Stuartisaac

Recognizing the power of communication leads ethical speakers to a genuine concern for how words affect the lives of their listeners. We conclude this chapter by introducing two related ideas: how the “other” orientation of public speaking requires us to be more ethically sensitive, and how applying universal values may help us overcome the problems of audience diversity.
Developing an “Other” Orientation. Mary began her public speaking class with a great deal of concern about her own fate. During the class, however, as she grew more confident about her competence and as she came to know and like her classmates, she increasingly prepared her speeches with them in mind. In so doing, Mary developed an “other” orientation and grew away from ego centrism, the tendency to believe that our thoughts, dreams, interests, and desires are. Jaksa and Pritchard, in Communication Ethics: Methods of Analysis, offer a pertinent example: “After offering a lengthy explanation of the importance of egocentricity in Kohlberg’s theory of moral development, [one of the authors of this text] . . . was greeted with this response from a student. “I think I understand what egocentric thinking is.

Applying Universal Values. We have already noted that the public speaking class encourages us to counter ethnocentrism, which is the group parallel to ego centrism in that it holds up our own culture as the most desirable model. We learn to respect one another’s backgrounds, and to look on the world through different cultural windows. But this also presents us with a problem. If the members of your class represent many cultures, each offering a different outlook, then how can you frame a speech that will communicate and will have appeal across these many audiences-within-an-audience?
One answer to this perplexing problem has been offered by Rushworth
M. Kidder, former senior columnist for The Christian Science Monitor and president of the Institute for Global Ethics. In his book Shared Values for a Troubled World, Kidder reports interviews with leading moral representatives of many cultures that indicate the existence of a global code of ethical conduct, centering on the deeply and widely shared values of love, truthfulness, fairness, freedom, unity, tolerance, responsibility, and respect for life.28 If Kidder is correct, appeals to these fundamental values should resonate in any culture, and should be well received by the diverse members of your public speaking class. We shall say more about how to effectively engage such values.

Act confident, even if you don’t feel that way. When it is your turn, walk briskly to the front of the room, look at your audience, and establish eye contact. If appropriate to your subject, smile before you begin your presentation. Whatever happens during your speech, remember that listeners cannot see and hear inside you. They know only what you show them. Show them a controlled speaker communicating well-researched and carefully prepared ideas. Never place on your listeners the additional burden of sympathy for you as a speaker—their job is to listen to what you are saying. Don’t say anything like “Gee, am I scared!” Such behavior may make the audience uncomfortable. If your mind should go blank during a presentation, don’t panic. Go back over what you have just said, as though you are giving your audience a reminder. They will appreciate the help, and you will give your mind a chance to get back on track. Above all, keep talking. You will find your way. If you put your listeners at ease with your confident appearance, they can relax and provide the positive feedback that will make you a more assured and better speaker.

Resist fear and nervousness. Feel good about the exams and yourself. If you have time, someone calls or visits, socialize. As long as you have satisfactorily finished your reviews, you can and should engage innormal activities so that your brain will not br agitated. The rule is precisely to take the review off your consciousness afterwards. You can even watch your favorite TV programs or go out, for as long as you sleep on time.

Be aware that students have the trendency to fear exams but recognize that it is only a tendency. People create or submit themselves to fear, Fear is not invincible. It is a subject to us. It is reasonable only when you are not prepared adequately should eliminate all fear of exams. Stay top on it and do not let your frightened classmates drag you down. Rather,lead them to take their studies seriously also.

Decide what libraries and offices and personalities to visit, the distance and the length of time it take to gather information if you are preparing a short report, a demonstrations, a debate, a video, a research paper or an interview. Assign tasks to members of your group. Base the schedule on the date of presentation. If the task is too much, change the topic to a lighter and available one. Adjust th eproject schedule to your class activities as well. As your group members for their contributions to overall resources, such as books, costumes, and props, telephone calls, actual research work, supplies and video films. Hold short informal meetings daily for updates. Rehearsals should be scheduled and held at convenient places and often enough. Every group member should have a definite responsibility towards the success of the project. Contribute best, because your standing in the course or subject is at stake with your performance.

Distance is an important factor in your project. As much as possible, visit sources of information and persons as close to school as possible. Avoid spending for transportation and wasting time and effort on distant places. Be as resourceful and economical as possible. Make your own designs and chip in an unavoidable expenses such as snacks and basic supplies.

Preparation of handicrafts and menus involves the sources of raw materials, time allotment for the production and costs. Show the teacher how you are faring along in each stage of the production of your handicraft, menu writing and the acquisitions of the ingridients. Indicate the utensils to be used in preparing the dish.