Nobody exactly knows. This is what I find out when I ask teachers, “What are the skills involved in effective oral communication?” I mean, we all have some ideas, but no one knows for sure what is really involved.
It’s an important question. In every classroom at every grade level in every subject, students are asked to speak: book reports, discussions, showing solutions, debates, reading aloud, presenting lab results, research reports…. And as digital tools enter the classroom and students engage in digital storytelling, podcasting, and video production, speaking skills are on display like never before. By this point in the year, the odds are excellent that you have already had some kind of student presentation.
And in life beyond the classroom, oral communication is the most important language art. I am, as you may have guessed from other posts I’ve written, obsessed with skills that will be important for our students in their lives after school. With the tools out there today, oral communication is more important than ever. It is always at or near the top of skills employers are looking for.
I don’t care what job students ultimately get—people who speak well will be more successful at the job than people who don’t speak well.
But we don’t exactly know the secret to effective speaking. (I am not referring only to “public speaking” which is what we tend to think of: the big presentation to large groups. The interview, the staff meeting, the sales call, the Back to School Night show, the wedding toast, the Socratic Seminar and more all require the exact same skills of oral communication.) I have collected many rubrics/score sheets over the years and there is nothing close to agreement.
From a 9thgrade “Science in the News” assignment: 5 points each for “make eye contact,” “speak loud enough,” “hold head up,” “use note cards,” “knowledgeable;” 20 points for “five W’s answered.”
From a 4thgrade “Historical Fiction Book Share:” 10 points each for “interesting opening and satisfying conclusion,” “speak loudly & slowly,” “make eye contact,” “preparation and practice are evident;” 15 points for “presentation is organized;” 5 points for “keep audience engaged;” 20 points for “the character is creatively shown.”
From a 10thgrade “Cultures of the Ancient World:” “Oral Presentation: 20 points—Organized; Good eye-contact, loud voice; Dressed in clothes that symbolize the era.”
From a district language arts committee generic rubric: “4) Speaks fluently (i.e. with expression, volume, pace, appropriate gestures, etc.) with varying formality for a variety of purposes using appropriate vocabulary, correct sentences organization, and respect with distinction; 3) Speaks fluently (i.e. with expression, volume, pace, appropriate gestures, etc.) with varying formality for a variety of purposes using appropriate vocabulary, correct sentences organization, and respect; 2) Partially speaks fluently…”
Well, you get the idea. We all seem to think that eye contact and a loud voice are important, but would a student know what it takes to be effective based on these score sheets? In an educational career from K through 12thgrades, a student will never see the same scoring system more than once. There is no common language, no common understanding. And I love the “etc.” of the generic rubric, the universal way of saying, “I bet there’s more, but I have no idea what.” We are telling students, “You guys know all the secrets to speaking fluently, don’t you? Expression, volume, pace, gestures and all that other stuff.” But they don’t know! And much more importantly, has any teacher taught even one lesson about any of those elements? For example, one lesson about pace and why it’s important and how to adjust it, followed by little practice speeches/activities?
So we are stuck listening to students who say, “I’m like all for like health care and all but I’m like whoa who is gonna pay and stuff, you know what I mean?” At least we are stuck until we make two changes: one, become clear on what it takes to be an effective speaker; two, commit to teaching oral communication skills more purposefully before you assign the speaking activities you already have.
I can help with the first part. Visit www.pvlegs.com. It provides a structure and a common language that has worked very well for students (and adults) for many years. It makes clear that all speaking involves what you do before you speak and what you do as you speak. You can get a sense of the distinction between them by clicking on the checklists at the bottom of this post.
As for the second part, how many of us have given a score for “gestures” without ever teaching mini-lessons on gestures? Just as we teach pieces of writing (punctuation, commas after an introductory phrase, commas to separate items in a series, commas to join independent clauses), we must teach the pieces of speaking: “On Tuesday, we will discuss and practice emphatic hand gestures; on Wednesday, we will move to descriptive hand gestures; on Thursday, we will work briefly with body gestures; on Friday, we will have a little lesson on facial gestures and expression so that next week when you give your speeches, I can score you on gestures.” Teachers are always talking about teaching reading and writing. Somehow, we never mention teaching speaking. (I’m looking at you, NCTE! Notice the omission in the Call for Proposals. No speakers?)
You already have them speaking. Let’s make those activities more meaningful. Adopt a simple consistent language. Teach specific lessons to develop each skill. It can be done. Do a web search of PVLEGS and you’ll find many teachers who are improving student speaking (and student lives) by helping kids become well spoken. Visit www.pvlegs.com