Week 4, Question 3

I like that the book mentioned the 'Classroom Audience', because that is what we are.  In that section, it was very accurate in mentioning that we surely have an advantage.  We will know one another just a little more than if we were speaking to some random audience filled of people whom we had no idea about.  With that being said, I like how it also mentioned to still take into consideration the listening skills from chapter 3 and still adapting your speech.  Though we will be speaking to the same audience the entire semester, we need to utilize in depth listening each time as we are learning something new about each individual with each class meeting and speech.  First we met each other, then we learned a little about what each person felt important about their culture and up next we will learn a little about something they know how to do.  With all of this information, we can use more and more each time to better ourselves in our speeches just by listening to what others appreciate and enjoy.  Who and what they are about, so we can keep them lively and entertained in our short time with the class.

Week 4, Question 2

Audience analysis is key in a successful speech.  This takes place in the early stages of your planning process (if you are well prepared) :)  In doing this ahead of time it will save you a huge headache and also ensure that your audience is more focused and interested in your speech.  I would consider age, common interests of that age group, gender, ethnicity, etc.  For example, if you had a room full of college students, you wouldn't want to speak on the benefits of AARP, and if you had an audience of retired individuals, you wouldn't want to be speaking on STD's or college clubs.  With that being said, audience adaptation.  This is, what I believe, to be the part where, once you are speaking, you judge how the audience is responding to what you have to say.  Based on your analysis of this, you can make adjustments in your presentation.  If you notice they are yawning, staring in to space, or doing other things, you need to liven it up a bit, as best you can, depending on the material.  If you notice they are responding in a sour or way of discomfort, try and change your approach in presenting the material if you can.  Eye contact with your audience is key in determining this information.  If you are constantly looking at a power point or your note cards, you will not have an accurate analysis

Week 3, Question 3

Chapter 6 is in depth about researching your topic.  I specifically agreed with the section that went over Identifying multiple perspectives and sources.  To me, this would be vital to a good presentation.  Every source is going to have a varying perspective and a bias of some source, that's just how it works.  Through extensive research and the identification of all the perspectives and biases, the information can be compiled for, what I think would be, a very well rounded presentation with credible information from many aspects.  This will be very apparent to your audience in your presentation and I think they would respond much better if this was obvious to them.  I also liked how the chapter went into such detail about where to obtain sources because I think most people now-a-days just assume to go online because its so easily accessible.

Week 3, Question 2

In watching the speech buddy videos the consistent theme seemed to be researching the information behind your speech and the end result will be a much smoother process.  This, for me, has been and will probably continue to be, a hard part for me to incorporate into my speeches for this class.  I am not sure why.  In my mind, the topics I want to talk about just do not go along with research, at least not hand in hand anyway, not black and white.  I liked watching Dory speak and reading the question to the side of the video.. which said now contemplate what you would research and include as research in her speech about her family. That hit home for me because in the last class meeting when the professor asked for our topics and said we had to include the 4 sources, my mind was blank.  I had a million topics I could speak on, but none that were re-searchable in my mind. After a small chat with her after class she explained to me some 'out of the box' ideas that really relieved my anxiety and as I was watching Dory I was thinking to myself the out of the box possible research (culture, religion, ethnicity as it related to parent care, etc.).  These videos were good to watch as I am preparing for our next speech

Week 3, Question 1

I do not have any personal experience in conducting research interviews, though from the reading and some television shows that I watch, it seems like they can be very interesting and productive.  Our text talks about the following in regards to such interviews.

1. Determining the purpose of the interview.  What this meant to me was to determine what information I would want to gain from the interview and also determine to what extent I wanted interviewees' perspective and input leaving room for the unknown as well.
2. Selecting the Interviewee (s).  To me this would be the process where I decided who would have the most valuable information which I needed to collect in regards to my topic and possibly other people in the field just for perspective if I needed it.
3. Developing Questions.  This topic, to me, was fascinating.  I watch a lot of Law and Order and CSI and I have worked in an investigative field for quite some time so I have seen an extensive amount of this put into play, just not me doing it :)  I love when they ask 'leading' or or suggestive questions and the interviewee doesn't even realize they are providing the information exactly as predicted.  I feel all the aspects of questioning (primary, secondary, neutral, and leading) are very important.  They all, in their own way, play a key part in the completion of a complex interview with a well rounded outcome.  A little bit of information from each category and you will usually have the appropriate information you needed and or wanted.
4. Organization of the Interview guide (questions).  This aspect is vital if you want your interview to be productive and organized.  Without this things would be very chaotic and you probably wouldn't leave with the information that you had wanted to obtain.  This is also where you develop your approach to the interviewee and your tone in which you want to use in the interview.
5. Conducting the Interview.  In this aspect you want to make sure you stick to the plan you have and in a very timely manner.  People hate nothing more that someone running late or keeping them longer than expected.  Everyone always has something to do other than sit and wait for you to get your 'stuff' together.
6. Integrating your interview material into your 'work' or project.  This is very important and needs to be done in an orderly fashion.  Chances are you will not be using the entire interview so you need to select the most pertinent and credible aspects.  This is the portion that will add the 'credibility' aspect to your presentation or project.  You also must ensure that you credit your source accurately and appropriately.

Week 2, Question 3

If I had to pick a topic to discuss in depth, I would probably choose the Uncertainty about Evaluation because that is the aspect I am most apprehensive about but being that I, in a sense, already addressed that in question 1, I guess I have to choose another.  I think I will touch on the Uncertainty of the Audience's response.  This is always in the back of your head.  As you prepare, as you speak, and when you sit back down.. A constant voice of 'how did I do? What did they think?'  Just keep a few things in mind.  You are speaking to a class of your peers.  While we all vary in age and background, we are still a college student just like yourself.  If you look out and see some zombie faces, wandering eyeballs, smile-less faces, or sleeping heads on the desk, just remember not to take it personal.  We will be having night meetings, which means night speeches, and some may be fading as the daylight did.  DON'T TAKE IT PERSONAL.  Chances are your speech was and is great, they are just maxed out for that day, especially if they have already spoke and the adrenaline rush is gone.  They will be exhausted!  So, keep your head held high, present to the best of your ability, know that you will be nervous, and that's ok!

Week 2, Question 2

In the videos there were many things discussed. In the first one the primary focus was some of the mental things one can do to relieve anxiety upon preparation for their speech.  It spoke of relaxation, visualization, and relabeling.  It also reiterated the importance of practicing your speech many times and ensuring you have a vast knowledge of the topic so you are well prepared for anything that may come your way. The video also demonstrated how to implement these techniques in real life.   I feel that I have at least a mid level experience level in public speaking so I doubt I will utilize the beginning techniques but I definitely do need to work on my 'practicing'.  I am a very impromptu type of person normally and that is how I normally do my speaking, just to speak..haha.. So my anxiety with all the preparation and outlines that we have to do is pretty high.  I am pretty good about making sure I am very knowledgeable with whatever my topic is so I don't see that being an issue.  The second video particularly went over the issues related to the introduction and conclusion.  I have not, in the past, experienced any problems with wither of these, but being this is a new 'type' of audience, I am hoping I do good.  I do know that these two things are very important in a speech, along with the establishment of your credibility.  This is the part of your speech that grabs  your audience and leaves them thinking far after you have sat down. 

Week 2, Question 1

In an overall perspective, I think I do decent with public speaking.  I have done it quite a few times to a vast majority of audiences.  I used to work for the California Department of Corrections and while there I was the training coordinator and instructor for the 1 week Special Agent training and certification course.  within that, I spoke many times, to people whom were usually much older that I, and also pretty high in rank with the department.  This, at first, was quite a daunting task and responsibility, but over time it became the best part of my job and I looked forward to the responsibility and fun that came along with it.  With that being said, doing this at a college level has me terrified.  I think I have narrowed it down in that my biggest concern is the uncertainty about how I will be evaluated.  I am a person whom has always striven for the best and I feel that, in this situation, it is completely out of my control.  Compared to when I have spoken before, I was in control and the audience depended on me to pass the class and I had state guided material, these times speeches about random issues with a very structured outline needed, has my blood pressure very high.  I have always just spoken on a whim and I function very well like that.  I am a person who also talks A LOT and I enjoy talking.  This whole timed thing will have me sweating for sure.  I am sure I will be one of the people who is over the time limit every time and I am so paranoid that I won't get a good grade because if it.  If we are researching topics and speaking about things we re interested in and or passionate about, how on earth are we supposed to shove that all into 2, 4, 6, or 8 minutes???