I am writing this letter after watching last semester’s students do their presentations. Overall, I was quite disappointed with their presentations. You are reading this because I don’t want you to make the same mistakes. Paying attention to this letter should lead to a higher grade for you, so please take a minute to read it.
Your predecessors (last semester’s students) made one big mistake. They did not read the scoring system, or the presentation rules. The scoring system and the rules help me to give you a grade, but they also help you to do a good presentation. However, many students ignored the rules and the system, did poor presentations, and so got low scores.
As a teacher, I feel responsible for this. Maybe I didn’t explain clearly why the scoring system is like that, so I will do it here. My beliefs about presentations are:
- YOU are the most important part of your presentation. We want to know what YOU know; what YOU feel; what YOU think. The best presentations this year were things that people were passionate about or were very personal. We also want to hear YOUR ENGLISH.
- THE AUDIENCE is very important too. They want to learn something from you, and be entertained or interested by you. Also, they want you to communicate with them.
- Your presentation needs presentation skills that you can use again and again at university and in your career. Almost everyone will have to present something at some time. These skills are very important, and very different from normal speaking. If you don’t learn these skills, you will find this presentation difficult, and many other things difficult.
Based on these thoughts, here are some practical tips for you:
- Choose a topic that is personal to you. It can be a personal story, an interest or a theory. Also, think about if the audience will be interested. Don’t just look up something on the internet that you don’t know and don’t really care about.
- Structure your presentation carefully. Think about an introduction, a conclusion and two or three key points. If you try to do more than this, your presentation will not have enough detail.
- When you design your slides, the information on them should add to what you are saying. Instead of writing your three key points on a slide, find pictures to represent them. If you have difficult words or numbers, you should write these on your slides to help the audience understand.
- DON’T WRITE A SPEECH! Presenting is not the same as reading. Speaking and writing are quite different. Also, memorizing your speech is very difficult. If you write a five minute speech, and try to memorize it, it will take you at least two hours. In that time, you could just practice explaining twenty times! If you do this, your presentation could be twenty times better!
- Ideally, you should not look at your notes during your presentation. They are there to help you if you forget. Your notes should be key points, words and one or two sentences only. You should never read more than one sentence from them.
- Your English does NOT have to be perfect. Your English does NOT have to be very complicated. Your English HAS to be understandable. This means that you should not look up too many words in a dictionary, or copy writing from the internet. It also means that you should check your pronunciation of difficult words carefully (especially if they are in the title). It also means that you should speak slowly and simply, and check that the audience is understanding.
- There should be NO KOREAN in your presentation. The challenge here is to make yourself understood in English, with help from pictures and gestures. You should imagine that your audience is from Thailand, and cannot speak Korean or read Hangeul.
- Keep to the time limit. You should practice your presentation before and check that it lasts five minutes. During the presentation, don’t be afraid to cut things so that you finish in time. Have something extra planned in case you finish early too.
- Presenting is about communicating with your audience. Look at them, smile at them, talk to them, check that they understand. Ask them questions. Tell them a joke. Surprise or shock them. There are many ways to keep them interested. Keep them in your mind at all times during planning and presenting.
- Lastly, and most importantly, PRACTICE. Presenting is about standing up, speaking loudly and slowly, changing slides, and talking to people. So, you should practice like this. Imagine you are really presenting. Go home and present to your parents, grandparents or your younger brother. Presenting always feels strange the first time, and then less strange each time after. It’s better to feel strange in front of them than your teacher, your friends and the girl/boy you are secretly in love with.
Finally, let me share some of this semester’s best presentations. Notice that most of them are very personal.
- The rules of basketball
- Working in an Izakaya
- Dates I would like to go on
- UFO sightings
- Unknown webtoons
- My first love story
- The end of Inception
- Three restaurant special events
- Three ways to measure your height
Thank you for reading, and best of luck with your presentations.
As you can see from the letter, I wrote this as a way to turn what was a reasonably negative and frustrating experience into what will, I hope, be a more positive one next time. This is also a way to spread information to students in one useful lump, rather than feeding it in piecemeal as I did this time. In general, this project was very rushed and I think that next time this will help me to think about what is important, and the things that I need to do in order to structure the project better and give students the best chance of success. What I would like to do next time is do the practice in class if possible, and get students to develop their presentation from a fairly casual explanation to a friend, into something more formal in small groups and finally into an actual presentation.
Looking back over the tips, the “NO KOREAN” sticks out. I feel like I should (defensively) mention that in general I am fairly pro-L1 in class in the right context, but I also think that students tend to use it as a crutch when things get difficult in English.
I am undecided whether to actually give this letter to students next semester, but I’m leaning towards it. It is, at least, a useful reminder for me of what to concentrate on next time. Feel free to share it with your students, and do let me know if there’s anything that you’d change or add.
PS I feel like I have lifted this posting style quite shamelessly from Mr. Michael Griffin. You can check out his blog here.