I started off my presentation by introducing myself to the class. When introducing myself I informed the class of my name, job title, workplace, the type of students that I teach and what I teach. I do this to give a clear outline of who I am and my job role. During my presentation I tried not to speak too fast, tried to make eye contact with the whole group and ensured that I didn’t remain static.
I chose to include graphics in my power point and used handouts to help my audience understand how I embed minimum core in my subject delivery. The handouts that I provided were used as a visual aid to support my presentation. I felt that they gave clear examples of the content of my presentation and noticed that at one of my peers asked if they could a copy away with them for their own reference.
I also used gentle humour to draw in my audience. This is something I feel can be used as an ice breaker. Although I didn’t feel calm, I tried to remain calm and relaxed in front of the class and ensured that I tried to engaged with everyone.
What didn’t go so well?
Once I had completed my presentation I felt there were a few things that didn’t go so well. I felt that my presentation wasn’t long enough for me to be able to explain my role in depth. Although I received good feedback from my peers, my self evaluation of my presentation wasn’t quite as positive. “Peer assessment is another means of encouraging reflection.” Petty (2004:323) My peers felt that at times I talked to the board rather than made eye contact with the group however they felt that this improved as time went on. I have identified that I am more comfortable in my workshop than I am in a classroom situation. Through teacher training and self evaluation of my own practice, I feel this will help me to improve my confidence over time.
What are barriers to communication, and how might they be overcome?
My strong accent can be a barrier to communication. To...