Study in University

Study in University The Learning Skills for University Student Summarized from various sources by I Gede Dana Santika

2013

Cover by: I Gede Dana Santika | 2013

Effective Study PracticesEffective Study Practices

Getting the most out of your studies is very much an individual affair. There is no one way that will always produce the best results. It’s more about plain old determination than great intelligence! Lack of success may have more to do with poorly developed study skills or starting to work too late, rather than intellectual ability. We can offer a few ideas for effective studying but it is up to you to find what combinations of strategies will work best for your learning style.

Factors that support an effective study routineFactors that support an effective study routine

Independence in learning

Learning is your responsibility; no-one forces you to learn at university. Showing independence in your approach to learning is therefore an important aspect of effective study. Independence does not mean you have all the answers or that you will never need to ask for help. It means that you are willing to work out things, not waiting for someone to feed you the answers. Part of being an independent learner is the capacity to think critically. To think critically, you must be willing to consider and evaluate ideas and theories that are new, rather than simply accepting them because they are part of the course content.

HOW TO STUDY EFFECTIVELY

Get organised early. Catching up can be difficult or even impossible.

Self-organisation

Another important aspect of effective study is the ability to organise yourself and your study environment in a way that best suits your learning. Perhaps the biggest issue facing university students, particularly in their first year, is the problem of organising themselves to use their time in a structured and planned manner. ► Your study area is best limited to just this - study. If you devote this

workspace solely for study then with each session it will take you less conscious effort to settle down to some concentrated study.

► Know when and how you study best. What part of the day or night is your preferred study time? Do you need complete silence or some music playing whilst you study?

► How long can you concentrate? An hour might be the optimum time for you to study before taking a break. Or can you study continuously for two or three hours before taking a longer break?

Actively engaging Learning is most effective when you have an active (or deep) approach, instead of a passive (or shallow) approach. A passive process (like watching TV) requires little or no action on your part and information is mostly soon forgotten. In an active approach to learning, you focus on maximising your understanding of the whole topic. Effective study requires you to become an active participant in the study process.


You learn more by studying for an hour a day than by studying for ten hours on a weekend

- and it takes less time!

You need to recognise what you do and don't know, and get your lecturers and fellow

students to help you with what you don't know.

There are many methods and techniques that allow you to develop an active approach to study. Some suggestions are given below:

► Preview course material by scanning through textbook chapters to

pick up on themes and ideas. Ask yourself questions and make notes as you read (in your own words). This will mean that you come to lectures with some grasp of the material before the lecturer discusses it.

► Take lecture notes in abbreviated form, so the note taking does not interfere with active and critical listening. Don't attempt to write out full sentences, or every step of a derivation. Fill those in soon afterwards (preferably that night) when you revise your notes.

► Ask questions in lectures, tutorials and labs and discuss the course material with fellow students and lecturers.

► Get together with friends and form a peer study group. ► Re-read important material and review your own notes on a regular

basis. Every so often, at the completion of each topic or chapter, write your own summary of the important parts. These summaries will serve you well as study aids when you prepare for exams. Concept maps are a good way to structure a summary.

► ‘Reading’ is not the same as ‘studying’. Studying involves continually questioning, analysing, looking for logical connections, relating the material to previous study and to previous experience.

► Make sense of new knowledge and develop understanding, rather than simply learning facts. Look for what is of significance - key concepts and principles and relationships between ideas.

► Employ higher order thinking skills - clarify problems and think critically. Find the links between conceptual knowledge and real-world applications.

► Accept the challenge that learning involves actively constructing knowledge for yourself.

► Remember - good study habits throughout the semester make it easier to study for exams.


You should be actively engaged in the classroom. Ask questions in class!

Approach your lecturers with questions; they will be pleased to see that you are interested.

The 7 Ways to Success in First YearThe 7 Ways to Success in First Year ► Go to all your lectures, labs and tutorials.

Lectures, labs and tutorials are learning ‘opportunities’. You’ll put yourself at a disadvantage come exam time if you haven’t seen the lecturer’s view of what’s important in the course material.

► Go to see lecturers and tutors to ask questions.

Don’t be shy or think you are being a nuisance. They want to help and to see you succeed. Get help from lecturers, tutors and/or your friends - sooner, rather than later.

► Form a peer study group.

A study group is a good way to get to know people when you first start uni and group learning can be very effective. This may mean setting a formal time to meet every week. It might just mean making sure you have a circle of friends you can ask for help.

► Be disciplined with your study and learn to self-organise.

Organising your own study time amongst your other activities is one of the most valuable skills learned at uni.

► Take advantage of all the free academic help that’s available.

Make sure you know all the help that departments offer – e.g. Duty Tutoring in Physics. Find out how to learn more effectively by taking one of the workshops run by The Learning Centre.

► Learn how to use the various libraries on campus. It’s important to find out early how to retrieve information efficiently, much of it on-line.

► Become computer literate. You don’t have to be an expert but you’ll have to use computers throughout your degree and later in your workplace, so get familiar early on.


Visit the Learning Physics Help Page at: www.physics.usyd.edu.au/learningphysics/

Reading Effectively

The Learning Centre • http://www.lc.unsw.edu.au

When you are new to university study, the amount of reading you are expected to do can be intimidating. However, you can learn how to prepare yourself in advance and find ways to make the going easier. What appears to be an impossible task becomes possible when you start becoming an active reader; that is, asking questions about what you need to find out, taking a strategic and critical approach, and then select readings that relate to your questions and tasks.

Tips for Active Reading

Reading at university = reading with a purpose

Successful study at uni is often about meeting competing demands and deadlines, so you need to get the most out of your reading in the limited time available. Before you begin, make sure you have identified a) the purpose for doing the reading and b) what you need to achieve.

Always read with a purpose in mind. You should have an idea of why you are reading and what you are looking for/ what you want to achieve before you begin reading. Are you reading:

to locate specific information? • to understand difficult ideas? • to gain an overview of something? • to enjoy words and descriptions (as in poetry and some prose)? • to relax and escape into a novel? •

Think about the way you would read to get a broad idea of what an article might be about, compared to how you would read to understand a complex and detailed concept - you might use previewing for the first task and intensive or critical reading for the second (more about this in the Reading Strategies section). Working out why you are reading something (what you need to achieve) will determine the way you will read it (or which reading strategies to use).

Be selective about what you read

Uni study requires a lot of reading, but as time is usually limited, it is important to be selective about what you read. You need to make decisions about what is essential.

Establish which readings are required for your particular course and • which are suggested (not compulsory). In some courses required readings take the form of a Course ‘Reader’ or textbook, in others your lecturer/ tutor will indicate what is essential.

There will be times when you need to read an entire article or chapter • in detail. At other times you may be looking for specific information relating to an assignment topic and only a couple of pages or even a couple of paragraphs will be useful. Once you locate the parts of a text that are going to be most relevant you may not need to read the rest.

How to select?Know what you are looking for (i.e. have a purpose).• Identify key words to help you search. Look for them when browsing the •

table of contents and index of a book for relevant pages.Obtain an overview to further narrow down the ‘possibly useful’ field.•

Reading FAQDoes uni study involve lots of reading?

In a word - yes. Most courses involve a great deal of reading, which is why you need to learn new skills to manage the workload.

What will I be expected to read for?Lectures• : You will be expected to do some pre-reading before lectures.Tutorials• : Tutorials are often based on a set of readings. If you have not read the material, you won’t be able to participate in group discussion.Assignments• : You can’t write your assignment until you have done the necessary research.

The aim of most of your reading will be to seek information related to an assignment or course material.

I read novels and newspapers - will reading uni material be the same?

How we read usually depends on our purpose for reading. For example, while you might start reading a novel on page one and read every word until you reach the end, this wouldn’t be an effective approach to take with academic reading. To get the most out of academic reading and to use your time effectively, you need to take a strategic approach.

I have a reading list - am I expected to read everything on it?

Lengthy reading lists for courses and essays can be confusing, particularly when the topics are unfamiliar. However you don’t have to feel lost. Although only rarely will you be expected to read absolutely everything, if the thought of all that reading is daunting, don’t hesitate to take a strategic approach and be selective.

First, establish what you already know

Any prior knowledge of the topic you are reading about will help you read more effectively. Before you begin:

Ask yourself what you already know or think about the • topic (from lectures, from other reading, from what you have heard or seen.)Identify your expectations - what do you think the • reading will be about?Read any related questions - they may be questions • at the back of the chapter or the essay/assignment question.Ask yourself questions about the topic; what do you • want to find out?If you have a reading list, select a source that might • offer a good starting point. If the topic or material is new, begin with an introductory text and read slowly.

You will remember more if you read with questions in mind, rather than adopting the ‘sponge’ approach - simply trying to absorb everything.

Focus on the question/ taskIf you are reading for a specific assignment, read with a • copy of the question/ task on hand so you don’t waste time reading irrelevant material.

Ask yourself what it is you must find out. Identify • questions you want to answer; actively look for those answers and evidence to inform them. Identify a few topic key words to search for.•

Break reading into manageable segments

If you are finding reading overwhelming, break your reading up into manageable segments (e.g. chapters, individual articles, a specific number of pages).

Identify your purpose and the time you have available. • Set yourself a goal (for example, decide to read for a • set length of time or a certain number of pages). Reward yourself with a break when you’ve completed • it. The tasks and goals may be large or small, depending • on what needs to be achieved.

Keep track of what you read

Always note where information and ideas come from. Record details of author, title, place of publication, publisher and date now so that you don’t have the frustration of trying to find the book again. Always record page numbers with any notes you take.

Use reading strategies

Reading StrategiesActive readers use reading strategies to help save time and cover a lot of ground. Your purpose for reading should determine which strategy or strategies to use.

1. Previewing the text to get an overviewWhat is it? Previewing a text gives you an idea of what it is about without actually reading the main body of the text.

When to use it: to help you decide whether a book or journal is useful for your purpose; to get a general sense of the article structure; to help you locate relevant information; to help you to identify the sections of the text you may need to read and the sections you can omit.

To preview, start by reading:

the title and author details.• the abstract (if there is one)• then read only the parts that ‘jump out’: main and • subheadings, chapter summaries, any highlighted textexamine any illustrations, graphs, tables or diagrams • and their captions, as these usually summarise the content of large slabs of textthe first sentence in each paragraph•

2. SkimmingWhat is it? Skimming involves running your eye very quickly over large chunks of text. It is different from previewing because skimming involves the paragraph text. Skimming allows you to pick up some of the main ideas without paying attention to detail. It is a fast process. A single chapter should take only a few minutes.

When to use it: to quickly locate relevant sections from a large quantity of written material. Especially useful when there are few headings or graphic elements to help you gain an overview of a text. Skimming adds further information to an overview.

How to skim:

Note any bold print and graphics.• Start at the beginning of the reading and glide your • eyes over the text very quickly. Do not actually read the text in total. You may read a • few words of every paragraph, perhaps the first and last sentences.

Always familiarise yourself with the material by gaining an overview and skimming before reading in detail.

3. ScanningWhat is it? Scanning is sweeping your eyes (like radar) over part of a text to find specific pieces of information.

When to use it: to quickly locate specific information from a large quantity of written material.

To Scan text:

After gaining an overview and skimming, identify the • section(s) of the text that you probably need to read.Start scanning the text by allowing your eyes (or finger) • to move quickly over a page. As soon as your eye catches an important word or •

phrase, stop reading.When you locate information requiring attention, slow down to • read the relevant section more thoroughly.

Scanning and skimming are no substitutes for thorough reading and should only be used to locate material quickly.

4. Intensive readingWhat is it? Intensive reading is detailed, focused, ‘study’ reading of those important parts, pages or chapters.

When to use it: When you have previewed an article and used the techniques of skimming and scanning to find what you need to concentrate on, then you can slow down and do some intensive reading.

How to read intensively:Start at the beginning. Underline any unfamiliar words or phrases, • but do not stop the flow of your reading.If the text is relatively easy, underline, highlight or make brief • notes (see ‘the section on making notes from readings).If the text is difficult, read it through at least once (depending on • the level of difficulty) before making notes.Be alert to the main ideas. Each paragraph should have a main • idea, usually contained in the topic sentence (usually the first sentence) or that last sentence.When you have finished go back to the unfamiliar vocabulary. • Look it up in an ordinary or subject-specific dictionary. If the meaning of a word or passage still evades you, leave it and read on. Perhaps after more reading you will find it more accessible and the meaning will become clear. Speak to your tutor if your difficulty continues. Write down the bibliographic information and be sure to record • page numbers (more about this in the section on making notes from readings).

Remember, when approaching reading at university you need to make intelligent decisions about what you choose to read, be flexible in the way you read, and think about what you are trying to achieve in undertaking each reading task.

5. Critical ReadingBeing critical in an academic context does not mean simply criticising or ‘finding fault’. It means understanding how ideas have been arrived at, and evaluating their strengths and weaknesses. Here are some of the main features of critical reading.

Recognising the writer’s purpose and underlying values (social, • cultural and historical influences).Recognising patterns of the argument.• Linking ideas in the text to other ideas and texts.• Exploring alternatives to the stated idea.• Recognising the assumptions and underlying values that you • bring to your reading.

Being an ACTIVE reader means being a CRITICAL reader. The purpose of critical reading is to gain a deeper understanding of the material. It involves reading in depth and actively questioning what you read. Some questions you should ask yourself while reading are in the right-hand column.

Asking questions as you read

As you read a section of a book or article, look for information to help you answer the following questions.

1. The author’s purposeWhy has the author written the material? For • whom is it intended?What theoretical perspective has the author • taken? How does this perspective relate to other material in the field?

2. ContentWhat is the main theme, thesis or • argument?What main points are used to support this • thesis? What explanation or evidence is used to support the main points? Do the main ideas seem well researched • and accurate? Is the evidence correct (as far as you know)?Which aspects of the topic has the author • chosen to concentrate on and which to omit?Has a contemporary issue or a particular • philosophy influenced the author’s argument? Is the author putting forward a particular point of view?What are the author’s assumptions? Are • these explicitly stated?Is there any evidence of deliberate bias, • such as interpretation of material or choice of sources?Does any graphic material illustrate or • restate the written content?How do the contents relate to what you know • about the topic?Which of your questions about the subject • does the author answer? Which are left unanswered?Do any items puzzle or intrigue you?•

3. StructureWhat is the framework used to organise the • material? Is it clearly explained?How is the theme/thesis/argument reflected • in the structure?How is the content organised and developed • within the framework?How does the conclusion relate to the • introduction and to the rest of the material?

4. Style and formatIn what style has the material been written? • For example, is it formal or informal, simple or complex, didactic or persuasive, narrative, analytical?How does the style and format influence • your reaction to the material?

Prepared by The Learning Centre, The University of New South Wales © 2011. This guide may be distributed for educational purposes and adapted with proper acknowledgement. Email: [email protected]

6. Reading to Remember: The SQ3R MethodWhat is it? As reading is one of the core activities of study, you need to be able to understand what you read and to be able to recall the main ideas when you need them. You can use the SQ3R method to help you remember a reading for tutorials, seminars or to revise for exams.

When to use it: When you want to commit important aspects of a reading to memory, when you want to increase your understanding of a reading, when you want to focus on challenging material and concepts.

See The Learning Centre’s guide ‘Reading for Understanding: The SQW3R Method of Study’

Reading difficult materialWhen you’re faced with reading material that seems above your level of understanding—whether it’s a couple of pages, a journal article or an entire book—it’s easy to feel overwhelmed. However, don’t give up; the ability to absorb challenging or ‘dry’ material is an essential skill for uni study.

Try the following:

If you’re feeling snowed under by the amount of reading you need to complete, • break it up into chunks. Choose a moderate amount of material and set yourself the goal of completing it and of working to understand it.Skim the reading and get an overview• . Read titles, headings, sub-headings, and any summaries or abstracts. Note any graphs, charts, and diagrams. Quickly read topic sentences (the first sentence of each paragraph) to get a general idea of what the reading is about.Read first for what you do understand and don’t get caught up in the difficult parts• . Skim over passages that are really difficult and mark or flag what you don’t understand to re-read later. Even a partial understanding will make re-reading easier on your second attempt.Ask yourself questions • about the reading. Work out what you do understand and what you do not. Try to make connections and associations between what you are reading and what you already know. Revisit the parts you found difficult. How do/ might they fit in with what you do understand? Are there • extra resources that would help to improve your understanding?

If you need more background material, find an additional source. • If you’re confused about vocabulary or discipline-specific terms, read with a dictionary on hand and look up important words.• Find a subject-specific dictionary and do likewise.•

It can help to • write while you read. Underline, make notes, and/or write short summaries that help you concentrate and grasp difficult ideas.When you finish reading, • review to see what you have learned, and reread those ideas that are not clear. Pause and try to restate difficult ideas in your own words.Don’t give up• . Complete your reading goal and don’t get discouraged if there are parts you still don’t understand. Some material is challenging and it’s important to work towards understanding it. Ideas can become clearer the more you read.If you still don’t understand a reading, don’t panic• . Set it aside, and read it again the next day. This gives your brain the chance to process the material. If the reading is still a challenge, talking ideas through often helps. Consult with your tutor or lecturer. Talk about it with other students.

References

Baker, W D 1974, Reading skills, Prentice-Hall, New Jersey.

Beisler, F 1985, Communication skills, Pittman Publishing, Melbourne.

Dudley, G A 1964, Rapid reading, Psychology Publishing Co Ltd, Cheshire.

Improved Reading Centre 1987, Advanced reading skills course notes, Personal Publishing, Milsons Point.

Marshall, L & Rowland, F 1993, A guide to learning independently, Longman, Melbourne.

Wood, N 1991, College Reading and Study Skills, Holt Rinehart and Winston, USA.

GIVING AN ORAL PRESENTATION

Academic Skills Centre, University of Canberra @ 2012

Re-written by I Gede Dana Santika @ 2013

PREPARING YOUR ORAL

PRESENTATION

The First

- Think about what you want to achieve:

Do you want to inform your audience,

inspire them to think about your topic, or

convince them of a particular point of

view?

- Think about your audience:

What background knowledge do they

have about your topic? Do they have any

particular interests? How are you going

to involve them in your presentation?

The Second

- Brainstorm your topic and write a rough

outline.

- Research your topic. Don’t get carried

away-remember you have a limited time

for your presentation.

- Organise your material and write a

draft-think about the length of time you

have to talk.

- Summarise your draft into points to

write on overheads and/or cards.

- Plan and prepare your visual aids.

- Rehearse your presentation and get its

length right. Ask a friend to listen and

time you.

ORGANISING THE CONTENT

Introduction

- Capture your listeners’

attention: Begin with a question,

a funny story, a startling

comment, or anything that will

make them think.

- State your purpose; for

example:

‘I’m going to talk about...’

‘This morning I want to

explain…’

- Present an outline of your talk;

for example:

‘I will concentrate on the

following points: First of

all…Then…

This will lead to… And finally…’

The Body

- Present your main points one by

one in logical order.

- Pause at the end of each point

(give people time to take notes,

or time to think about what you

are saying).

- Make it absolutely clear when

you move to another point. For

example:

‘The next point is that ...’

‘OK, now I am going to talk

about ...’

‘Right. Now I'd like to explain ’

‘Of course, we must not forget

that ...’

‘However, it's important to

realise that...’

This writing is re-written by:

I Gede Dana Santika | 2013

www.molamolamanta.weebly.com

- Use clear examples to illustrate

your points.

- Use visual aids to make your

presentation more interesting.

Conclusion

- It is very important to leave your

audience with a clear summary of

everything you have covered.

- It is also important not to let the

talk just fizzle out. Make it obvious

that you have reached the end of

the presentation.

- Summarise the main points again,

using phrases like:

‘To sum up...’

‘So, in conclusion...’

‘OK, to recap the main points…’

- Restate the purpose of your talk,

and say that you have achieved your

aim:

‘I think you can now see that...’

‘My intention was ..., and it should

now be clear that ...’

- Thank the audience, and invite

questions:

‘Thank you. Are there any

questions?’

DELIVERING YOUR

PRESENTATION

- Talk to your audience, don't read to

them!

- A presentation is not the same as an

essay.

- If you read out your presentation as

if it were an essay, your audience will

probably understand very little and

will lose concentration quickly.

- So use notes, cue cards or overheads

as prompts, and speak to the

audience. Include everyone by looking

at them and maintaining eye-contact

(but don't stare or glare at people).

Watch Your Language

- Keep it simple. The aim is to

communicate, not to show off your

vocabulary.

- Emphasise the key points—and make

sure people realise which are the key

points. Repeat them using different

phrasing.

- Check the pronunciation of difficult,

unusual, or foreign words

beforehand.

Use your voice to communicate

clearly

- Speak loudly enough for everyone in

the room to hear you.

This may feel uncomfortably loud at

first, but if people can't hear you,

they won't listen.

- Speak slowly and clearly.

Don’t rush! Speaking fast doesn’t

make you seem smarter, it will only

make it harder for other people to

understand you.




- Key words are important. Speak them out

slowly and loudly.

- Vary your voice quality. If you always use the

same volume and pitch (for example, all loud,

or all soft, or in a monotone) your audience

will switch off.

- When you begin a new point, use a higher

pitch and volume.

- Slow down for key points.

- Use pauses-don't be afraid of short periods

of silence. (They give you a chance to gather

your thoughts, and your audience a chance to

think.)

Use your body to communicate, too!

- Stand straight and comfortably. Do not

slouch or shuffle about.

- Hold your head up. Look around and make

eye-contact with people in the audience. Do

not just address the lecturer! Do not stare

at a point on the carpet or the wall. If you

don't include the audience, they won't listen

to you.

- When you are talking to your friends, you

naturally use your hands, your facial

expression, and your body to add to your

communication. Do it in your presentation as

well. It will make things far more interesting

for the audience.

- Don't turn your back on the audience!

Interact with the audience

- Be aware of how your audience is reacting.

Are they interested or bored? If they look

confused, ask them why.

Stop if necessary and explain a point again.

- Check if the audience is still with you.

‘Does that make sense?’

‘Is that clear?’

- Be open to questions.

If someone raises a hand,

or asks a question in the

middle of your talk, answer

it. If you can't answer it,

turn the question back out

to the audience and let

someone else answer it!

Questions are good. They

show that the audience is

listening with interest.

They should not be

regarded as an attack on

you, but as a collaborative

search for deeper

understanding.

- Be ready to get the

discussion going after your

presentation. Just in case

nobody has anything to say,

have some provocative

questions or points for

discussion ready to ask the

group.

USING VISUAL AIDS

It is very helpful to use visual

aids in your presentation, as it

helps people to understand.

People learn visually as well as

orally. Particularly if your

accent is different from your

audience's accent, it can be

very helpful to let them see

your keywords.

Overheads

Overheads are the easiest and most

reliable form of visual aids. You can use

them as a prompt for your talk, so that

you may not need cards (But don't read

word-for-word from your overheads!)

Be careful to:

- Use bold typeface, and a minimum

of size 16 font [Check that your

overheads are readable by placing

them beside you on the floor and

looking down at them. Can you read

them?]

- Use no more than seven or eight

main points on an overhead

[Overheads that have too many

words on them are no use at all]

- Give your audience time to take

notes from your overhead

- Make sure your audience can see

the overhead screen [Where are

you standing? Is it directly in front

of the screen?]

- Using colour, pictures and graphs

can make your overheads more

interesting [But don't overcrowd

your overheads with too much

detail]

PowerPoint

- You can use PowerPoint software to

produce very professional

overheads, or to make a computer-

based presentation.

- Remember that PowerPoint may look

great, but if the technology goes

wrong you may be very embarrassed.

It's a good idea to print out a

handout, or have some overheads as

a backup just in case.

- Sometimes students are tempted

to spend more time on producing

PowerPoint graphics than on the

actual talk. Remember-if your talk

is poor, no amount of fancy

graphics will save it!

Handouts

Handouts are a great idea. Think about

whether you want to distribute them

before or after your presentation. It

is a good idea to include your

references on a handout, so that

people can follow up on them later. You

could also include some follow-up

questions for discussion.

Whiteboard or Blackboard

- If possible, put your information

on the

whiteboard/blackboard before th

e talk begins, otherwise you will

have to turn your back on the

audience and break your eye

contact with them, which is never

a good idea. Writing on a board is

also time-consuming. Use

alternative visual aids wherever

possible.

- If you really must use a

whiteboard, come prepared with

the right pens (use pens clearly

marked 'Whiteboard Marker'-

don't use anything else) and write

in large neat writing, so that

people can read it.

Checking out the facilities

Whenever possible, check the facilities of the room where you are going to deliver

your talk. Does the overhead processor work? How does it turn on and off? Where

is the plug for the computer? Is there a whiteboard, or is it a blackboard? If a

blackboard, is chalk provided?

DEALING WITH NERVOUSNESS

The first few times you make a

presentation, you will be nervous. That's

quite a good thing - a bit of adrenalin

often helps you to perform well. However,

to make sure that your nervousness does

not become a problem, here are some

things to consider:

- Smile! Your audience will react

warmly to you if you smile and at

least look relaxed.

- Treat your audience like friends.

- Confess that you are nervous! Your

audience will be very sympathetic -

they know how you are feeling.

- Breathe deeply. It will calm you down

and help to control the slight shaking

that you might get in your hands and

your voice.

- Be well-prepared. Practice giving your

talk.

- Be organised. If you are well

organised, your task will be easier. If

your overheads are out of order, or

your notes are disorganised, you may

get flustered.

- Slow down! When people are

nervous, they tend to get

confused easily. So your mind

may start to race, and you may

feel panicky. Make use of

pauses: force yourself to stop

at the end of a sentence, take a

breath, and think before you

continue.

- Remember: The way you

perform is the way your

audience will feel. Giving an oral

presentation is a performance -

you have to be like an actor. If

you act the part of someone

enjoying themselves and feeling

confident, you will not only

communicate these positive

feelings to the audience, you will

feel much better, too.

- Accomplished public speakers

feel nervous before and even

during a talk. The skill comes in

not communicating your

nervousness, and in not letting it

take over from the

presentation. Over time, you will

feel less nervous, and well able

to control your nervousness.




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