Chapter 2: Building Confidence

Chapter Outline:

Section 1: Understanding Stage Fright

Section 2: Establishing an Accurate Perception

Section 3: Examining the Planks of Confidence

Chapter 2 Building Confidence

After completing this chapter, you should 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.

Chapter 2 Vocabulary Terms

confidence
stage fright
fear
phobia
performance anxiety
perception
self-esteem
content
organization
notes
friendliness
impression
dedication
empathy
common ground
newness
conviction
enthusiasm

Section 1: Understanding Stage Fright

Recalling the Facts

1. Explain 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. What relationship does fear have to do with public speaking?

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?

Section 2: Establishing an Accurate Perception

Recalling the Facts

1. How you see things is known as _________________.

2. A speech should not be viewed as a performance. Instead, how should one define a speech?

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

Thinking Critically

4. Why is it socially sometimes difficult for us to just "be ourselves"?

Planks of Confidence – Notes

What is Confidence?

The feeling you have when you believe in ____________ and believe you have _______________over a specific ______________

The attitude of ______________________ that causes an audience to take a speaker seriously.

**55 percent of what others think about you is determined before you ever speak.

10 Planks of confidence

C__________________ – have something worthwhile to say

O__________________ – use an outlined structure

N __________________ – use notes as a guide

F__________________ – convey a warm, friendly attitude

I __________________ – get off to a good first start –

D ___________________ – Practice makes perfect

E ___________________ – put yourself in the audience’s shoes

N ___________________ – be original

C ___________________ – believe in what you say

E ___________________ – get excited, be energetic

Section 3: Examining the Planks of Confidence

1. 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 greatest 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 organized his phone calls?

Thinking Critically

4. Why is practice essential for success at any undertaking? What problems might develop without it?

5. How could failing to practice particular skills hurt you at work?

6. How could this also damage your confidence? (Be ready to give specifics.)

Speech Communications

Course Objectives:

Use oral communication to create meaning, influence thought, and make decisions
Utilize appropriate oral communication organizational patterns to communicate;
Demonstrate formal speaking skills including effective use of content, delivery, and media;
Utilize active and critical listening skills;
Demonstrate the ability to manage or overcome communication anxiety.
Use research skills to locate, analyze, and select credible support to effectively communicate a message
Demonstrate awareness of major local, national, and international issues affecting students
Demonstrate respect for self and others when communicating; and
Demonstrate the ability to use appropriate language according to the demands of the social context.

Common Core Writing Standards Addressed:

Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Production and Distribution of Writing

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Common Core Literacy Standards Addressed in this Unit:

CCSS.ELA-LITERACY.WHST.9-10.1.D

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-LITERACY.L.9-10.2.A

Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

CCSS.ELA-LITERACY.L.9-10.2.B

Use a colon to introduce a list or quotation.

CCSS.ELA-LITERACY.L.9-10.3

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening

CCSS.ELA-LITERACY.L.9-10.5.A

Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.