The content of this newsletter series is divided into seven parts. They are:

• Part 1 – The Relationship
• Part 2 – The Student
• Part 3 – The Instructor
• Part 4 – Your Presentation Skills
• Part 5 – The Classroom Setting
• Part 6 – The Presentation
• Part 7 – PowerPoint

Part 4 - Your Presentation Skills

4.1 Eye Contact

Eye contact does more to enhance your presentation than any other improvement you can make. Your voice may carry your message, but your eyes hold your student. Think of eye contact as the electric current that keeps students turned on.

Occasionally, a student may consistently avoid making eye contact. Be aware that sometimes eye contact is uncomfortable to students because of low self-esteem or other personal issues, or even because of cultural differences (in some cultures, direct eye contact may be perceived as a lack of respect for the speaker). Accept this as a normal situation without doing or saying anything that might make the student uncomfortable.

Never turn your back on the audience while speaking to write on a board, point at a visual aid, or to use a pointer or a laser pointer. Always face your audience and do not speak from the back of the room.

4.2 Hands

What do you do with your hands? If you’re comfortable and confident with your audience and subject matter, your hands won’t be a problem. But at other times you just need to do something with them! Be aware that your hands can speak louder than words.
You should simply do with your hands what comes naturally, but be aware what the actions communicate.

• One hand nervously twirling a mustache or lock of hair gives the impression that you might need some time to think about the issue/question.
• Hands in pockets might communicate that you are nervous and you don’t know what to do with your hands. However, I have a habit of putting my hands in my pocket when a student asks me a question.
• Hands jangling coins can be distracting to the class and often the speaker doesn’t hear a thing.
• Hands folded together over the chest could suggest you have closed up, but I have a tendency to fold my hands over my chest when I’m trying to figure out the answer to a difficult question.

It’s not what you do with your hands that count; it’s the body language that conveys the real message.

4.3 Humor

You can make fun of yourself, but never make fun of someone else. Be very careful about teasing students, even if done in a good-natured way. Don’t degrade others with inappropriate jokes. Don’t build a presentation around jokes you’ve collected, but do incorporate relevant bits and pieces of humor into your message. Never use off-color words or jokes or cuss in class.

Be careful not to use inappropriate dialogue or cussing to try to relate to a work situation. Be certain that if you use a joke it passes all the tests: not prejudicial, not sexist, not racist, not targeted at a group, nor inappropriate for a business setting. Avoid slang words that could be offensive to some groups.

4.4 Move Around

Don’t sit. Travel around the room so that people will have to keep their eyes focused on you, because when you sit, the student’s eyes are likely to begin to relax and it makes it difficult for them to pay attention. Moving proves you’re alive, forces your students to keep their eyes open, and reduces your own stress. But, too much erratic movement can be very distracting and annoying and may cause tension in the audience. I personally have a barstool and when I feel the need to rest I lean on the stool and continue my presentation. But I don’t sit on the stool; I just lean on it to rest my feet.

4.5 Names

Try to remember your students’ names, and if possible use nameplates on the table in front of the student and also name badges, but not the ones that pin on and make holes in their clothes. People love to be noticed and appreciate it when you use their names.

4.6 Participation

Student participation keeps students involved and motivated to learn. Student participation is the fastest form of learning, and students remember more when they participate. Student participation feeds information about the student to the instructor to aid in student analysis and evaluation. This provides important feed-back to the instructor in order to be certain the class objectives are being met.

• Make student participation easy for everyone.
• Be a cheerleader and be open to suggestions.

Some instructors get so preoccupied with one student looking around, or looking at a watch (when everyone else is interested and involved) that the instructor loses his or her focus. You cannot always have 100 percent participation, because some people have their own agenda, they are exhausted, on medication or they are ill.

Don’t work so hard on that one person who just really wants to take a little nap during your presentation. You may drive yourself nuts trying to address that one student who just isn't paying attention, and in the meantime you’ll forget that everyone else was already interested and ready to go forward.

4.7 Politically Correct

We all react negatively to improper or offensive personal comments.

• Don’t make a sarcastic reference to the city you’re visiting.
• Don’t make an unflattering reference to a specific age group, gender, race, weight, dress code, religion, etc.
• Be aware of stereotypes.
• Never draw attention to poor performance no matter how worthy your intentions. The student is never lifted by words that identify them as a loser, even though the presenter intended to motivate them.
• Watch your language, what may be colorful and contemporary to you will certainly be offensive to many members of your audience. Don’t try to “fit in” with the audience by using inappropriate language or crude expressions.
• Don’t turn the tables on your student. They can criticize you, but if you criticize them, you’ll lose their respect and admiration.

4.8 Presentation Duration

Research indicates that the average adult can listen with understanding for 90 minutes, but can only listen with retention for 20 minutes. No module of instruction should run more than 90 minutes, change the pace at least every 20 minutes, and try to find a way to involve people in the content every eight minutes.

While it may seem difficult to incorporate the 90/20/8 rule into technical training, it is important to be aware of the limitations of student listening and comprehension and try to involve the students into the learning process as much as possible.

4.9 Talking Speed

Studies indicate that people speak at an average rate of 120-150 words per minute, but the brain can absorb the meaning of words when spoken at up to 300 words per minute. However, be sure that you speak clearly and make sure that your student is capable of understanding the subject if you speak at a fast rate.

Recognize the importance of silence or a pause in your presentation at appropriate times. Increasing your talking speed can be used to emphasize an area of passion and decreasing your talking speed can emphasize an extremely important point. A great presenter will couple talking speed, pitch, and inflection with body language for more impact.

4.10 Voice

Your voice gives the students their first introduction to you and their first impression about you. It will communicate joy, nervousness, anticipation, authority, or boredom. Be sure your voice communicates authority and competence. Practice changing the pitch and intensity of your voice and don’t speak in a monotone voice. Use changes of inflection and volume to add emphasis to key points.

Talk loud enough and emphasize key words. Pause between your thoughts. Practice out loud and tape yourself. Then ask, “Would this voice tone keep someone’s interest?” Insert some emotion in your voice when you talk.

Be sure that you can be heard by all participants and employ a sound system if necessary.

Stay tuned for Part 5 - The Classroom Setting.