WORKING TOWARD BETTER SPEECH HABITS
You can improve your speech only if you find out what you are doing wrong.
Plan for improvement. This requires that you really want to improve and practice the
better way. Keep in mind these three points as you work toward improvement:
a. Develop Your Listening. Listen to others speak. Why is it that people on
the radio or television are so easy to listen to and not jarring on your ears? Listen to
others around you and try to figure out what they are doing. Then try to incorporate
some of their traits into your speech.
b. Set Personal Goals. Set yourself speech goals toward which you want to
work. Use your voice recording and the critical comments of those you respect to
isolate your weaknesses and determine ways to correct them. Find your strengths and
make them stronger.
c. Work Toward Your Goals. Try to make sure that you are consistent in your
conversation style. Many of us have different conversation types for home, for the
workplace, and for teaching. It is too difficult to try to improve on three styles of speech
at the same time. Settle on one style and use it in all three places. Take every
opportunity to speak before an audience. Make additional recordings of your voice to
check on your progress.
Section II. QUESTIONING TECHNIQUES
3-10. PREPARATION OF QUESTIONS
According to the United States (US)Army Medical Department (AMEDD) Center
and School standards, a minimum of two questions is required in each prepared lesson.
There is no maximum.
a. Purpose of Questions. Questions ensure student participation and
stimulate student interest. Questions should emphasize the main points of the lesson
and utilize the variety of experiences of the students in the class.
b. Specifics About Questions. If students lack experience in the area under
discussion, questions can solicit student opinions and thereby encourage participation.
The following paragraphs deal with the areas which should be mastered by the effective
instructor: What to say, who to ask, encouraging responses, and asking for questions.
3-11. WHAT TO SAY
Phrase your questions correctly. Poorly-expressed questions can confuse
students and discourage them from participating in class discussions.