I come from an era when those who were trained as teachers, had to model correct speech to students. This included pronunciation, enunciation, word choice and usage and overall clarity. Part of our training was that speech imperfections (ie ‘rabbits sun wing awound Wocks’) had to be overcome before graduation. For those with speech and speaking challenges, corrective and elocution sessions were offered. They were free and compulsory. It was deemed that teachers who were to teach students, had to example correct speech and speaking.

We have moved a long way from those days, but I still think that what we were offered was invaluable.

On time of presenting. Some keynote presenters go on and on and ON! Those who are in the listening audience are too polite to say what they think about the length of the presentation. Having to endure prestressed for anywhere up to two hours one occasion is far, far too long.

My belief is that no initial presentation should go beyond 25 minutes. Used time beyond that for audience engagements through questions and other interactive response and sharing opportunities. The outcomes will be positive, the messages will stick and the audience will be satisfied.

A sincere thanks to all teachers, school leaders and support staff for the tasks undertaken in furthering the education and development of Australia’s students in each of our states and territories.

And thank you to everyone connected with educating students all over the world.

Please know how much you are appreciated not only on World Teachers Day (October 29) but on each and every day of the school year.

Thank you for your role in preparing those who will become tomorrow’s adults in our world. In so many ways you link them from the present to the future.

Thank you from a retired principal. And thank you to those who have done so much for education in past as well as in present times.

Henry Gray

Retired Principal

NT Principals Assn. Life Member

29 October 2021

I often listen on radio or watch on television as very key, prominent, important people speak on and about their areas of expertise. So many, yes SO many of them are very poor presenters when it comes to their qualities of speech, diction and (on television) gesture.

The ‘matter’ factor of their offering is fine. They know their subjects. But it is their manner and method of delivery that let them down. Leaving lasting impressions of mediocre delivery I am sure, is not what the speakers want. But unfortunately that’s the way it often goes.

And all for the want of a little fixing!

Most of the time, conference and audience pictures are simply of people sitting and listening. Is there a chance that conference ‘action’ pictures might show people engaged more interactively in participative opportunities offered by presenters?

Maybe a weakness of presenters and their presentations is the fact they go on and on and on. Interactivity between presenter and the audience can add to the dynamics of the speech.

Facial muscles are important because to use them can ‘make your face live’, providing animation and life through talk. An expressionless face can be taken by those listening as meaning the speaker is not really interested in what she or he is saying. Speech is helped by a ‘living face’ and pleasant expression.

Of particular importance when communicating is to look at people with whom we are talking. Eye contact is an indicator of confidence. To speak with eyes averted and not to look at people to whom we are talking is taken to indicate alack of confidence, to be unsure of what we are saying or similar. It is a negative indicator. Similarly, if talking with a group, it is important to include everyone within the ‘eye contact’ circle.

The focus on what education should be all about – equipping people with basic understanding, skills, and competencies – is fast disappearing. In many places it has already gone. Students in schools are the poorer for what has been lost.

Included are the following. They are not in any particular order of importance, but the fact that these capacities are no longer taught or have been lost is a sad reflection on education.

• Handwriting skills are no longer taught. Children do not know how to hold writing tools.
• Tables are no longer taught. Calculators apparently suffice, meaning that children can manage computational skills with the aid of the device but they do not have any knowledge or cognitive understanding of what they are doing.
• Reading for comprehension is no longer important. Students don’t have to understand the meaning behind the words that they are reading. Ignorance however, is NOT bliss.
• Spelling is no longer important and not taught in the same way as used to be the case. Word building and understanding now have their repository in history. Contemporary teaching is minimal if at all. Why learn what spellcheck will fix, at least after a fashion.

That is just part of what education has lost.

In 1979 when the NT took control of its own educational delivery, our first CEO, Dr Jim Eedle met all principals at a conference in Katherine. He said, “schools are for children” and “system structure should always serve that function.” Fast forward 42 years. Our system is gigantic in structural terms. The real meaning of teaching and learning has become diluted and lost within the gigantic and organisationally complex system that education has become.

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The constant and often rapid turnover of principals and teachers in remote schools, ( NT News 20/10) is a vexed question. The provision of rent free housing, free utilities, enhanced study leave provisions, provision of airfares to Darwin and Alice Springs, and free freight on foodstuffs have not stopped staff turnover. Maybe it is time to identify the reasons leading to the constant exodus that is occurring. This may lead to solutions.

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For decades, Indigenous Education in the NT has been rich in educational plans and increasingly, desperately poor in educational outcomes. This ‘new’ plan endorses some concepts that were introduced in past plans and then discarded. It is sad that panels of experts developing plans NEVER EVER seek input from those who worked in schools and communities in times past. There WERE practices that achieved positive outcomes but the government and Education Department are not interested in past achievements. They appear to abhor any contribution that might be offered by past practitioners and discount evidence of successful practices from the past that might intelligently inform present planners.

An intriguing element about language is the disconnect between its theory and practice. The theory of language can be reasonably straightforward and understandable as it is studied on paper : Language in practice and in day-to-day terms of usage can be a lot more tricky. In Australian contexts, there are idiomatic factors of expression, the way words are emphasised, nuances, hidden messages, the use of colloquialisms (expressions) and so on. As well there is pitch, rhythm, tone, intonation and volume.

CLARITY of speech is important. In our modern times, multiculturalism and dialectic emphasis can make speech hard to understand. While individualism and grammatical uniqueness should be respected, that does not wave the need for presenters to deliver in a way that allows the audience to fully comprehend and understand what is being said. This need will offer challenges to some presenters but the matter is one they must strive to master. Without making necessary changes in order to make speech ‘legible’ they will become inconsequential as presenters.

VISUALS OF YOUR PRESENTATION(S)

• Video clips and playback can be useful monitoring devices. Ask a colleague to video you delivering a talk and then play it back. A great deal will be revealed in terms of gesture and body language. Included will be elements of visual performance about which you as a presenter were totally unconscious. These might include scratching your arm or bum, picking your nose, sniffing audible, offering inappropriate eye contact and so on. These revelations will help you as a presenter to be more conscious of visual elements (of presentation) about which you had no idea.

GESTURE

• Compatible with the presenter and magnifying of speech.
• Gesture is a tool that can help emphasise and reinforce points.
• Overdoing gesture can undermine conversation because recipients are studying aspects of body language rather than listening to what is being said.
• Objects in hands can distract.

EYE CONTACT

• Look at people. Don’t look over them, under them or around them.
• Engage people individually and collectively through eye contact. Rest on individuals and cover the audience.
• Make your eyes friendly, encouraging and inviting.
• Avoid flat or hostile eyes.
• Eyes are the most important parts of the anatomy when it comes to gesture.

The syndrome ‘boring voice’, associated with monotone expression is a habit into which it can be easy to lapse. Keeping one’s voice interesting, vibrant and in resonation territory is important,. This is especially the case when topics are seriously challenging. Monotonish voice is a sure fire shut off, negatively impacting the comprehension of listeners.

Nasalisation, that is speaking through one’s nose, can be equally off-putting to listeners. While cultural; and dialectic differences impact on nasal speech, aiming for enunciation to be as clear as possible is important.

Facing the audience can be easily overlooked. When speakers move, speaking side on or even back on to the audience can happen. This is a presentation characteristic that must be avoided.

When speaking, insert punctuation so that the audience ‘hears’ commas, semi colons, and full stops. This is achieved through pause which adds the emphasis punctuation is about.

Pause is a way of emphasising important points that have been made. To pause gives listeners a brief reflective space. In that context ‘pause’ is a way of emphasising elements of speech.

‘Inflection’ is a way of building emphasis and highlighting points that are being made. This adds to the vibrancy of speech and triggers listening reception that helps to make points ‘stand out’ in audience comprehension.

Keep speeches and presentations short. Ideally, no more than 25 minutes. Long and ongoing presentations turn into rambles. Audiences turn off and begin clock watching.

Choose words carefully. They need to fit the audience profile. Presenters should avoid talking up and talking down to audience groups. This will happen if the audience type or group is researched and that is a hallmark of respect for listeners.

When speaking, make whole sentences impactive. Don’t fade away toward the end of sentences and don’t clip statements in a way that reduces their impact and meaning.

My concern is more with the qualities of speaking and LISTENING than with the mere speaking of words. There is speaking and speaking. Listening as a part of the speech platform seems to have gone by the bye. Too often people listen for pause, so they can begin speaking. They listen but don’t hear or comprehend.

OFFER AUDIENCE RESPONSE TIME

When speaking, offer audience members a chance if possible to interact by way of asking questions and sharing their opinions. This kind of workshopping engagement is often far more appealing than audience being subject to an ongoing non-participative presentation.

Consider KEY WORDS on palm size prompt cards to guide in speech presentation. Those speaking without notes and visible paper aids are often more convincing than those dependent on ‘paper’ speeches.

Michael Kingston’s column (“Classrooms no place for phones” Sunday Territorian 10/10) is one of the best and most pertinently relevant pieces on education that has been published in the media on education this year. Mr Kingston is absolutely right in calling for Education Minister Lauren Moss to oversee banning of mobiles in schools for because they distract and detract from teaching and learning activities. Phones have been banned by education departments in most states and the NT should follow suit. The vast majority of territory classroom teachers will applaud Mr Kingston for speaking up on an issue that has dogged and disrupted our classrooms for far too many years.

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All the very best to students and teachers returning to schools for the commencement of term four. May the final term of the year be one of great teaching and learning satisfaction. All the very best to our year 12 students who are preparing for their entrance examinations in a few short weeks.

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. The school Based Constable program was the best of support programs from its inception in the early 1980’s, until ‘authorities’ started changing the operational model from around 2006. It has never been the same since; it has been totally skewed and rendered almost useless by unnecessary tampering.

The proof of the message imparted by a good presenter is the life changing impact that can happen in and for the lives of others. Words are powerful artefacts of social and cultural expression.

WHAT MATTERS

It matters not if your audience is big or small. All those who come to hear you are paying you respect. Respect them in turn by offering the best delivery possible.

Should the development of speech and speaking programs be part of the curriculum available to children and students of all ages? Is ‘speaking and listening’ becoming an extinct form of expression?

When speaking convey your RESPECT to and APPRECIATION of the audience. You commit to present and they commit to listen. Within every auditorium and lecture hall should exist a positive partnership.

It seems to me that school leaders, teachers, support staff and students are the ACTORS. The school and classrooms are stages. ‘Education’ is the plot and the future in life’s world the conclusion.

Can it happen that a speaker presenting the same content to a number of different audience groups can stereotype the presentation so those ending the speaking chain are unimpressed by the delivery?

Consider developing and including a MISSION STATEMENT of 25 words or less on the reverse side of your business or personal card. I did this from 1983. It can make a significant impact when shared.

When speaking to an audience be meticulous about acknowledging your sources if using quotes or referring to a particular thesis of thought. Plagiarism may not be intended but can be a speech blot.

Know your AUDIENCE CONTEXT and speak in a genre with which they are familiar and therefore feel comfortable. Talking above the heads of the audience would be unfortunate. Research audience background.

Teachers, students and parents used to have only a one week break between term three and four. Next week used to be ‘back to school’. Thanks to the holiday reconsideration by former Education Minister Peter Chandler ( who thoroughly researched the question length of this break), a change in structure allowed an extra week at this time. Mr Chandler deserves credit for orchestrating this much appreciated change.

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One of the fallacies practised by contemporary leaders of government departments and key support organisations, is to studiously avoid appreciating departmental and organisational history. Management and leadership practice is to trash established processes, the preference being to ‘start over’ with ‘renewal’ practices ( rather than building on what has gone before). Little wonder so much mediocrity abounds within key institutions.

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Education needs a return to good, old fashioned, effective teaching and learning, especially in secondary schools both public and private. For far too many students, concepts and new learning are hampered by ‘vague’ teaching. Modern teaching methodology is about landing students with huge, (often irrelevant) assignments with a focus on self styled learning without meaningful, focussed teaching.

Think of having someone as a CRITICAL COLLEAGUE offer you feedback on your presentations. Ask for recognition of your strengths and constructive criticism on things you might improve in future.

The presentation challenge is everlasting. We never reach the pinnacle. If we feel we have made it, with nothing left to learn, our slide into the area of lesser effectiveness begins immediately.

Encourage those in your workplaces, to consider speech and speaking development. So many people are frightened of dealing with the public because they lack communications confidence. Help them up.

After presenting, take a few minutes to self reflect and evaluate your delivery. Be analytical. ‘Self-praise’ – and also reflect on things you might do differently. Make a few notes on pros and cons.

Keep a notebook or a running file in which you note things being done well and mastered. Also note speech and speaking challenges that continue to confront you during your development.

Appreciate the speech efforts of others and where appropriate commend them on strong points of delivery and impact of message. Have the confidence to offer advice in a non – threatening or ‘put down’ manner. People can only improve if they know where areas of challenge exist.

A SPEAKING OPTION

Consider SOCRATIC DISCUSSION. It is a method of engaging presenters and recipients in great discourse methodology. It is superior as a way of developing shared learning and understanding.

The Socratic method of discussion helps students think logically and in a problem solving way. It focuses on issues and messengers rather than messengers. It uplifts debate and brings everyone into the conversational frame. If the discussion area is appropriately set, it ensures everyone is on the same level, with all participants able to see each other’s faces. There is no talking to the back of hears, rather the opportunity to engage in meaningful visual and eye contact.

I think it important that presenters are about ENHANCING THEIR TOPIC and selling their message, rather than big-noting themselves. Self aggrandisement should not be a prime aim.

We need to work on building the speech and speaking skills of YOUNG PEOPLE. World-wide, there is an atrocious lack of speech confidence and accuracy shown by our next generation of adults.

As a leader consider SPEAKING AND LISTENING development for those working with you. Their gaining in confidence will impress and value add through perceptions held by those engaging your organisation.

I think it important that presenters are about ENHANCING THEIR TOPIC and selling their message, rather than big-noting themselves. Self aggrandisement should not be a prime aim.

We need to work on building the speech and speaking skills of YOUNG PEOPLE. World-wide, there is an atrocious lack of speech confidence and accuracy shown by our next generation of adults.

As a leader consider SPEAKING AND LISTENING development for those working with you. Their gaining in confidence will impress and value add through perceptions held by those engaging your organisation.

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MOTIVATIONAL SPEAKERS often encourage audience members to follow particular courses of action. Don’t spruik if not prepared to do those things advocated for others. Avoid hypocrisy.

During or after presenting, aim to engage audience by INVITING QUESTIONS and responses relating to the topic. Allowing time for audience engagement helps reinforce the message that has been shared.

STORY-TELLING is a great entertaining option. Ask the audience to go into their mind’s eye, picture and visualise the story you are telling, so they too own what you are sharing. It is engaging.

If speaking to a paper, consider the speech first and distribution after. If audience members have the paper to hand while the presenter is presenting, they will focus on the paper, not the speaker.

‘AH’s’, ‘um’s’,’er’s’, and other speech glitches can happen unconsciously. Be aware and register them subconsciously as you speak. If aware, you can program them out of your speech. Try it – it works!

Using ‘metaphor’ and ‘anecdote’ to illustrate the point of discussion can be a very useful and identifying tool. “Likening phenomena unto…” using these illustrations identifies matter with audience.

SINCERITY COUNTS

Messages delivered by presenters should be from the heart. Avoid (debates excepted) speaking on issues in which you have no belief. Avoid being a hypocritical presenter, a phyyric speaker.

When speaking, use POWERPOINT and props to support speech. Don’t read verbatim from power-points. KNOW your subject in case the power-point goes on the blink. Have a fallback position.

If an AUDIENCE MEMBER, take time to THANK presenters if you genuinely believe them to have delivered a quality message. Presenters value appreciation and with that constructive, skill honing advice.