Title of Experience/Artifact: Speech Class: Speech Communication for Teachers Date Experienced Completed: Fall Semester of 2011

Description of My Experience: I had the privilege of enrolling in Mr. Tebbes three credit, Speech for Teachers, communication class. Through the duration of the semester, this course was focused on communicating clearly and confidently. We were taught a broad variety of teaching strategies, including lecturing, utilizing small groups, the art of story-telling, and the power of group discussion. The effectiveness of this class was due in huge part, if not entirely to pure immersion. Upon learning these teaching techniques, we were thrown immediately into the role of teacher. The amount of time I spent in front of Mr. Tebbes classroom that semester, has proven invaluable. Wisconsin Teaching Standard Alignment: This opportunity to stretch my teaching skills, I file under Standard 6 Communication, which states the following: The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom. This description lines up with everything Mr. Tebbe taught. Therefore, this experience aligns perfectly with this standard. From day one, we were taught that the way we present ourselves is just as important as the words we say. You can be listening to me, and I may be bringing up some incredible points, but if Im fidgeting, or lacking confidence, that is what you will immediately hone in on. Taking the effectiveness of what I had to say, almost entirely out of the picture. Confidence is key, and selfawareness is equally important. Mr. Tebbe preached constantly that knowing what you look and sound like as you teach, is the only way to build self-awareness. So, for each and every one of my teaching assignments, I was required to be taped, then review the tape, comment on the tape, and use my observations to prepare for my next assignment. Instructional media was definitely utilized as well. To satisfy the lecture strategy for the course, I, along with my group, was required to present a 30-40 minute lecture on an assigned chapter of our textbook. That process most assuredly stretched and grew my effectiveness concerning instructional media. Leaving me feeling more than equipped to utilize technology for educational purposes. Knowledge, Skill, and Disposition Alignment: KS3.b. USES QUESTIONING AND DISCUSSION TECHNIQUES

The candidates questioning techniques and instructional strategies are of uniformly high quality with special attention given to available time for student response, varied levels of questions, and adequate student involvement in the discussion/instructional process. The teaching strategy that I took to the most, was definitely the group discussion format. Prior to enrolling in the class, I was involved with an organization on campus where my primary duty was to direct discussion within a group of 10-15 college students. Therefore, applying this technique came very naturally to me, and I thoroughly enjoyed it. For this teaching strategy, there is some fairly extensive preparation work that goes into it: Preparing an extensive list of leading questions, identifying the main point of the discussion, where you want it to lead, what you intend for your students to get out of it, what you want them to come away with, etc. Most importantly however, is flexibility; allowing the discussion to flow freely. Sometimes my students will bring up points that I certainly did not foresee. I need to be flexible enough to roll with that, while at the same time, keeping the discussion relatively on topic. The primary role of a discussion leader is not to monotonously read through a list of questions. Much to the contrary, it is to stir up discussion, and let it naturally flow. Allowing the students to learn from one another, hearing and considering the ideas and viewpoints of their peers. The role of the teacher during discussion is to be merely a facilitator, keeping the students on subject, while letting their thoughts and ideas blossom. Secondary Alignments: KS1.d. DEMONSTRATES KNOWLEDGE OF RESOURCES KS3.a. COMMUNICATES CLEARLY AND ACCURATELY KSD3.e. DEMONSTRATES FLEXIBILITY AND RESPONSIVENESS

Personal Reflection: What I learned about teaching/learning from this experience: The importance of confidence. Confidence in both my subject matter, and in myself is going to be essential in maximizing the learning potential of my future students. Also, the importance of genuinely caring about the subject matter Im teaching was instilled via this class. If I dont care about what Im teaching, my students will pick up on that, and adapt the same attitude. Because, if it doesnt mean anything to me, why should it to them? The inverse then is also true, if I take on an excited, authentic persona, my students will catch this as well. They will take that same positive attitude on, seeing the importance of the material, and opening their mind to it.

What I have learned about myself as a prospective educator as a result of this experience: Being comfortable speaking in front of a classroom doesnt simply happen. Its uncomfortable at first. It takes time, and, as Mr. Tebbe says, there can be no improvement without evaluation. Through observing myself; what I do with my hands and voice inflections, Ive learned so much more than I knew there even was to know about myself. I had no idea what I looked and sounded like in front of people, until I was given the opportunity to review myself. The comfort level I now have speaking, due to this class, is phenomenal. I now have a sense of self-awareness that was virtually non-existent previously. I now feel more than comfortable speaking publicly, because of the confidence gained in this class.