard can be a comforting “security net” for a speech. What are the two great-est problems regarding notes?

3. Businessman and author Mark McCormack outlines his day by dividing it into how many blocks of time? How long is each? What procedure does he use to organize his phone calls?

Thinking Critically1. This chapter listed ten planks of confi-

dence. Can you think of at least two other traits that might be commonly viewed as “confidence” but may actually be negative qualities? What is your reasoning behind each choice? Write your responses.

2. Why is practice essential for success at any undertaking? What problems might develop without it? How could failing to

practice particular skills hurt you at work? Could this also damage your confidence? How?

Taking Charge1. Conviction is certainly an important

plank of confidence. Name two issues that you feel very strongly about. They may be personal, school, community, national, or world issues. What points would you stress about each if you had to give a speech? Share your views in small groups.

2. Item 1 above deals with your conviction about an issue. However, you need to have evidence (facts) to be smart about your position. Interview an adult who is knowledgeable on one of your issues and give his or her information to your group. In addition, bring in one article from a magazine or newspaper that proves your point. Be prepared to summarize the arti-cle for your small group.

I remember when I was just a little guy that my favor-ite intellectual weekend activity was “snuggling up” with a bowl of Frosted Flakes and watching Saturday morning cartoons, Scooby-Doo, Speedy Gonzalez, and the immor-tal Droopy the Dog. I should have been an interpreter. But, hey, we’re in Original Oratory, and oratories are supposed to be creative, cognitive constructions that are both didactic and axiomatic. In other words, they’re sup-posed to make a point. They’re supposed to teach a les-son. Well, that being the criterion, my favorite cartoon character is definitely oratory material. In fact, he was founded on the lesson that boys shouldn’t play with Barbie. See, in the 1960s, a toy-maker named Stanley Weston was irritated at the fact that too many young males were taking the “hands-on” approach when it came to their sisters’ dolls. So, in the place of hormones and sex, he gave them a more wholesome American value: violence—and the Ultimate Toy Warrior, G.I. Joe, the Real American Hero. I don’t think the reason I was so entranced by Joe was because of the action figures or his ultra-soft bedsheets—I haven’t used mine in over about a month. No, the reason I liked Joe so much was because of what he stood for: self-control. Discipline. Unfortunately, I can’t say America stands for the same thing. For, too often, America lacks the G.I. Joe mental-ity—too often, America lacks discipline. Author Philip K. Howard states that the same lethargic spirit that toppled great nations of the past might be America’s undoing, for he believes the absence of discipline, order, and personal toughness is a cancer that Americans must face quickly. This condition stems from two current attitudes that seem to contradict G.I. Joe’s sage-like mentality: first, there’s no real need to follow orders; and second, why go through the rigors of “basic training”?

G.I. Joe gave out many orders, and Snake-Eyes and Flint always took them. “Yo Joe!” But, it’s not quite so simple in America, is it? I guess we just aren’t as disci-plined. Take doctors’ orders for example. Doctors preach for us to cut the calories, exercise—just be smart. This is certainly sound advice since we are the country that con-sumes 90 acres of pizza and 200 million M&M’s daily. So, it’s not hard to imagine why the American Medical Association claims that over half of this country’s popu-lation is overweight. A simple solution, you say, is to exercise, right? Well, since 87 percent of all Americans who own running shoes—don’t run, exercise isn’t a very realistic possibility. We just seem to have a problem fol-lowing orders—even if they’re for our own good. I had my own bout with this problem in the third grade. Contrary to orders I had received, I decided to stick a paper clip into an electrical socket. I should have fol-lowed my orders. I think Wilie Coyote said it best: “Oww!” Yes, I had an obedience problem, but so did Edith Sweetwine’s students. After twenty-five years in the Detroit school system, she quit her job after growing tired of the disrespect, lack of discipline, and the cursing from her first grade students. And she’s not alone. A sur-vey of teachers in the Midwest found that one of the major reasons why teachers quit teaching is a lack of discipline in the schools. Even the young ’uns won’t fol-low orders.

Now, G.I. Joe was a military man; you might even say a “macho macho” military man. And he believed in the hard, tough, disciplined training that it took to win the battle. But America doesn’t really buy into all of that hard work stuff. Which bring us to our second point: “Why go through the rigors of basic training?” Why bother being disciplined enough to learn the “basics”?

It’s the G.I. Joe Thing To Do by Tony W. Garcia

Junior Tony W. Garcia is a student from the Midwest who believes that confidence comes from within. An honor student, he wishes to attend one of the military schools, such as West Point or the Air Force

Academy. He says, “I believe in what the military teaches: discipline and teamwork. I think that when you have self-discipline and a firm values framework that drives you, you have confidence in yourself and in those around you.” Tony wrote this speech during his junior year in high school, and he delivered it for both state and national competition in Original Oratory.


Continued


American students might not be getting the education they need—or maybe they’re just not learning it. Studies show that over one-third of incoming college freshmen are having to take at least one remedial course. In addi-tion, former White House counsel C. Boyden Grey says standardized test score standards have been loosened to “camouflage lower student achievement.” But, so what if we lose a few points here, gain a few there? After all, it’s not a matter of life and death. But it can be. In the 1990s a company’s gross lack of discipline and employees’ lack of “basic” training meant that Valujet Flight 592 would crash in the Florida Everglades. Now, we’re not talking some numbers on a page or circles on a national stan-dardized test. Now we’re talking about over one hundred lost lives—in a tragedy that federal documents now show was completely preventable.

Ladies and gentlemen, we are a nation that lacks dis-cipline. Now, the word discipline implies self-control, and through self-control one attains order. And order gives structure. And without structure our lives become chaotic. We don’t pay our bills, we stay out too late, we don’t get enough sleep, we’re tardy to class, we don’t get papers in on time, we don’t get papers graded on time, we talk too much, we yell too quickly, we make lists too long—which is why I had better stop. Being a military man, G.I. Joe was always structured—and G.I. Joe always won. So what’s our problem? We seem to have taken Burger King’s “Have It Your Way,” and made it an

American maxim. Well, we have it our way—and maybe that’s the problem. We’re spoiled. Author of A Nation of Victims, Charles J. Sykes, says that the “inner child” America is obsessed with is actually a “bawling, squall-ing creature who wants everything right now, from sex-ual gratification to consumer goods.” Nowadays, almost everyone seems to feel entitled to all sorts of successes, without having to make the sacrifices or practice the self-discipline that it takes to get them.

Is there any hope? Sure—we all have someone in our lives or in our families we can look to for a little disci-plined guidance. Me? I look to my great great grandfa-ther, who, after immigrating to America at the turn of the century, spent his first Minnesota winter in a cave along the Mississippi, worked and saved up enough money to start a farm, have a family, establish a town, and build a church. Now, that would take some discipline. And he taught me a valuable lesson about hard work and self-control. So, now I know. And as G.I. Joe would say at the end of every episode: “Now you know, and knowing is half the battle.” What about the other half? Let’s go to what I call the three B’s: Brains, Butt, and Backbone. First, brains. Think! Sometimes you can’t trust your instincts—think things through, and formulate a plan. Next, butt: get off of it! Implement that plan. And finally, backbone: make a stand. Stand up for what you think is right. Be disciplined. It’s the G.I. Joe thing to do.

2

• Confidence is the feeling you have when you know that you can accomplish a certain task successfully.

• Confidence in speaking is the internal skeletal framework that is anchored to the solid value foundation described in Chapter 1.

• Confidence is the motivating factor behind the power and believability of your words and is an essential element in your being taken seriously by an audience.

• Stage fright often threatens a speaker’s confi-dence. We can think of it as a strong wind that works to blow down a confidence structure.

• Fear is a biological process that allows you to deal with potentially dangerous situations.

• People are often victimized by phobias, or fears that get out of hand.

• Everyone is potentially susceptible to perfor-mance anxiety (or stage fright), even profes-

sionals. The symptoms range from a rapid heartbeat to excessive perspiration to an upset stomach.

• One way to overcome this fear is to establish an accurate perception of your audience, your speech, and yourself.

• Perception is the main support beam of confi-dence. It challenges you to see things as they really are, not as your fears might lead you to believe they are.

• A second way to deal with performance anxiety and build your speaking confidence is by exam-ining the ten planks of confidence: content, organization, notes, friendliness, impression, dedication, empathy, newness, conviction, and enthusiasm.

• Confidence is a consequence of preparation and hard work and is the driving force behind speaking effectiveness.

Looking Back

Listed below are the major ideas discussed in this chapter.

confidencephobiafearperformance anxietystage frightperceptionself-esteemcontentorganization

notesfriendlinessimpressiondedicationempathycommon groundnewnessconvictionenthusiasm

Speech Vocabulary

1. For each speech vocabulary word, give the definition as it appears in the text. Underline the word. Make sure that you can spell each word.

2. For each of the ten planks of confidence, copy the phrase or sentence from the chapter discussion that best describes what the plank is promoting. Do this in addition to writing down the short descriptive phrase that is given immediately beside each plank.

47Chapter Review For additional practice and assessment, go to glencoe.com and enter QuickPass code GS7800c2.Speech Online

Review and Enrichment

http://www.glencoe.com

2

1. Confidence is the feeling you have when you know that you can get the job done well. Confidence is the of effective oral communication.

2. What is the name of the major type of energy that is released by the body in fear situa-tions?

3. A persistent, irrational fear can be referred to as a .

4. Another name for performance anxiety is .

5. Perception refers to how we see things. Perception is the in building speaking confidence.

6. What percentage of American women would change at least one thing about their looks?

7. A university course known as works to prove the value of effort. The course shows people that they can learn from their mistakes.

8. Roger Ailes calls what word the “magic bul-let” in speaking?

9. Richard Louv states that our real impact in speaking can come from our personal , which he refers to as “real gold.”

10. When you establish with your audience, you are forming a bond that says, “We’re all in this together.”

To Remember

Answer the following based on your reading of the chapter.

1. Wilma Rudolph was a world-class runner who captured three gold medals for the United States at the 1960 Olympics. However, it is a wonder she could even walk. A series of childhood ill-nesses had so crippled her that she was unable to walk until she was eight years old. It was

through sheer determination and commitment that she overcame the odds. Research a figure from history who also had the confidence to overcome the odds. Show how something great was accomplished by this person. Also, inter-view someone in your family or community

To Do


1. Define each academic vocabulary term by using a dictionary. Include the part of speech, the definition of the word as it is used in the chap-ter, and an original sentence of your own. Make sure that you can spell each word.

irrationaleulogysynonymousinnovationallegoryassertion

prioritizingmannequin

2. Write an original story about “The Day I Overcame My Fear” or “The Day It Was My Turn to Perform!” Use at least twelve words from the combined speech and general vocabu-lary lists. Underline and number each word.

3. Are there any other words in Chapter 2 that you aren’t familiar with or don’t know how to spell? Find at least three, and add them to your lists.

Academic Vocabulary

Review and Enrichment

1. The science fiction writer Ray Bradbury once said that Americans, particularly young peo-ple, should never watch the evening news. He believed that the news too often erodes our sense of confidence in the future. Was he right? What problems might arise if we don’t watch

the news? How does what we see on the news affect our personal confidence?

2. It has been said that some people “die with potential.” This means that some people never work hard enough to actualize all of their tal-ents or abilities. How can each of us prevent this from happening in our lives?

To Talk About

who has exhibited the confidence to do some-thing admirable in the face of adversity.

2. Compile a self-improvement chart. On it, list the things about you that you can’t change. In another column, list the things about you that

you can change and that you would like to improve. For each item that you can change, jot down how you are going to improve. Be sure to include areas of speaking in which you know that you can improve.

1. The things that might give us stage fright as a child are different from the things we could be frightened by later. Explain the stage fright that a child could feel. What about a teenager? A parent? An employer? An elderly person? How can you help others when you know that they are experiencing stage fright?

2. Denice Barsich, whose good-Samaritan action resulted in the loss of her right leg, didn’t lose her zest for life. She was hit by a car while help-ing a fellow motorist out of a snow-filled ditch. She says that one of her goals is to “dance at my husband’s Christmas party.” Denice Barsich

has one other objective: not to be bitter and to teach her children about the sanctity of life. What does she teach us by her words? Do we often take things for granted?

3. Organization is always an important element in clear communication. Make a list titled “Three Things I Must Get Done in School.” Describe not only what your three objectives are but also how, where, and when you plan to accomplish each. Make another list titled “Three Things I Must Accomplish at Home or at Work.” Do the same with these.

To Write About

Sexual harassmentCensorshipPhobiasCooperative learning in educationCheating in the United StatesPeer pressure

CreativityA strong work ethicLaw enforcementAdvancements in technology

Related Speech Topics


Date post:	03-Feb-2022
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

024-049 U1Ch02 880780;15

Documents