Tim Thompson - Archer English Consulting
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We Use Presentation Skills Every Day

9/22/2021

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It's funny how people can get so freaked out by having to deliver a presentation when we use presentation skills for a variety of common interactions on a daily basis. Let's look at some examples.

Take something as simple as having lunch with a few friends and you want to tell them a story about something funny that happened that morning. While talking, you naturally shift your eye contact to each of your friends. You do this to make sure they are paying attention and to gauge their reactions. If the waiter comes by to check on you or someone interrupts to borrow some napkins from your table, it might cause you to pause for a few seconds but then you launch right back into your story. If it takes you a few more seconds to remember where you were in the story, you don't nervously apologize; instead, you collect your thoughts and pick up where you left off.

Next, picture a meeting with your colleagues. The boss asks you to give a brief summary of what has been happening in your department
 that month. You refer to a few tables and charts to be able to give the exact numbers but mainly you are looking around the room at the other department heads and the boss to see if they are following. If the boss interrupts to clarify something, you consult your notes, answer, and continue on. You know what to say because it's your department, not theirs. No one knows better than you what's been happening in your department and you have been doing this for months now, maybe even years.

If you teach, you present every day. You know when to cut an activity or discussion short because the class is about the end and the bell is going to ring. You know not to turn you back too long on the class because all hell will break loose if you don't watch the kids like a hawk. You make sure the people in the back row can hear you and write on the board with big letters so everyone can see.

​However, when we have to present in a room full of our peers (and especially strangers), we forget many of these basic presentation skills. Maybe it's the change in eye level when we're standing and everyone else is sitting. Perhaps it's that we don't feel like an expert on the topic we are presenting that day. It could be that we forget what it's like to be on the other side of the room but common errors find a way to creep back into our presentations. We forget to look around the room as we are speaking. We let small pauses bother us. We stare at our notes or slides so long that we end up talking more to them than to the audience. We go over our allotted time. We use tiny font on our slides and mumble because we're nervous.

The next time you have to give a presentation, try to remember that you speak to people with the spotlight on you all the time
. You were probably quite nervous the first time you had to speak at a meeting of the department heads but a year later it was no big deal. Teaching your first class nearly gave you a heart attack but now it's old hat. Presentation situations and stakes will change but it isn't all new. You've done this before so don't forget the basics.

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Charisma and Presentations

12/29/2019

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The Freakonomics podcast put out a special episode on December 26 with host Stephen Dubner chatting with his guest Angela Duckworth.  They each asked the other a question and then let the conversation flow from there.  Dubner began by asking her a multiple choice question about money, intellect. and grit.  She then asked him if charisma could be taught.  As the conversation turned to charismatic people being assumed to be good public speakers, I started listening closely to the various ways they defined charisma and thinking about how they applied to my perceptions of a good speaker.

Let's start with several definitions of charisma. Oxford gives two interesting ones. First,
"compelling attractiveness or charm that can inspire devotion in others", and second, " a divinely conferred power or talent". I'm not sure that a public speaker at an academic conference needs to inspire devotion like they are some success guru or religious leader so this definition feels too extreme when saying that a good presenter is charismatic.  The second one is a little better if you believe that some people are naturally good public speakers just as charisma might be thought of an an inherent trait in some people. (Duckworth and Dubner have an interesting conversation about Bill Clinton and why he is considered to be charismatic by so many people.)

On the podcast, Duckworth also said, "So I think charisma is a kind of— almost like a magnetic force that draws people’s attention in a very positive way. So when we think of somebody who is really charismatic, it’s like you can’t take your eyes off them. And they’re the star." I think a good speaker can be like this.  Time flies while they are holding the microphone. Dubner added, "Mine would be something like charisma as the quality of— someone having the quality that makes me want to do what they do or believe what they believe." A good speaker can also be persuasive so this tracks as well.

After a bit more discussion, Duckworth said, "Here’s a narrower definition, because I don’t want it to just be people we like, or likability. I think that when most people think of charisma, they’re thinking about a public— public speaking, like TED or some other venue." And he's where things started to really get tied together. 

Eye contact came up.  Charismatic people make really strong eye contact and look at whoever they are talking to like they really matter.  I feel that eye contact is something that can make or break a presentation.  It's rare that an audience member will praise a presentation where the presenter looked mostly at the screen. A good presenter is constantly reading the audience's reactions to what he/she is saying but also making eye contact to build and maintain trust.

Charismatic people signal that the person they are speaking to matters. Dubner and Duckworth bring up Dale Carnegie and say that an event like a book signing, you would make eye contact and use the person's name.  As a presenter, you might mention something you heard in an earlier talk or praise the last speaker in the room, something to show that this is a unique event and you aren't giving the same over-rehearsed talk. This audience matters to you.

Maybe the most interesting thing that was brought up was the idea of charismatic people signaling that they have high status. According to Duckworth, in order to be considered charismatic a person needs to give off the vibe of "I like you and I like me." For "I like you', see the previous paragraph. For "I like me", she explains, "How do you signal 'I like me?' Which is really a proxy for 'the world likes me.' That actually is a little more nuanced. But I think that smiling, or basically not being self-deprecating— maybe things like posture help. But I think the most effective way to do it is for somebody else to signal that you’re high-status, or that the world likes you." Doesn't that sound like a good presenter?  Confident, not afraid to smile, no excuses or apologies, not putting yourself down, standing up straight... and these come after we submit a bio talking about what we have accomplished that makes us worthy of giving the talk and often we have someone introduce us to also signal that we were chosen to be here and "the world like us".


I found the podcast episode interesting and hope you will give it a listen or just read the transcript in the link.  I also hope that the next time you have an opportunity to give a presentation you think not just about what you are going to say (the content) but also about how you are going to say it (the delivery).  When you put these two things together, the results are usually positive.  Just don't forget to finish on time, even if it means saying a little less than you wanted to.  Going over your time signals that you didn't really like the audience that much after all.

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Presentation Peer Feedback

6/22/2019

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It can be difficult to get students and trainees to give each other productive feedback, especially when their culture values social harmony.  This leads to every trainee's presentation being "very good" and any additional feedback being rather generic. 

​Something I have started doing recently with my corporate trainees is asking them to give one positive comment and one negative comment to their groups members after each presentation.  To make it more neutral, I ask them to use the following language.

"I like the way they ______________."
and 
"I wish they had ___________."

Some examples could be "I like the way she presented energetically but I wish she had looked up from his notes more often."

By doing this, the trainees show that they were paying attention to the other trainees' talks and the presenter gets more feedback that just mine.  Sometimes the other trainees notice things that I didn't or we just have different opinions about what was enjoyable or distracting.  It also shows that they are learning what I have been teaching about good and bad presentation habits. 

​I have been happy using these prompts for peer feedback in presentation training and hope they will work for you too.
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Busy Slides

5/20/2019

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Over the past four weeks, I have done a lot of  pitch coaching for startups.  One thing that many of the pitches had in common was very busy slides.  The presenters intended for the slides to look impressive and show that the team members had "done their homework".  Instead, the slides made the message more difficult to receive due to information overload and data dumping.

To put it simply, slides aren't handouts. Slides are meant to work with the speaker and help the audience understand when showing is more efficient and effective than simply telling.  Examples of this include photos for visual imagery and charts and graphs for data. 

Handouts are for audience members to take home and read at their leisure so it doesn't matter as much if each page is jam packed with information.  That being said, no one enjoys squinting at tiny font when trying to read the bottom corner of a busy slide that is showing 18 different things.

Last week when watching one of the pitches, there was a particularly busy slide that the presenter showed but only chose to talk about one section of it.  I asked him why he put so much extra information on the slide but didn't bother to explain it.  He seemed surprised that I would ask.  The next slide was also packed with information in various formats and it took him quite a long time to cover everything.  In this middle of his detailed explanation, I asked him where my eyes should be on his slide.  Again, he looked confused.  He was missing two important aspects of slide design. One: if you don't plan to say it, why show it? Two: information needs to be given in small amounts.

There are many other mistakes that presenters make with the slides.  They write what they are going to say and then read from their slides.  They fail to use animations for lists.  They turn away from the audience and talk to the screen.  But for now, let's focus on the process of sitting at your computer and designing a slide.  Ask yourself what you want the audience to focus on and build a slide around that.  Giving information to an audience is like feeding a baby, you need to give small bites and time for digesting is needed.  Your slides will have much more impact if they focus on one thing each and what the audience is hearing matches what they are seeing.

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Why Are Presentations So Scary?

4/19/2019

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Comedian Jerry Seinfeld said, "According to most studies, people’s number one fear is public speaking. Number two is death. Death is number two. Does that seem right? That means to the average person, if you have to go to a funeral, you’re better off in the casket than doing the eulogy." I don't think I've met a person who actually feels this way but it is a funny quote.  So what is it about presentations that many people find scary?

The first thing has to be the unknown.  Many religious people will tell you that they know what happens after we die, but since different religions disagree about this I think it's fair to say we don't know for sure. Similarly, we can't be sure how a presentation is going to go.  There are so many variables that can go wrong and it only takes one of them to really embarrass the speaker. What if the tech doesn't work even though you tested it in advance?  What if there is a jerk in the audience who thinks he is a comedian?  Even if we prepare thoroughly and have lots of experience, there are things that can pop up and throw us off.

This leads us to the second thing, the multitude of things we need to concentrate on at the same time to deliver a solid presentation.  I tell people who attend my training sessions that presenting is like juggling.  You have to focus on what you are saying, how you are saying it, what you look like while you are saying it, and how much time you have left to say it.  Throw in presenting in a second language and you might as well be trying to juggle four live squirrels and adding in a chainsaw.

Third is the power dynamic.  A lot of people don't like to be in the spotlight.  Having everyone's eyes on you while you are trying to manage all the presentation elements is tough; doing it while you are standing up or on a stage adds an extra layer of stress.  I know a lot of people that can speak confidently from their seat but when you ask them to stand up and come to the front of the room, they freeze.  It's just easier to talk to people when you're on the same level, literally and figuratively.

The fourth thing that makes presentations scary is when they are for high stakes.  Sales presentations, job interviews, speech competitions, and presenting in front of your boss are all stressful because of what happens if you mess up.  The best case scenario might be that you lose out on some future opportunity but the worst case scenario can be that you lose what you already have, like your job. I think we can all agree on how stressful can be.

Finally, it can especially scary when we don't feel like an expert on our topic.  Maybe the topic was assigned to us or we have read a lot of the topic but don't have any personal experience with the topic to fall back on.  We don't have a story to tell and have to rely on the information that we found.  Impostor syndrome can kick in and really mess with our confidence.

So, yes, giving a presentation can be stressful, but so was driving a car for the first time.  Imagine getting behind the wheel and focusing all your attention on the things that could wrong.  Your tire could pop on the highway, someone could change lanes and hit you, the brakes could fail.  Sure, these are all true, so we are taught to focus on what we can control.  Pay attention to what's going on around you, learn basic car maintenance and take it in for regular service, try to obey the rules of the road and things will usually be ok.

A final thing that I tell trainees is that you don't have to be a great presenter, just try not to be a bad presenter.  Try to avoid big mistakes and control what you can control.  If you do it enough, presenting can become as routine as driving a car.  As you increase the size of the audience or increase the stakes, it might feel like learning to drive a bus or even flying a plane, but with training and practice people learn to do these things all the time and it stops being so scary. Hopefully presenting can be the same for you.


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Presentation Pep Talk

2/14/2019

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Hi.  I can see you’re a little uncomfortable about going up there to give your talk.  You’re nearly out of breath and not making eye contact with anyone.  It’s pretty clear that you are in your own head right now. 

Let me ask you a question.  Are you thinking about what could right or what could go wrong up there?  Ah, that grin leads me to believe it’s the latter one.  That’s normal but that’s also the problem.  So many speakers focus on what could wrong and forget to concentrate their energy on making the things that they can actually control go well. 

I’ll give you an example.  Are you worried about the technology messing up at that critical point in your talk, maybe when you want to show a video?  Ok, did you come in here earlier and test it out?  You did?  Awesome, that’s one less thing to worry about.  Put it out of your mind.  Are you worried about forgetting what you were planning to say on Slide 5?  Do you think anyone here knows what you were planning to say?  Trust me, we don’t.  If you forget something you were planning to say, skip it.  We’ll probably never know unless you announce it to us.  “Ummm, sorry everyone, I forgot what I was going to say here.”  Yeah, don’t do that.  Don’t apologize and don’t make excuses. 

Some of us will be able see that you’re a little nervous and if we can’t then that’s great, but don’t tell us.  Let us believe you are confident, and prepared, and knowledgeable about your topic, and here to share something that will be useful for us.  See, that’s what you need to be focusing on.  Even if you don’t feel confident and prepared, ACT confident and prepared.  You may not be THE biggest expert about your topic in the world but you should be one of the most knowledgeable people on it in this room.  Act like it. 

Finally, your audience is here because we thought you would be able to offer us something beneficial.  We’re sitting here patiently with our cell phones in our pockets (ok, well, most of us) waiting for you to share something that you know and we didn’t.  It doesn’t have to be earthshattering but it would be nice to leave this room after 10 minutes or thirty minutes or ninety minutes thinking about something we do regularly but in a slightly different way.  Now, if we can be truly inspired, well, that’s even better but 99% of the people in this room would settle for “Huh, I never thought about that.” or “If I changed X to Y, I could probably use that next week.”  So relax. 

Trust me, every single person in this room wants you to do well up there.  No one is cheering for you to mess up.  Think positive. Focus on us, not your notes or your slides. Make eye contact.  Smile.  Speak with energy and passion but don’t yell at us.  You’ll calm down after the first few minutes, everybody does.  But that means those first few minutes are key.  Look at us when you introduce yourself.  Tell us what you plan to share with us today and everything else will fall into place.  Sound good?  Ok, have a great time up there and enjoy the spotlight.
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Know Thyself

8/16/2018

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Today, I was reading about Cesar Millan (The Dog Whisperer) in Malcolm Gladwell's "What the Dog Saw" and how much his body movements impacted his success with dogs.  Gladwell also touched on how some former US presidents were perceived based on their body language while speaking and it got me thinking about good and bad presenters.

​One of the biggest problems that public speakers have is that nobody has told them what they are doing wrong.  By "wrong" I mean distracting, something that prevents the audience from focusing on what the speaker is saying.  Some examples of this include swaying from side to side, looking at the ceiling or floor, turning and talking to the screen for most of the presentation, nervously scratching or rubbing one's hair or face, or unconsciously playing with an object like clicking a pen, jingling the keys in one's pockets, etc.  The first step to helping them improve is making them aware of what they are doing.  This can be done by a very blunt audience member (hopefully someone they know), a presentation skills instructor during a course, or by watching a video of themselves present.  All three situations can lead to feelings of embarrassment at the time, but they can also lead to huge improvements in public speaking.

Really good presenters know themselves.  They know their bad habits, catch themselves doing those things quickly, and stop.  They are aware of their posture and straighten up when they feel themselves slouching.  They are constantly thinking about where they are standing in relation to the audience, the projector screen, the lectern, the microphone, etc.  Good presenters know they can't continue speaking into a fixed-position microphone if they need to turn around and check something on the screen behind them, or they figure out that they can speak into the side of the microphone while glancing over their shoulder.  They know what do with their hands (or more importantly, what NOT to do with their hands). They know the value of eye contact with the audience and make an effort to acknowledge different areas of the room even if it isn't comfortable for them.

How you deliver your message is often more memorable than what you are actually saying.  Think back to the last conference you attended and the talks you sat through.  There is a good chance that your impression of the various speakers is based more on how you perceived their delivery than on what they actually said.  The people we consider to be "good speakers" are usually the ones that are more aware of how they appear to us and make sure that poor body language doesn't interfere with the message they want to communicate.  
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Hurricane in the Brain

7/20/2018

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This week I'm working with students at an entrepreneurship camp.  The week of brainstorming, idea development, and teamwork will culminate in a 7-minute pitch on Friday afternoon. Several participants have noted that when they speak in front of a large group of people they notice that they have trouble remembering what they said and did once it's over.  I call that the hurricane in the brain.  

What causes this inability to recall details or their presentation experience?  I have a theory about this.  Presenting is like juggling and the hurricane occurs when the speaker tries to juggle too many things at once. Think about all the things a public speaker needs to pay attention to: time management, body language, speaking speed and volume, working with technology, and then add presenting in a second or third language (the running chainsaw)!  Add in trying to recite a memorized script in these stressful conditions and the brain can't handle all those things at once.

What can presenters do about this?  One suggestion is to try to work more on understanding what your audience needs to know and then using your slides to help you deliver the content in manageable chunks.  Each slide is its own chapter of your story.  Also, remember that you (should) know more about your topic than your audience and your mission is to inform and/or persuade them. Focus on helping them understand your content. Concentrate on communicating clearly and efficiently with them (focusing outward) and stop thinking about all the mistakes you might make (focusing inward).  Think positively before you start speaking.  The audience wants you to succeed.  Nobody goes to a presentation hoping the presenter will get confused and lose their confidence. 

Better preparation will help reduce the disorientation that many public speakers experience.  Approach your presentation will a "service mentality".  You have a gift to give.  If that gift is useful to the audience then you should feel good about giving it.  Your presentation is an opportunity as much as you might consider it a threat.  It's all about the way you choose to approach it.
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A Lesson for Teaching Impromptu Speaking Skills

7/5/2018

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One of the topics I didn't go into in my book on how to teacher presentation skills is how to teach impromptu speaking skills.  Most of the formal presentations you and your students will give will be planned out and rehearsed (well, hopefully).  However, there are times when you are called upon to stand in front of a group of people and share your experience or just "say a few words".

One example of this was when I was representing KOTESOL at a conference in Russia and was asked to come to the front and say a few words about the conference that KOTESOL would be hosting the next year.  No warning, no time to prepare, just get up there, smile, and wing it. This situation can even throw experienced presenters for a loop. No PowerPoint slides to fall back on, to time limits to base our amount of content on, just freestyling it in front a room of your peers.

The biggest problem that occurs in this situation is that we revert back to all out bad public speaking habits.  We forget to make strong eye contact with different parts of the room.  We lose track of what our hands are doing.  We forget that most audiences want to hear less, not more, so we ramble on and on with no organization to our thoughts.

It's good to give students the opportunity to experience what it's like to be called on to speak in front of a group without being able to sufficiently prepare.  I do this with my students in three stages.

Stage 1
In groups of three or four students, I give them a personal topic such as their hobby or favorite restaurant (listed on a PowerPoint slide) and give them three minutes to prepare and then one minute each to speak. I use the timer on my phone to keep track of the time and the beeping means the time is up.  The students can stay for this stage seated but they need to adjust their chair so that they can easily see all of their group members.  All of the group members talk about their experience with the same topic.

Stage 2
This time I give them a new topic and only give them one minute to prepare. The talking time is 45 seconds.  I usually have them stand up for this stage.  Be sure to start with a different group member this time.

Stage 3
This time they will not be given any prep time and the speaking time is 30 seconds.  The twist is that when it's time for the second presenter, I change the topic.  For this round, every student has a new topic. *evil laughter*

It's important to explain to your students the difference between high-stakes and low-stake presentations.  They won't lose their jobs if they mess up in your class.  Your classroom needs to be a safe space where students view a bad presentation as a learning experience and not something that will damage their reputation or harm their grade (when it's for practice). If you can get your students to relax and look at the class as an opportunity and not a threat, this activity will be both practical and empowering for your students. Best of all, it can be done in less than thirty minutes. Good luck!
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Presentation Skills that Teachers Should Display

10/1/2017

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Fall is a busy academic conference season and while I don't plan to attend any conferences this month, I do have some fond memories of presenting and networking at conferences in Vladivostok, Taipei, Shizuoka, and Seoul in Octobers past. I have attended some great sessions at these events but it's always the bad talks that tend to stand out in my mind and I think it's because I can't understand how an educator can have such poor presentation skills.  We do this every day!

Let's take a look at 10 basic presentation skills and how they fit into classroom teaching, yet sometimes become forgotten during a conference presentation.

1. Eye contact/eye rotation

Teachers need to look at their students.  We need to build a connection with them and establish trust.  This is difficult to do if we aren't looking them in the eye.  We also need to maintain control of the class, watching to see who might be dozing off, checking their phones a little too long, or getting ready to cause a disturbance.  The longer we teach, the more natural it becomes to rotate our line of sight through the different areas of the class.  Front-middle, back-right, back-middle, back-left, front-left, etc.  Everyone in the audience needs to feel like you are speaking directly to them and making eye contact is a critical aspect of that.

2. Not turning to talk to the screen

I understand that speaking in a new environment can be daunting and, as a teacher, you might be used to being able to look at your computer's monitor when using a PowerPoint deck with your lesson but there are several reasons why a speaker shouldn't have to turn around so often and stare at the projector screen.  First, you shouldn't have so many words on the slide that you need to read from them.  Second, you should know more about the topic than the audience.  Just talk to them about the content of your lesson/talk.  Finally, you are supposed to be speaking TO your audience and you can't do that with your back turned to them.  


3. Speaking volume/microphone awareness

While many classroom teachers may not have classes big enough to merit using a microphone, they should be used to speaking at a volume so the students in the back row can hear them comfortably.  The same thing applies when speaking at a conference. For larger venues where a microphone is needed, be sure not to let the microphone drop if you are holding it or turn away from a fixed-position microphone to look behind you at the screen. 

4. Speaking speed

Teachers who teach native speakers can more or less be excused for this one but teachers who teach English (or any language) to second language speakers should be used to speaking slowly and monitoring their vocabulary levels.  We need to be aware of these key delivery elements when speaking at conferences as there will often be a variety of English listening abilities among our audience members.

5. Appropriate use of visuals

Whether we are using pictures in a textbook, from supplemental texts, off the internet, or in a PPT, the purpose of our visuals is to show so we don't have to try to tell something and have our students imagine it.  Similarly, in a conference presentation, we want to reserve space on our slides for photos, data, and key words to help the audience understand what we are trying to explain.  The speaker can then focus on providing explanations and details to compliment the visuals.

6. Familiarization with tech

The first time many teachers got a TV in their rooms with a computer connected to it, hilarity must have ensued.  I'm sure half the time it was a student who showed the teacher how to push the TV/AV button on the remote control to change the input from the TV received to the computer.  Hopefully, that was a valuable lesson to check the tech before class starts.  In any case, it is not uncommon to see conference speakers bomb because they didn't check in advance to see if the internet was connected, whether their video would play without installing additional programs, if there were speakers in the room, or a number of other potential technical issues that could happen during their talk.  

7. Hooking

Good teachers explain to their students WHY they are covering certain material or undertaking a given activity.  Telling students how learning or experiencing something could benefit them later in their academic career or after they graduate can increase student motivation and reduce the likelihood of bad/distracted behavior.  Conference speakers should also start with a hook, explaining how the content is relevant to the audience and could benefit them when they go back to work.

8. Energy/enthusiasm

I often tell participants in my teacher training workshops that I'm glad they are now able to remember what it's like to be stuck on the other side of the classroom for hours at a time. The best situations are when there are multiple trainers and I ask them to compare and contrast the sessions.  Invariably, the "best" trainers had a high energy level and were "passionate" about their topics.  If that is what you prefer as an audience member, wouldn't you strive to appear that way when you are in front of the room?

9. Time management

I still talk with some of my friends about the time the plenary speaker "stole our lunch".  He was the speaker just before the lunch break and kept talking until 12:15 which meant people didn't hit the restaurants down the street until 12:20 at the earliest.  The long lines meant many people were late getting back to the 1pm sessions, all because this "experienced" conference speaker couldn't (or wouldn't) keep track of his time.  In his defense, he did appear to be an ivory tower academic more than a humble classroom instructor but surely he had spent years in the classroom prior to that.  As teachers, we are always checking the clock to see how long we can let an activity go on and making sure we save a few minutes at the end of class for reminders and questions.  For some reason, at a conference that skill can fly right out the window.

10. Q&A


Speaking of questions, are we not used to asking for questions at the end of an activity or class?  Surely we have developed delaying tactics and the awareness to discern a general question that everyone would be interested in from a specific question that sounds like something we should discuss with that one student after class.  Granted, at some conferences, Q&A sessions can be a minefield and a few attendees will want to make your session all about them but a confident, seasoned teacher should be able to manage the room and put arrogant or socially-inept audience members in their place.

​


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