Lesson Plan | Socioemotional Learning | Techniques for Overcoming Speech Anxiety

Objectives

Duration: (10 minutes)

The purpose of this step in the Socioemotional Lesson Plan is to create a foundational understanding of the emotional landscape surrounding speech anxiety. By establishing clear objectives, the lesson aims to empower students to navigate their feelings and those of others, promoting self-awareness and emotional resilience. This approach not only facilitates personal growth but also cultivates a sense of community within the classroom, as students learn to support one another in overcoming common challenges related to public speaking.

Main Objectives

1. To help students identify their own feelings of anxiety related to public speaking and recognize similar emotions in their peers.

2. To equip students with techniques to manage speech anxiety, fostering a supportive environment that encourages them to express themselves confidently.

Introduction

Duration: (15 minutes)

Emotional Warmup Activity

Breathe to Believe

Guided Deep Breathing

1. Invite students to sit comfortably in their chairs, with their feet flat on the floor and hands resting on their thighs.

2. Ask them to close their eyes gently or lower their gaze to help promote focus.

3. Guide them to take a deep breath in through their nose for a count of four, feeling their stomach expand.

4. Pause for a count of four, holding the breath gently.

5. Instruct them to slowly exhale through their mouth for a count of six, allowing any tension to melt away with the breath.

6. Encourage them to repeat this cycle for five rounds, emphasising relaxation with each exhale.

7. Once completed, softly prompt the students to open their eyes and return to the present moment, feeling refreshed and focused.

Content Contextualization

Public speaking is a fundamental skill that students will carry with them throughout their lives, from presentations in school to discussions in the workplace or even casual conversations in social settings. However, many students experience speech anxiety, which can have a profound effect not only on their performance but also on their self-esteem. Whether it’s fear of judgement, worrying about forgetting what to say, or just the thought of standing in front of an audience, these feelings are shared by many. By recognizing and addressing these emotions, students can learn techniques to manage their anxiety effectively. Creating a supportive environment helps empower them to express themselves confidently, transforming what once felt like a daunting challenge into an opportunity for growth and connection.

Development

Duration: (60 - 75 minutes)

Theory Guide

Duration: (20 - 25 minutes)

1. Definition of Speech Anxiety: Speech anxiety, also known as glossophobia, is the fear of speaking in public or in front of an audience. It may manifest as physical symptoms such as sweating, rapid heartbeat, and trembling, as well as emotional symptoms like fear and anxiety.

2. Common Causes: Speech anxiety can stem from various factors including fear of negative evaluation, past negative experiences, lack of preparation, and cultural influences. For many, the anticipation of being scrutinized by peers triggers their anxiety.

3. Techniques to Manage Speech Anxiety: There are several effective techniques to manage speech anxiety, including: 1) Preparation: Being well-prepared helps build confidence. 2) Visualisation: Imagining a successful presentation can create a positive mindset. 3) Breathing Exercises: Deep breathing can calm nerves. 4) Practicing in front of a mirror or with friends can simulate the experience. 5) Positive Self-talk: Encouraging oneself through positive affirmations can replace negative thoughts.

4. Importance of Support: Building a supportive environment in class is vital. Students should feel they can express their fears without judgment, helping them to develop confidence and resilience.

5. RULER Method Application: Teachers can apply the RULER method by asking students to identify how speech anxiety makes them feel (Recognize), explore why they may feel this way (Understand), name their feelings accurately (Label), share these feelings with peers (Express), and discuss ways to cope with these feelings (Regulate).

Activity with Socioemotional Feedback

Duration: (15 - 20 minutes)

Técnicas de Superação da Ansiedade de Fala

This activity will involve role-playing scenarios where students practice public speaking techniques they learned. Students will work in pairs, with one acting as the speaker and the other as the supportive audience. They will take turns presenting short speeches on a familiar topic, encouraging each other throughout the process. After the presentations, students will engage in a constructive feedback session to discuss their feelings, share insights, and support one another in overcoming anxiety.

1. Divide the students into pairs and assign a speaking topic that is relatable and interesting to them, such as 'My favorite holiday' or 'A memorable experience'.

2. Instruct the first student to take a few moments to prepare their speech while the partner listens attentively and prepares to provide support.

3. Encourage the speaker to use the techniques discussed in the theory section, including breathing exercises, positive self-talk, and visualisation.

4. After the speaker presents, the partner should provide positive feedback and highlight what they did well, as well as suggest one area for improvement.

5. Switch roles so that both students have the opportunity to speak and support each other.

6. Conclude the role-play session by discussing as a class what worked well, what feelings were experienced, and how they can continue to support one another.

Discussion and Group Feedback

To guide the group discussion focused on socioemotional feedback, begin by asking students to recognize the emotions they felt when speaking in front of their partner. Use guiding questions like, 'How did it feel to speak in front of someone?' or 'What emotions did you notice in your partner during their presentation?' This aligns with the Recognize step of the RULER method.

Next, encourage students to understand the causes of these emotions by discussing why they felt anxious or relieved. Promote understanding by asking, 'What do you think caused your nervousness?' and 'In what ways did you support each other?' This will help students connect their feelings to the experience, aligning with the Understand step.

For the Label step, prompt students to articulate their emotions accurately by using specific vocabulary, asking them to label their feelings as anxiety, excitement, or relief. The Express step can be incorporated by having students share how they expressed their emotions with their partner and what strategies they found effective. Finally, for the Regulate step, guide students to brainstorm additional strategies they can use moving forward to manage public speaking anxiety effectively. They can also discuss ways they can help one another in future presentations.

Conclusion

Duration: (15 minutes)

Reflection and Emotional Regulation

Conduct a reflective discussion circle where each student shares one challenge they faced during the speaking activity and how they managed their emotions throughout the process. Alternatively, students can write a short paragraph in their journals reflecting on their experiences, focusing on what they learned about their emotional responses and the techniques they found helpful. Encourage them to consider how they can apply these insights to future speaking engagements.

Objective: The objective of this activity is to encourage self-assessment and emotional regulation among students. By reflecting on their challenges and emotional management during the lesson, students can identify effective strategies for coping with speech anxiety, fostering greater self-awareness and resilience in future public speaking situations.

Glimpse into the Future

Invite students to set personal and academic goals focused on overcoming speech anxiety and improving their public speaking skills. This can be done as a written exercise or as a class discussion, where students share their goals with each other for accountability. Examples may include practicing speeches in front of a friend weekly or aiming to participate in class discussions more actively.

Setting Goals:

1. To practice public speaking techniques at least once a week to build confidence.

2. To participate in at least one class presentation this term without feeling overwhelmed.

3. To develop a personal mantra for positive self-talk that can be used before presenting.

4. To seek opportunities to speak in front of different audiences, such as school assemblies or local events. Objective: The objective of this section is to strengthen students' autonomy and the practical application of the skills learned during this lesson. By setting personal and academic goals related to managing speech anxiety and improving public speaking, students can take ownership of their learning journey, ensuring continuity in their development and enhancing their confidence in various contexts.