State-Educated Public Speaking: Bridging the Gap
Public speaking is a valuable skill that can greatly benefit individuals in various aspects of their lives. However, not all students have the opportunity to develop this skill during their school years. Jonathan Noakes, the director of teaching and learning at Eton, recently emphasized the importance of state schools providing opportunities for students to improve their public speaking skills through activities like debating societies. So how can state-educated individuals overcome this gap and find their voice in public speaking?
Learning to Take Up Space: Saima Mir’s Journey
Saima Mir, an author, shares her experience of transitioning from a shy individual to a confident public speaker. Despite being an introvert, Mir discovered her love for public speaking through the necessity of promoting her books. At nearly 50 years old, she attributes her newfound confidence to caring less about others’ opinions and believing in the importance of her message.
Mir’s journey highlights the lack of public speaking opportunities in state schools. While she struggled initially, her time at the BBC and experience with storytelling taught her the art of engaging an audience. Mir emphasizes the importance of taking up space on stage and recognizing the value of one’s voice. This key skill, often overlooked in traditional education settings, can empower young individuals to speak confidently and effectively in public.
Finding Support and Confidence: Carla Denyer’s Perspective
Carla Denyer, MP for Bristol Central and co-leader of the Green party, credits her secondary school teachers for establishing an extracurricular program that nurtured her public speaking skills. Despite initial nerves, Denyer found her confidence through preparation and a realization of her own capabilities. She encourages young people to seek out passionate teachers who can help them establish debating and public speaking programs in their schools.
Denyer’s story underscores the importance of mentorship and support in developing public speaking skills. By providing students with opportunities to engage in debates and speeches, educators can empower them to overcome their fears and communicate effectively. Denyer’s emphasis on preparation and authenticity serves as a reminder that genuine passion and knowledge are essential components of impactful public speaking.
Cultivating Authenticity: Alexander Crossman’s Approach
Alexander Crossman, headteacher of the London Academy of Excellence sixth form, reflects on his own journey to becoming a confident public speaker. While his state school education lacked formal training in public speaking, Crossman credits his university experience for teaching him the power of engaging an audience authentically. At the LAE, he prioritizes student-led initiatives like debating clubs and Model United Nations to foster communication skills.
Crossman highlights the importance of authenticity in public speaking, emphasizing the need for speakers to genuinely care about their message. By creating a culture of open dialogue and encouraging students to express themselves clearly, educators can help students overcome insecurities and connect with their audience. Crossman’s insights shed light on the transformative impact of meaningful communication in academic and professional settings.
In conclusion, the stories of Saima Mir, Carla Denyer, and Alexander Crossman demonstrate the transformative power of public speaking in the lives of state-educated individuals. By providing students with opportunities to engage in debates, speeches, and other public speaking activities, educators can empower them to overcome their fears and communicate effectively. Through mentorship, preparation, and authenticity, individuals can find their voice and make a meaningful impact in their communities.
