| Most of us remember at least one experience | | | | true. Being insincere doesn't help anyone improve. |
| from our school days when nervous and | | | | Does that mean that you should be cruel in your |
| tongue-tied, we stood before the rest of the | | | | assessment? Absolutely not! Always take into |
| class and attempted to give a book report or | | | | consideration how it might feel to be on the |
| speak about a current event. | | | | receiving end of your critique. Remind the speaker |
| You may remember being in kindergarten, giving | | | | that you are giving your opinion! It is an opinion |
| your first speech. SHOW and TELL! And you | | | | and only that. Use words such as: |
| loved it; you looked forward to it and enjoyed | | | | * I believe |
| sharing your doll or new race car with the class. | | | | * My reaction was |
| What happened between kindergarten and high | | | | * It may be that |
| school? What changed? | | | | * I suggest that |
| Our self image weakened possibly as a result of | | | | * What I saw/heard/felt/noticed |
| criticism by our immature peers. We became | | | | If the speaker you are evaluating continuously |
| self-consciousness and worried about what others | | | | paced back and forth during the speech and you |
| thought of us. Out attitude, confidence and beliefs | | | | thought it was annoying, find a tactful and |
| about ourselves changed. | | | | encouraging way to suggest it. Here is an |
| As a kindergartener we thought everyone loved | | | | example: |
| us and wanted us to do well. Guess what? THEY | | | | "John, I feel that your overall presentation was |
| STILL DO! Everyone wants you to succeed! | | | | excellent, but I want to offer my opinion about |
| Why give a speech evaluation? | | | | what could be improved. I noticed that you |
| Most people want to improve their self-esteem | | | | moved a lot during your speech. It is common for |
| and get over being afraid of expressing their true | | | | people to pace back and forth when nervous, but |
| personality. Evaluators have the power to | | | | I believe you want to appear confident. I suggest |
| influence, but they should see themselves as the | | | | that you decrease any activity that is not an |
| catalyst for positive change. When giving an | | | | intentional part of your gesturing. Your material is |
| effective training presentation, interview or public | | | | so good; I would hate to see it compromised. I'm |
| speech anyone can benefit from constructive | | | | sure with some practice you can remember to |
| criticism. | | | | limit any movement that may be distracting for |
| Sometimes a speaker is just too close to the | | | | your listeners." |
| forest to see the trees. Evaluators can offer a | | | | Make sure to avoid negative words such as: |
| new perspective and help us recognize and solve | | | | * You should have |
| any difficulties that may have been encountered | | | | * You failed to |
| during our presentation. | | | | * You didn't do this correctly |
| Here are some tips for giving an effective speech | | | | 4. Evaluate speaking and delivery skills, not the |
| evaluation that will benefit the speaker. | | | | person's character or the speech content: The |
| 1. Ask for permission to offer some suggestions: | | | | main purpose for giving a critique is to support, |
| Unsolicited advice is rarely wanted or | | | | help and encourage the speaker. Avoid throwing |
| well-accepted. By asking the speaker for | | | | their speech back at them! If they said something |
| permission, you have given the speaker a chance | | | | that rubbed your fur the wrong way or |
| to say no. Do this privately so as not to | | | | challenged your beliefs, just LET IT GO! There is |
| embarrass or put someone on the spot. Put | | | | no need to challenge the speaker's position or |
| yourself in the speaker's place. He or she has | | | | re-present their content to your liking. Instead, |
| spent hours, days or weeks preparing the speech | | | | look for aspects such as organization, use of |
| and has just bared his or her soul to an audience | | | | voice, body language/gestures, props, flow of |
| of strangers. The speaker may be anxious about | | | | ideas or use of the presentation space. |
| what you have to say. | | | | The job of the evaluator is to provide the |
| 2. Provide helpful feedback: A supportive | | | | speaker with information that can be used to |
| commentary should reinforce positive speaking | | | | adjust and fine-tune speaking performance. Keep |
| behaviors and build self-esteem. Begin by telling | | | | your comments positive, constructive, and |
| the speaker what you liked about the | | | | informative, and always end on an upbeat note. |
| presentation and what he or she did well. Do your | | | | Soon, you will have people asking you to give |
| best to encourage the speaker to participate | | | | them your critique because they know you have |
| again. | | | | their best interest in mind and will offer them |
| 3. Be honest but tactful: Never "white wash" a | | | | useful suggestions for improvement. |
| critique or tell the speaker something that isn't | | | | |