Each session begins with three “Tips for the Week,” a list of objectives, the procedures, and ends with testimonials of those who took the course. For the first few sessions, I have included approximate times for activities, but the actual time is dependent on the number of participants you have and the length of the training session (I recommend 2 1/2 hours with a 15 minute break).

The following shows how the course is set up.



1• See the invisible tattoo on everyone’' forehead that reads: “PLEASE MAKE ME FEEL IMPORTANT.”
2• Find at least one happening in each training session to be grateful for.
3• Look for positives in every trainee.

• A bell to signify end of talk
• A clicker (cricket or bottle top that makes a noise) to indicate 10 seconds left in talk (or you can say “10 seconds.)
• Teacher’s manual
• Student Packets
• 5x8 cards (supplied by participants)

• To have participants overcome their fear of speaking in front of a group
by providing them with a successful experience.
• To set a positive tone for the class.
• To introduce participants to the “Packet” in order to give them a long-range view of what to expect in this class.
• To show participants that you, the trainer, will be a part of the class by giving a sample talk for each assigned talk.
• To teach participants the importance of attitude in all aspects of life through the use of experiential assignments, research information, and famous quotations.
• To have participants internalize that attitude means responsibility.
• To show participants how they can control their thoughts and their attitudes.
• To have participants give their first talks.

• Seat participants
• Explain that all talks are between 2 - 5 minutes
• Briefly explain impromptu talks: 1 minute talks from chosen cards. 5 MIN.

• Everyone bring 5 x 8 cards tomorrow, one for each participant in the class, e.g., 21 participants equals 21 cards (includes one for trainer).
• Print your name on top left corner of card on lined side.
• Cards will be used at beginning of next week.
• For next week, your first 2-minute talk will be on Your Favorite Person and Why. Examples: a cousin who taught you a special skill, a teacher who helped you with a task, a friend who saved your neck, etc. 10 MIN.

SAMPLE TALK: • Instructor gives a sample talk of how students’ talks could sound. Be sure it is two minutes long and follows the format you want the participants to follow. 2 MIN.

PACKETS: • Distribute Participants' Packets:
1. Self Evaluation
2. 10 Worst Human Fears
3. Effective Speaking Rules
4. First Impressions
5. Planning Sheet for Presentations
6. Nervousness Tool Kit
7. Critique
8. Assignments for Semester
9. Presentation Fundamentals
10. Organization of Talks
11. Openings
12. Evidence
13. Closings
14. Affirmations
15. Planning Sheet for How-To Talk
16. Elephant
17. Body Language Cues
18. Voice
19. Relate to Your Audience
20. Guidelines
21. Planning Sheet
22. Commitment Sheet
23. Human Relations Stack
24. Enunciation
25. Enthusiasm
26. Toward More Powerful Speech
27. Sales Presentation Planning Sheet
28. Causes/Issues
29. Persuasion Talk Planning Sheet
31. Reading
31. Final Exam

DISCUSSION: • Discuss first seven pages of the “Packet” briefly
1. The Ten Worst Human Fears - discuss and get reactions from students
2. Effective Speaking Rules
3. Planning Sheet: must be turned in for every talk, unless otherwise told. Memorize opening and closing sentences.
4. Nervousness Tool Kit
5. Critique
6. Assignments for Semester
7. Discuss Presentation Fundamentals in detail. 10 MIN.
• Planning Sheet is due next session.

• Today’s first talk is 1 minute or less.
• Have class stand. First row faces second row; third row faces fourth row. Make sure everyone has a partner.
• The person facing the back wall will begin speaking FOR 2 MINUTES to his/her partner, telling the listener about him/herself. Each can discuss why they are taking the course, where they live, go to school/work, family, hobbies, or whatever comes to mind.
• At the sound of the bell, partners change speakers. The person facing the front of the room goes next and repeats the assignment.
• At the sound of the bell, everyone sits.
• The assignment is to tell the class about the person yo just met and spoke to. The person can relate anything the speaker told him/her.
• To get the first volunteer, ask who would like to be the most relaxed for the rest of the session? Do this lightly and surely a number of hands will go up.
• Participants clap as each person walks to the front of the room.
• Make sure participants feel comfortable. Tell them the purpose of the talk is to make sure everyone knows everyone else in the class.
• Students all clap when student finishes. Eventually students come to expect the applause.

REACTION: • Upon completion of each talk, point out one thing you liked about the presentation, no matter how good or bad it was.
• Ask the class what they liked about the presenter, the presentation, or the impact on the audience. Take one or two comments--only positives. Students can get ideas from the CRITIQUE sheet permanently placed in front of the room. STRESS USING THE CRITIQUE SHEET.

• Remember to practice your talk
• 5x8 cards must be in ASAP
• Complete your Planning Sheets

Considerable research information is included throughout the course so no outside work is required.