Building self esteem in public speech presentation - Essay Example

? Building self esteem in public speech presentation Developing self esteem in public speech presentation Introduction Self-esteemed is a vital behavior that a person must exhibit for him to become exemplary in public speaking especially in areas of consultancy training or may be as team leader of a specific group (Snowling and Stackhouse 2013). Self-esteem enables individuals to have a conscious behavior and confidence in presenting a speech before a group people. The choice of this character was picked after a realization that lack of public confidence has culminated to the downfall of so many people irrespective of having quality education. Martin Covington, a scholar illustrates that no lasting results can be achieved without embracing self-esteem. Moreover, reports indicate that 3,250,000 people in American population have accepted that lack of self-esteem and public speaking skills is detrimental to success. Rosenberg and Owen also supported the same sentiment in the self-esteem report of U.K 2007. The report indicates that 25 percent of the people who exhibit high esteem have considerable personal growth and development while the low esteem elites are redundant and static even though they tend to demonstrate calmness in socializing within group of individuals. This is developing self-esteem and public speaking skills contribute to the development of personal character and the success of individuals (Mecca 1999). Methods employed in this research This report relies on individual experiments with a list of activities that aim at enhancing self-esteem. The report also utilizes several academic literature materials that are critical to the development of self-esteem. The report is also based on critical analysis of instructional strategies that are meant to promote skills that are relevant to improving public speaking skills. In this case, participation in different interactive activities enables an individual gain courage that strengthens public speaking skills. An individual is capable of overcoming weaknesses by holding discussion with peers as matter of improving self-reflection. Some of the methods laid to support this relevance include the following; Expert assessment Expert analysis indicates that self-assessment or individual assessment is an integral opportunity to person who sees himself as having attained reasonable achievement from the shared responsibilities in learning how to speak to the audience. Self-discretion is one of the best solutions that help an individual to become more engaged in learning public speaking skills (Corte? 2011). Real time public lecture The method is not widely used due to its’ susceptibility to ridicule and teasing of those affected by public speaking weaknesses. While trying to change this behavior, a group of 300 people was passed through, several processes where their spoken skills were determined based on the language they speak best. In besides, since public speaking is demanded in many social areas, 250 of them showed that they required adequate time to develop skills, ability, accuracy and decency (Ram and Chaudhurin 2012). In addition, this method involved both listening ability and adaptability of the person undergoing the training by answering questions in a targeted manner. Besides, real time public lecture also involves the necessary aspects of public communication including how to restructure a sentence and the choice of words that are effective while presenting a public speech. Irrespective of age and gender, public lecture method demonstrates that a public speech demands a lot of mastery of pronunciation and simple dialogue through consistent speech work to enhance the vocabulary. Enough evidence was captured through 20 out of 50 leaders and instructors of straining institutions who have succeeded from the concept of speech work. For instance, a psychology professor who takes students through two class sessions a week is believed to have an exemplary spoken skill as compared to a mathematics professor having daily lesson throughout the week. Moreover, real-time lecture method of determining public speech has also showed evidence that a student who succeeds gets excellent results from the test carried always possess high self-esteem and often demonstrates the best skills in spoken speech (Ram and Chaudhurin 2012). Participants’ procedure This method is best used to obtain the qualitative data on what students taking public speech study may feel when it comes to relation of self-esteemed and public speaking. Focuses were on designed groups of 50 in number where they were easily interviewed to determine their consciousness when it comes to aspect public speech improvement. These were basically meant to help the participants’ discus about their behaviors attitudes and opinions (Griffin 2012). The fist focus targeted English students between the age of 19 and 22 and the resultant data was 15 males and 25 females in each group focus. The second focus however, constituted empirical study on non-English speaking undergraduate students. The collected data was based on female students’ age between 20 and 21 together with their corresponding male counterparts aged between 22 and 25 (Griffin 2012). In conclusion, the resultant findings were able to bring a clarification that self-esteemed is quite essential when it comes to the influence of public speech and in determining how a person is undergoes the development of spoken speech. Moreover, findings from the resultant study are substantial to the delivery how self-esteemed people are of various advantages to spoken speech as compared to low esteemed individual (Griffin 2012). Use of questionnaires Questionnaires are considered as pretest to determine the perception of the societal perception concerning self-esteemed and its relationship to the enhancement of spoken speech. Questionnaires were to be distributed in every 5 students who were taking English studies against other 5 taking an alternative language of study. A questionnaire was meant to construe clarification if there is any variation to public speaking when it comes to the use of different languages. They were the primary data collection methods simply because it offered the potentiality actual findings that were meant to be used in the tabulation of the results. The actual questionnaire will provide in a separate copy (Stephanie and James 2012). Result generated from the management facts In analyzing the results, there is enough evidence that great public speakers are not born, no specific individual has been born out of a special speaking gene (Tanner 2007).. Besides, no typical illustration as to how unforgettable speakers have attained the art of public speech from breast milk. Therefore, successful public speaking is a journey that requires individuals to undergo ultimate perfection that includes learning to improve their spoken language. To start with the deliverables from the questionnaires, from a total sample of 100 leaflets of questionnaires were used of which 30 were meant to determine how fast self-esteemed enables a person to developed the art of public speech (Hume 2010). However, it to a realization that the sample was probably too small to produce consistent results but conclusions were later drawn from the available data especially in areas where further explanations could be used to as an alternative findings. Besides, the observation made from the observable data indicated that in every group containing 50 to 100 people, only a small number of people of between 6 and 10 do have the confidence of presenting a speech in public (Verderber 2011). However, there are existences of varied benefits especially on high esteemed individuals as compared to the low esteemed counterparts. From the expert assessment perspective, the resultant data indicated that almost all the individual who voluntarily resorted to learning about the public speech gained recommendable achievements as compared to the majority whom forcefully to join the program. It has been indicated that internal believe to excel is highly influenced through external development of strategies and polices. In addition, the participants’ procedure provided qualitative data that allowed an in depth understanding about the instructors views when it comes to individuals’ attitude of self-esteemed in relation to the development of public speech. In order to effectively represent the evidence of those involved in the participation, relative amount of data was retrieved in liaisons to the result that had been initially recorded from the self-assessment repots. Conclusively, an overview of the key themes generated from the qualitative analysis of the students who underwent the assessment gave positive evidence a well developed especially from the correspondence who exhibited adequate self-esteem (Oklahoma 1994). The tabulated data from all the four possible methods used indicated that, in order to have appositively developed public speech, a person requires adequate training for a specified duration of time. This was supported by the data collected by questionnaire that indicated that out of 30 students who developed inner passion to training in languages 6 out of 9 had a developed speech work as compared to those who were only none language studies such as mathematics. For expert analysis, the 250 people who had showed results are clear illustration that successful speech presenters have clear understanding about themselves. Besides, they appreciate their self-esteem to the facilitation of the public language presentation giving them a chance to be able to identify their mistakes. The data collected if a true reflection the public spoken people must embrace the spirit of self-valuation despite the concept of critics. In contrary, low esteemed people are incapable of deducing their own thoughts instead; they become overreliance on external sources for assistance. They usually demonstrates very little confidence and some of them even undervalue themselves as less fortunate to the delivery of a public speech (Miller and Alber 2012). Discussion and analysis From this report, it is exceptionally clear that the result supports hypothesis that self-esteem should be a necessity when it come to the improvement of a person presents speech to the public audience. The relationship between the high esteem and an individual adaptability to the learning of public speaking is significant noting that there is a constant variable of relationship. Conversely, the result findings did not give clear illustration on how exactly high esteemed person gains the potentiality or confidence to speak before an audience. Reasons for the achievements of these results Since the research involved grading whom self-esteem have succeeded to the development of the public besides the low esteem individuals to their failures then, the grading was significant. Furthermore, a varied research method was employed through giving a room to a substantial result. However, the research included quite a good number of participants but the study made substantial approval of a range of 20 to 200 participants with adequate evidence on how self determination acts as a perquisite not only to the development the mastery of excellent speech work but also in any other activities (Hall and Lamont 2013). This research was based on the arguments from the piagets’ theory of cognitive development, this offers rationale that any development process requires strategies and procedural for it to be accomplished to perfection. It is for these similar reasons that self-esteem has marks a shift toward an individual development when it comes to speaking fluent speech in public. In contrary, the theory tends to dismiss the arguments those who are born at the same time undergoes similar development in life while there is proof of evidence from self interest as on one of the best possible method indicating a difference in public speech development and transformation (Kail and Cavanaugh 2013). Piagets’ theory summaries the cognitive development of an individual in three basic steps The sensory-motor stage- with respect to the development, this stage simply entail the status where one undergoes uses his personal sensory skills and self-interest to the improvement of his spoken speech (Cardwell and Flanagan 2004, Oesterdiekhoff 2009). Preoperational stage- at this stage a person struggles by himself in trying to cope up with speech work development by simply trying to learn from the environment and his fellow colleagues. It gives room for correction by listening to how others are able to rely their speech in public (Blerkom 2012). Concrete operational stage- At this is termed as the last stage of speech development process, the methods above illustrates how a person substantial improves spoken skills from real tike public lecture through logical thought and undergoing the struggle of the hypothetical concepts (Weiten 2010). Conclusion From the overall study, it has become very clear that self-esteem is very important top the development of public speaking skills other than just driving the characters of human life. Self-esteemed is considered to be of the highest consciousness when it comes to the demonstration of how a person either speaks in public, as a team leader or while simply addressing the audience who will always expect fluent spoken skills. Having used different methodologies in trying to envisage about this truth, there is enough evidence that self- esteemed acts that propagates how a person is able to develop his public speaking skills. In conclusion, being high esteemed is considered to how fast a person can be able to present a public speech but this must come up with self-interest and consistent to develop competency. I managed to attain self-esteem that is essential in effective public speaking. Bibliography: Blerkom, D. 2012. College study skills: becoming a strategic learner. Boston, MA: Wadsworth/Cengage Learning,. Cardwell, M and Flanagan, C. 2004. Psychology A2: the complete companion. Cheltenham: Nelson Thornes. Corte?, N.2011. Integral and Diagnostic Intrusive Prediction of Speech Quality. Berlin Springer Berlin. Griffin, C. 2012. Invitation to public speaking. Australia; Boston : Wadsworth Cengage Learning. Hume, D.2010. A Treatise of Human Nature. Boston: MobileReference.com. Kail ,R. and Cavanaugh, J. 2013. Human development: a life-span view. Be.mont, Calif.: Wadsworth Cengage Learning. Mecca, A etal. 1999. The Social importance of self-esteem. Berkeley : University of California Press. Miller, J and Alber ,H. 2012. The new heart at work: stories and strategies for building self- esteem and reawakening the soul at work. [US] : Trafford Publishing. Oesterdiekhoff, G. 2009. Mental Growth of Humankind in History. Norderstedt Books on Demand. Oklahoma City. 1994. Harlow's weekly Newspaper : English View. volume 23, p11. Ram, R and Chaudhuri, S. 2012. Video analysis and repackaging for distance education. New York, NY : Springer. Snowling, M and Stackhouse, J. 2013. Dyslexia, Speech and Language: A Practitioner's Handbook. John Wiley & Sons. Stephanie, C and James, L. 2012. Public Speaking the Evolving Art, Enhanced (With Communication Studies Course mate with Ebook, Infotrac College Edition 1-semester, Speechbuilder Express" 3.0 1-semest. Wadsworth Pub Co. Tanner, D. 2007. Medical-legal and forensic aspects of communication disorders, voiceprints, and speaker profiling. Tucson, AZ: Lawyers & Judges Pub. Weiten, W. 2010. Psychology: themes & variations. Belmont, Calif.: Wadsworth/Cengage Learning. Appendix 1 The questionnaire 1. You raise and DON'T lower the self-esteem of others a) High b) Low c) None d) Not sure 2. The Has self esteemed helped you in improving your public speech a) True b) False c) Not sure 3. Through an aid of self esteemed, do you believe that speech work can be developed through consistent practice a) Yes, b) No. 4. Do you believe public presentation is in born or is it something you can practice and master?( give a brief explanation a) yes………………………………………………………………………………… b) No………………………………………………………………………………… 5. Can public speech presentation determine once succession life? Clarify by the choice selected. a) Yes………………………………………………………………………………… b) No………………………………………………………………………………… c) Somehow………………………………………………………………………… 6. Can someone quickly learn the art of speech work without being tau taught? a) True b) False 7. Can you give an account of what you know about self-esteemed? 8. Can you quickly give an account of what you know about fluent public speaking? Read More