Ok well some of these may sound weird to you but I promise, they help. I specialize in this area so i'll give you some tips, even though i don't exactly know your diagnosis. First you must take slow deep breaths before your speech, this opens the lungs and produces more white blood cells which calm the nerves. Second, wear your favorite peice of clothing, you'll feel more prepared and be in a better mood. Third, Find several other people in the audience that appeal to you and speak to them. Fourth If you are allowed to move around during the speech, plan out where you will walk, this will usually prevent the shaking by taking you mind slightly off the eyes staring at you. Fifth Eat a healthy meal before your speech. Sixth Focus on people's foreheads, It will appear as if you're making eye contact even though you are not. Finally, and most importantly, make sure you are prepared . Try talking to a trusted friend or family member first. You can role-play until you feel less nervous about speaking to new people. Hope this helps, i deal with these problems on a daily basis, let me know how it goes. 10 secrets of success for English speakers Do you get tongue-tied when you try to talk in English? Want to know how to get more speaking confidence? Even the best English speakers had to start somewhere, so read on to learn the secrets of their success.
Transcript
Ok well some of these may sound weird to you but I promise, they help. I specialize in this area so i'll give you some tips, even though i don't exactly know your diagnosis. First you must take slow deep breaths before your speech, this opens the lungs and produces more white blood cells which calm the nerves. Second, wear your favorite peice of clothing, you'll feel more prepared and be in a better mood. Third, Find several other people in the audience that appeal to you and speak to them. Fourth If you are allowed to move around during the speech, plan out where you will walk, this will usually prevent the shaking by taking you mind slightly off the eyes staring at you. Fifth Eat a healthy meal before your speech. Sixth Focus on people's foreheads, It will appear as if you're making eye contact even though you are not. Finally, and most importantly, make sure you are prepared . Try talking to a trusted friend or family member first. You can role-play until you feel less nervous about speaking to new people. Hope this helps, i deal with these problems on a daily basis, let me know how it goes.
10 secrets of success for English speakers
Do you get tongue-tied when you try to talk in English? Want to know how to get more speaking confidence? Even the best English speakers had to start somewhere, so read on to learn the secrets of their success.
Putting the pieces togetherTo speak English well, a number of different elements need to work together: knowing (and choosing) suitable vocabulary, using the right grammar and sentence patterns, and producing the correct sounds, stress patterns, rhythm and intonation. You have to work on these individual elements if you want to see improvements.Two-way processSpeaking is about interacting with another person, and involves listening as well as talking. Check that the other person is following, by using conversation strategies like emphasizing key words, rephrasing, or using expressions like You know what I mean? or Don't you agree?It's not just what you say...Non-verbal communication is very important for effective speaking, even for native English speakers. Use gestures, body language and facial expressions for explanation or emphasis, and try to read what the other person's body language is saying.Sing a song!Music is a great way to improve your speaking skills, practice the rhythm of the language and learn some useful expressions. Look up the lyrics (song words) to your favorite songs on the Internet, and then practicing singing aloud.Take a chance!
You need the right attitude to improve your English. Look for every opportunity to practice speaking, like talking to people at parties, approaching a foreigner who looks lost, or just putting up your hand when your teacher asks a question.Think in English every day.This is a great way to improve your spoken English, and you can do it anywhere, anytime. At home, you can talk to yourself while doing everyday tasks like preparing a meal. If you are on the train or bus, then describe the people around you (in your head, not aloud!), and when you go to sleep, go over the day's events in English.Listen to the sound of your own voice.Even though you might not like hearing your own voice, this is a very useful way to find out what's wrong with your spoken English. Record yourself speaking and then listen to the tape, or ask a native speaker for some advice.Keep a talking journal.Record your thoughts in English before you go to sleep at night. You can play the tape at the end of the year to look back on important events, as well as monitor your English progress.Take extra classes.If you feel you need extra practice and want to interact with other English learners, why not join a language class? There are plenty of language schools around, or even online courses. Don't think you can learn to speak on the Internet? In Englishtown's teacher-led classes, all you need is a headset and microphone to talk to the world!Find English-speaking friends.If you are really serious about becoming a good English speaker, you need to meet people you can speak to in English. This does NOT only mean native-speakers, though. English is spoken by many more people as a second language than as a native language, and being able to understand different accents is very important.- See more at: http://www.englishtown.com/community/Channels/article.aspx#sthash.THD6EGTC.dpuf
How to Be a Good TeacherEdited by Dan, Puddy, Glutted, DifuWu and 31 others
Two Methods:Classkroom Management Lesson Planning
Being a good teacher can be the most rewarding and exciting job in the world - however, being a teacher who doesn't work effectively can be stressful, painful, and exhausting. Here are some great tips to being the best teacher you can be.
1Set the example. Remember that you are the teacher. It is important for you to be like a "superhero" figure in their eyes. Remember that your students look up to you and will thus try to mimic your dispositions. If you are rude or inappropriate, they will have an inappropriate model for their behavior. It is vital that students see you as a person with confidence, so that they follow your lead, and feel comfortable trusting you. Students, of all ages, need someone they can lean on, look up to, and be able to trust.Ad
2Have well-defined consequences. Set specific consequences for breaking the rules. Decide what those consequences are and then implement them consistently. Your consequences should follow a procedure that starts with a non-verbal signal (such as just looking at the student), to a verbal signal (asking the student to please stop talking), to a verbal warning (if this continues there will be consequences), to the implementation of the consequence. The consequences are up to you and depend on the program of
the school. Many schools have a detention system (students do despise detentions), or perhaps writing lines, or sitting away from other students.
3.
3Be compassionate. Great educators form strong relationships with their students and show that they care about them as people. They are warm, accessible, enthusiastic and caring. Be open to staying at school after-hours to help students or get involved in
school-wide committees and activities, and they demonstrate a commitment to the school.
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4Set some ground rules. You should have 3-5 rules that the students know about. These are the rules that, when broken, are subject to the consequence scheme outlined above. Try allowing the class to suggest the ground rules: have a class discussion and write ideas, it makes the class feel they are listened to and that you care about their
opinions and input while also setting some groundwork that they will feel loyal to because they've made it. Act as a mediator to make sure that the rules decided upon are appropriate. Some may be, for instance, be quiet when the teacher is talking, respect each other, and finish the homework and classwork.
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Try maintaining a creative environment.
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Maintain peace in the classroom.
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Never let your students down when they come to you with their problems.Even if the problems are out of syllabus, try to help the student by using the Internet or library. It would gain both of you some knowledge.
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Orally ask about basics before teaching a topic in-depth. Clear the base points which seem to be unknown to your students.
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Ask more basic questions in the class, rather than asking something that is taught just today. Everyone needs some time to learn.
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Create competition in a positive aspect.
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Be smart to deviate attention of students from everything else to the topic.
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Appeal to students' interest in the topic instead of commanding them to study.
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Understand that every topic in the book has some practical application.Don't forget to discuss that part as it is the most important one.
Method 2 of 2: Lesson Planning
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1Have an objective. When you are planning a lesson, the most vital part is the objective. What do you want your students to take away from the lesson? If the objective is powerful, deep, and reflects what you really want students to learn, it will be reflected in the lesson.
2Have a solid plan for your lessons. Each and every lesson should be divided into three simple parts that reflect your objective.
First should be the "lecture" part of the lesson. This is where you teach something new to the class (of course allowing for questions or comments when applicable).
Dedicate the second part of class to something that involves a collective group work element where students can work with whoever they want. Near the end of this part,
you can have a discussion session where groups voice their findings/opinions, and give marks for adequate participation.
The final part of every lesson should be where the students return to their seats and work QUIETLY on one final task, such as answering specific questions written on the board, or drawing a picture related to something they learned that lesson. The students should only talk to you (if they have a question about what/how to do it) or the person sitting directly next to them. This is the wind-down part where students get a chance to work on and understand the material on their own.
3Assign relevant homework. Rather than assigning something different every night, it is wise to assign one or two more substantial assignments on Monday and then collect these assignments on Friday.
Consider giving quizzes. You may want to have a quiz every Friday to assess how well the students are grasping the material. You can judge how well you are teaching by how well the majority of your students perform on the quizzes.
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Take short notes. Revise once before teaching your class.
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Try using a case study.
7. 7 If you have any doubt about the artifacts, skip something. It's better to review the basics in class premises than to teach something confusing or wrong.
Background:Sensing - One of two ways of perceiving the world. Primarily through the senses, what one sees, hears, touches. Sensing people gather facts to learn abou things. Verifies first, then believes.Intuitive - Perceives inner meaning and relationships of what is occurring. Doesn't always believe what s/he sees, instead looks to what the potential significance might be. Believes first, than verifies.Thinking - One of two ways of making judgments. The thinker looks to the facts, logical truths, and verfiable information. Thinks in terms of cause and effect. Based on true or false.Feeling - The feeler places importance on the personal import of any stimulus rather than on logic. Based on like or dislike.
The Four Styles:[The following learning styles can be found in
every person in varying degrees. Most people tend to prefer one or two over the others. Strengthening the learning styles we are are weak in will make us better learners in the long run.]
Sensing-Thinking Learners (ST) - Efficient, results-oriented, preferring actions to words and involvement to theory. They like to complete their work in an organized and efficient manner. They tend to be neat, well-organized, and precise in their work. They need to be kept busy and require immediate feedback. They need to be active. They prefer step-by-step directions when assigned a task and become impatient if the instructions become long and involved. They want to know exactly what is expected of them. They need clearly structured environments that focus on factual mastery of skills and an opportunity to apply them to something practical or to demonstrate proficiency. They prefer right or wrong questions to open-ended or interpretive
ones.
Intuitive-Thinking Learners (NT) - They tend to be challenged intellectually and to think things through for themselves. They are curious about ideas, like theory and complex problems. They approach learning in a logical, organized, systematic fashion, bringing organization and structure to people and things. They take time to plan, organize ideas, and determine necessary resources before beginning to work on an assignment. They prefer to work independently or with other thinking types and require little feedback until their work is completed. They do not like being pressed for time. When they are working on something of interest, time is meaningless. They have great patience and persistence. They attack problems by breaking them down into their component parts. They like to reason things out and to look for logical relationships. They are constantly asking "why?" They are avid readers, and they have a facility for language and express their
ideas in detail. They are concerned about being correct and strive for perfection.
Sensing-Feeling Learners (SF) - They are sensitive to people's feelings - their own and others'. They prefer to learn about things that directly affect people's lives rather than impersonal facts or theories. They take a personal approach to learning. They work best when emotionally involved in what they are being asked to learn. They tend to be spontaneous and often act on impulse, in terms of what "feels right." They are interested in people and like to listen to and talk about people and their feelings. They like to be helpful to others and need to be recognized for their efforts. They enjoy personal attention. They need to feel relaxed, comfortable, and to enjoy themselves when they learn. They like to think out loud, to work with other students, to share their ideas, and to get the reactions of their friends. They prefer cooperation to competition, and they need reassurance or
praise that lets them know they are doing well. They are greatly influenced by the likes and dislikes of others.
Intuitive-Feeling Learners (NF) - They are the ones who dare to dream, are committed to their values, are open to alternatives, and are constantly searching for new an unusual ways to express themselves. They approach learning eager to explore ideas, generate new solutions to problems, and discuss moral dilemmas. Their interests are varied and unpredictable, but they prefer activities which allow them to use their imaginations and do things in unique ways. They do not like routine or rote assignments and prefer questions which are open-ended, such as, "What would happen if...?" They are highly motivated by their own interests. Things of interest will be done inventively well. When working on a project that interests them, time is meaningless. They are independent and do not fear being different. They are sensitive to beauty and symmetry and
will comment on the aesthetic characteristics of things. They prefer not to follow step-by-step procedures but rather move where their intuitions take them. They prefer to find their own solutions rather than being told what to do or how to do it. They often take circuitous routes to solving problems and may not be able to explain how they arrived at the answer. They are flexible in thought and action. They are not likely to be disturbed by changes in routine, and they are comfortable working with a minimum of directions.
