ion, and the intensity of your voice. Experiment with vocal techniques by reading aloud. Lowman (1984, chap. 4) describes a series of voice exercises to improve projection, articulation, and tonal qualityPause. The pause is one of the most critical tools of public speaking. It is an important device for gaining attention. Pauses can be used as punctuation -to mark a thought, sentence, or paragraph - and also for emphasis, before or after a key concept or idea. If you suddenly stop in midsentence, students will look up from their notes to see what happened. Planned pauses also give you and your audience a short rest. Some faculty take a sip of coffee or water after they say something they want students to stop and think about. Other faculty deliberately pause, announce, "This is the really imp9rtant consideration," and pause again before proceeding.Watch out for vocalized pauses. Try to avoid saying "um," "well," "you know," "OK," or "so." Silent pauses are more effective.Adopt a natural speaking stance. Balance yourself on both feet with your toes and heels on the ground. Beware of shifting movements or unconscious rocking to and from. Keep your knees slightly relaxed. Shoulders should be down and loose, with elbows cocked, and your hands at waist level. If you use a lectern, don't grip the sides, elbows rigid; instead, keep your elbows bent and lightly rest your hands on the lectern, ready for purposeful gestures. (Source: Bernhardt, 1989)Breathe normally. Normal breathing prevents vocal strain that affects the pitch and quality of your speech. Keep your shoulders relaxed, your neck loose, your eyes fully open, and your jaw relaxed. Closing a LectureDraw some conclusion for the class. Help students see that a purpose has been served, that something has been gained during the last hour. A well-planned conclusion rounds out the presentation, ties up loose ends, suggests ways for students to follow up on the lecture, and gives students ...
