Hi guys and gals,
You may have received a call from our poor Jignesh who has been trying to get us all together for the first re-union. This is a follow up to the call. All those who are interested in coming together to refresh their memory, please say yes by clicking on comments and saving it.
Thank you and look forward to your responses. The first 10 comments will get a prize.
Be happy, be cheerful, be joyful, be blessed.
Love Lancer.
Wednesday, June 18, 2008
Saturday, June 14, 2008
Presentation
Presentation Skills
Knowing how to deliver a presentation is as important as knowing the facts about the landmines issue. Good speakers know how to share their information effectively!
Effective Presenters
While every presenter has their own unique style, in general, all effective presenters:
Encourage participants to present their own ideas;
Recognize that people need time to think before speaking;
Maintain a comfortable pace so that participants do not feel too rushed;
Reserve their own ideas and opinions until others have had time to respond;
Accept each contribution with a positive comment;
Encourage everyone to contribute, but keep the session focused;
Are sensitive to cultural and value differences within the audience; and,
Set aside any personal biases.
Speak or Engage?
Is it possible to stand in front of an audience and just speak to them about the landmines issue? Certainly. Is this the most effective way to engage your audience? Probably not. Effective presenters do more than just rattle off the facts. They spark discussion, include interactive exercises, appeal to a variety of learning styles, and are creative and dynamic!
Different people have distinct ways of learning and absorbing information. Some people learn better by seeing things visually, other by hearing information, and still others by doing things. As a presenter your job is to try to appeal to all these types of learners -to talk, to use visual aids, and to have exercises that allow participants to experience in some way what you are discussing.
Most times your audience will know something about global issues or the landmines issue. Instead of just presenting information, ask the audience questions and allow time for questions and discussions. If you pose questions to the audience towards the beginning of the presentation it will help you to gauge the participants knowledge and feelings about the issue. Allow participants to share their knowledge and experiences as well. Presenting is not a one way learning process. It is a dialogue between you and your audience.
One way to increase audience participation is to make a question out of the information you would like to convey. Instead of explaining how many countries in the world are affected by landmines, ask the audience how many countries they think are affected by landmines? Interactive exercises will help to create a positive dialogue with participants where they have opportunities to share their own knowledge.
The more senses you appeal to in your presentation the more likely your audience is to retain the information and take action!
We retain:
20% of what we hear
30% of what we see
50% of what we hear and see
70% of what we hear, see and talk
90% of what we hear, see, talk and do!
Know your Audience
You should give a different presentation to each different audience. A presentation for a church youth group will be very different from a presentation to a group of military veterans. Adapting your presentation to each audience may mean small changes to the introduction or big changes to the order of the presentation. Knowing your audience is crucial so you can tailor your presentation to suit the participants.
Whenever possible get background information on your audience.
Who are they?
What is the age group?
Do they know much about global issues?
Do they know a great deal about the landmines issue or very little?
Do they know about the global landmines situa-tion, your local landmine situation, neither or both?
Are participants from war-affected communities?
Have any participants been personally affected by landmines?
Have participants taken action on the landminesissue or other social justice issues before?
How many participants will attend the presentation?
Do any of the participants have any special needs? (i.e. require sign language interpretation, wheel-chair
accessible facility)
Do the participants have specific issues they would like you to focus on?
The more you know about your audience the more you will be able to prepare in advance and adapt your presentation to meet their expectations. This ensures the presentation will meet their needs and goals as well as your own.
Being Flexible
Flexibility is crucial to delivering a landmines presentation. While you always want to cover the basic information about the landmines issue, depending on your audience you may wish to focus more on particular aspects of the issue. For example, you may want to focus on the landmines situation in a particular country, or you may want to focus on a theme such as survivor assistance.
Regardless of what you plan to include in your presentation you must always be prepared for change. Perhaps more time is spent on discussion and you do not have time for a planned activity. Maybe during the presentation you realize that a planned exercise is not appropriate for the audience, or maybe a pieceof needed audio-visual equipment is not available or not working.
Remain calm, have back-up activities planned, and don’t get flustered if your presentation doesn’t go according to schedule. Remember only you will know if the presentation is different from the one you had planned beforehand!
Handling Difficult Situations
Regardless of how much you prepare for a presentation, sometimes challenging situations arise. It is best to think through beforehand how you would handle different situations. Then if any difficulties do arise, try and remain relaxed and handle the situation as best you can. Following are some challenges that may arise and some possible responses. Remember that the appropriate response will vary for each audience, so adapt accordingly.
1. Participant is dominating the discussion
Summarize the participant’s viewpoint and then move on.
Ask others in the group for their input.
If you wish to discuss the issue further with the participant, ask to wait to continue the discussion until a break.
2. Participant is moving off topic
Summarize the participant’s viewpoint and move on.
Ask the participant to wait until later in the presentation to discuss the issue.
Address the fact that a different topic has been raised - “This seems to be a different issue,” - and restate the purpose of the dis-cussion, asking others for input.
3. Private Conversations
Use nonverbal methods to regain the participant’s attention (make eye contact, move closer).
Ask one of them a question (making sure to say the participant’s name first).
Ask them to refrain from talking (privately, if possible).
4. Jokes
Privately ask the participants to minimize jokes.
Resume the session after the humorous in-terjections (be as serious as possible).
5. Disagreeing
Summarize the participants’ viewpoint; ask others for their opinions.
Agree to disagree.
Agree in part, then state how you differ and why.
6. Distractions
Use nonverbal means to get the participants’ attention (like eye contact).
Ignore if the behavior is not detracting from the session.
Privately ask the participant to stop.
7. Lateness
Ignore the behavior.
Adhere to time schedules; do not let every-one suffer for one person’s lateness.
Remind participants of time frames.
Privately request promptness (as a courtesy to the rest of the group, not just to you).
8. Participant is not actively involved
Use nonverbal means to draw the person into the discussion.
Ask direct but non-threatening questions.
Leave such participants alone (just because they are not participating does not mean that they are not learning).
9. Difficult Questions
If you are not able to answer a question then it is fine to say so!
Ask if anyone else in the group knows the answer.
Let the participant know that you will get back to them at a later date with the answer - and make sure you get back to them!
You do not have to intervene every time a problem arises during your presentation. In fact, if you are not comfortable you do not have to intervene at all. Often in a classroom situation the teacher will intervene and assist in solving any problem situations. If a participant is seriously disrupting your presentation and you feel comfortable then you may wish to intervene if you do not think the individual will change the behavior on their own. Use the suggestions above or use actions more appropriate in your community for dealing with such situations.
Learning to Speak
Speaking in front of an audience causes you to become more aware of your speech patterns. To begin, start noticing how you speak with others:
Do you speak quickly or slowly? Do others find your speech easy to understand?
Do you speak quietly or loudly?
Do you use one tone or is your speech very animated?
Do you gesture and use your hands when you speak?
Do you normally communicate with other in your native language or another language?
Effective public speakers:
Speak slowly and clearly. It is important that your audience can understand what you are saying. Often when people are nervous their speech becomes more rapid, so it is important to remember to slow down and pronounce words distinctly. This is especially important if you are speaking in a language that is not your native tongue, or if you are speaking to people whose first language is not the language you are speaking in.
If you are speaking in a language other than your native tongue make sure you are comfortable with all the technical terms you may be using. Also avoid using abbreviations or jargon terms that the audience will not understand.
Speak loudly. You do not need to yell, but ensure that you speak loudly enough for all participants to clearly hear you. If you are speaking in a very large room request a microphone or megaphone. When beginning a presentation, ask participants if they can hear you.
Sometimes gesturing and using your hands to describe what you are discussing can be interesting and useful. Nervous hand movements and gestures are not useful. Be conscious of how you use your hands. Do not play with coins in your pocket, pens or other materials that may distract your audience.
Smile, even if you are nervous or intimidated. It will put your audience at ease and will help you to relax too!
Look at the audience - do not stare at your notes or look only at the screen. This way you will be able to assess their level of interest and keep engaged with the audience.
Red Cross taking action workshop, White Rock, British Columbia Canada, May 2000. Photo: YMAAP
The best way to learn how to speak in front of people is to practice, both privately and with others. Try practicing in front of a mirror. Notice how you gesture, how quickly you speak and if your speech is clear. Try practicing in front of your family and friends. Ask them for comments. If you have the opportunity, have someone video tape your presentation. Review the video to see how you speak and gesture when nervous and work to minimize these behaviors.
Using Visual Aids
Using visual aids can enhance the effectiveness of your presentation. A variety of visual aids can be employed, from chalkboards to slide projectors. When using visual aids:
Always make sure to request in advance any equipment you will need;
Arrive early for the presentation to set up equipment;
Ensure equipment is in good working order; and,
Return borrowed equipment promptly.
Here are some examples of visual aids, although this is by no means a complete list. Be creative, use local materials, and develop your own tools and resources to use!
Chalkboards, Whiteboards and Flipcharts
Ensure that chalk or pens are available.
Make sure to only use whiteboard pens on whiteboards.
If you are writing and talking at the same time, ensure that you are turned to the side so people can hear and see what you are discussing.
Make sure to write largely and clearly so people can easily understand your writing.
Decide how much information you will write on the board in advance (i.e. main headings) and how much information you will fill in during the presentation.
Only write short, brief phrases and when possible use graphic images such as cartoons to illustrate your points.
Overheads
Set up the projector in advance to ensure it is functioning and is properly positioned and focused.
Make sure materials are photocopied or printed on acetate (or transparencies).
Make sure overhead pens are available.
Ensure that acetates are readable from the back of room. Use a big, plain typeface (a 20 to 30 point typeface is a good size).
Always face the audience when presenting over-heads.
Keep a copy of the text in your hand so you do not have to read the words off a wall or screen.
Slides
Set up the slide projector in advance to make sure if is properly focused and positioned and that slides are placed correctly in the tray.
Make sure to leave enough time between slides for participants to absorb the information and ask questions.
Films
Review the film in advance to ensure you are familiar with the content. Make sure the film is rewound and cued to where you would like it to start.
Set up the television and VCR in advance to ensure they are functioning and that the volume and channel are correctly set.
Position the television screen so all participants can see it. If possible, avoid showing videos on small screens to large audiences.
Posters
Get permission to hang posters on walls or other surfaces (i.e. chalkboard).
Bring tape, sticky glue or another adhesive with you to fasten posters to the wall.
Ideally, put up the posters beforehand so that partici-pants can look at them while waiting for the session to start. It can be useful to leave posters behind so that participants can refer to the material afterwards.
Make sure to refer to the posters during the presentation.
Handouts
Make sure to type or print clearly in large lettering.
Make enough photocopies for all participants.
Hand out sheets during the presentation to all participants and review the material, or mention during the presentation that more information is available on a table after the presentation.
Props
Physical objects or props can be used to deepen a participant’s knowledge and understanding of the landmines issue. Ask local mine action organizations if they have wooden mines which can be used during presentations to show participants what mines look like, how small they are and how some resemble toys. Remember to be careful about how “dummy” mines are handled. In real life mines are not toys and fake mines should be treated the same way.
See if it is possible to use an old prosthetic during presentations to pass around and show students. Photographs, posters and campaign materials can also be passed around for participants to examine
Knowing how to deliver a presentation is as important as knowing the facts about the landmines issue. Good speakers know how to share their information effectively!
Effective Presenters
While every presenter has their own unique style, in general, all effective presenters:
Encourage participants to present their own ideas;
Recognize that people need time to think before speaking;
Maintain a comfortable pace so that participants do not feel too rushed;
Reserve their own ideas and opinions until others have had time to respond;
Accept each contribution with a positive comment;
Encourage everyone to contribute, but keep the session focused;
Are sensitive to cultural and value differences within the audience; and,
Set aside any personal biases.
Speak or Engage?
Is it possible to stand in front of an audience and just speak to them about the landmines issue? Certainly. Is this the most effective way to engage your audience? Probably not. Effective presenters do more than just rattle off the facts. They spark discussion, include interactive exercises, appeal to a variety of learning styles, and are creative and dynamic!
Different people have distinct ways of learning and absorbing information. Some people learn better by seeing things visually, other by hearing information, and still others by doing things. As a presenter your job is to try to appeal to all these types of learners -to talk, to use visual aids, and to have exercises that allow participants to experience in some way what you are discussing.
Most times your audience will know something about global issues or the landmines issue. Instead of just presenting information, ask the audience questions and allow time for questions and discussions. If you pose questions to the audience towards the beginning of the presentation it will help you to gauge the participants knowledge and feelings about the issue. Allow participants to share their knowledge and experiences as well. Presenting is not a one way learning process. It is a dialogue between you and your audience.
One way to increase audience participation is to make a question out of the information you would like to convey. Instead of explaining how many countries in the world are affected by landmines, ask the audience how many countries they think are affected by landmines? Interactive exercises will help to create a positive dialogue with participants where they have opportunities to share their own knowledge.
The more senses you appeal to in your presentation the more likely your audience is to retain the information and take action!
We retain:
20% of what we hear
30% of what we see
50% of what we hear and see
70% of what we hear, see and talk
90% of what we hear, see, talk and do!
Know your Audience
You should give a different presentation to each different audience. A presentation for a church youth group will be very different from a presentation to a group of military veterans. Adapting your presentation to each audience may mean small changes to the introduction or big changes to the order of the presentation. Knowing your audience is crucial so you can tailor your presentation to suit the participants.
Whenever possible get background information on your audience.
Who are they?
What is the age group?
Do they know much about global issues?
Do they know a great deal about the landmines issue or very little?
Do they know about the global landmines situa-tion, your local landmine situation, neither or both?
Are participants from war-affected communities?
Have any participants been personally affected by landmines?
Have participants taken action on the landminesissue or other social justice issues before?
How many participants will attend the presentation?
Do any of the participants have any special needs? (i.e. require sign language interpretation, wheel-chair
accessible facility)
Do the participants have specific issues they would like you to focus on?
The more you know about your audience the more you will be able to prepare in advance and adapt your presentation to meet their expectations. This ensures the presentation will meet their needs and goals as well as your own.
Being Flexible
Flexibility is crucial to delivering a landmines presentation. While you always want to cover the basic information about the landmines issue, depending on your audience you may wish to focus more on particular aspects of the issue. For example, you may want to focus on the landmines situation in a particular country, or you may want to focus on a theme such as survivor assistance.
Regardless of what you plan to include in your presentation you must always be prepared for change. Perhaps more time is spent on discussion and you do not have time for a planned activity. Maybe during the presentation you realize that a planned exercise is not appropriate for the audience, or maybe a pieceof needed audio-visual equipment is not available or not working.
Remain calm, have back-up activities planned, and don’t get flustered if your presentation doesn’t go according to schedule. Remember only you will know if the presentation is different from the one you had planned beforehand!
Handling Difficult Situations
Regardless of how much you prepare for a presentation, sometimes challenging situations arise. It is best to think through beforehand how you would handle different situations. Then if any difficulties do arise, try and remain relaxed and handle the situation as best you can. Following are some challenges that may arise and some possible responses. Remember that the appropriate response will vary for each audience, so adapt accordingly.
1. Participant is dominating the discussion
Summarize the participant’s viewpoint and then move on.
Ask others in the group for their input.
If you wish to discuss the issue further with the participant, ask to wait to continue the discussion until a break.
2. Participant is moving off topic
Summarize the participant’s viewpoint and move on.
Ask the participant to wait until later in the presentation to discuss the issue.
Address the fact that a different topic has been raised - “This seems to be a different issue,” - and restate the purpose of the dis-cussion, asking others for input.
3. Private Conversations
Use nonverbal methods to regain the participant’s attention (make eye contact, move closer).
Ask one of them a question (making sure to say the participant’s name first).
Ask them to refrain from talking (privately, if possible).
4. Jokes
Privately ask the participants to minimize jokes.
Resume the session after the humorous in-terjections (be as serious as possible).
5. Disagreeing
Summarize the participants’ viewpoint; ask others for their opinions.
Agree to disagree.
Agree in part, then state how you differ and why.
6. Distractions
Use nonverbal means to get the participants’ attention (like eye contact).
Ignore if the behavior is not detracting from the session.
Privately ask the participant to stop.
7. Lateness
Ignore the behavior.
Adhere to time schedules; do not let every-one suffer for one person’s lateness.
Remind participants of time frames.
Privately request promptness (as a courtesy to the rest of the group, not just to you).
8. Participant is not actively involved
Use nonverbal means to draw the person into the discussion.
Ask direct but non-threatening questions.
Leave such participants alone (just because they are not participating does not mean that they are not learning).
9. Difficult Questions
If you are not able to answer a question then it is fine to say so!
Ask if anyone else in the group knows the answer.
Let the participant know that you will get back to them at a later date with the answer - and make sure you get back to them!
You do not have to intervene every time a problem arises during your presentation. In fact, if you are not comfortable you do not have to intervene at all. Often in a classroom situation the teacher will intervene and assist in solving any problem situations. If a participant is seriously disrupting your presentation and you feel comfortable then you may wish to intervene if you do not think the individual will change the behavior on their own. Use the suggestions above or use actions more appropriate in your community for dealing with such situations.
Learning to Speak
Speaking in front of an audience causes you to become more aware of your speech patterns. To begin, start noticing how you speak with others:
Do you speak quickly or slowly? Do others find your speech easy to understand?
Do you speak quietly or loudly?
Do you use one tone or is your speech very animated?
Do you gesture and use your hands when you speak?
Do you normally communicate with other in your native language or another language?
Effective public speakers:
Speak slowly and clearly. It is important that your audience can understand what you are saying. Often when people are nervous their speech becomes more rapid, so it is important to remember to slow down and pronounce words distinctly. This is especially important if you are speaking in a language that is not your native tongue, or if you are speaking to people whose first language is not the language you are speaking in.
If you are speaking in a language other than your native tongue make sure you are comfortable with all the technical terms you may be using. Also avoid using abbreviations or jargon terms that the audience will not understand.
Speak loudly. You do not need to yell, but ensure that you speak loudly enough for all participants to clearly hear you. If you are speaking in a very large room request a microphone or megaphone. When beginning a presentation, ask participants if they can hear you.
Sometimes gesturing and using your hands to describe what you are discussing can be interesting and useful. Nervous hand movements and gestures are not useful. Be conscious of how you use your hands. Do not play with coins in your pocket, pens or other materials that may distract your audience.
Smile, even if you are nervous or intimidated. It will put your audience at ease and will help you to relax too!
Look at the audience - do not stare at your notes or look only at the screen. This way you will be able to assess their level of interest and keep engaged with the audience.
Red Cross taking action workshop, White Rock, British Columbia Canada, May 2000. Photo: YMAAP
The best way to learn how to speak in front of people is to practice, both privately and with others. Try practicing in front of a mirror. Notice how you gesture, how quickly you speak and if your speech is clear. Try practicing in front of your family and friends. Ask them for comments. If you have the opportunity, have someone video tape your presentation. Review the video to see how you speak and gesture when nervous and work to minimize these behaviors.
Using Visual Aids
Using visual aids can enhance the effectiveness of your presentation. A variety of visual aids can be employed, from chalkboards to slide projectors. When using visual aids:
Always make sure to request in advance any equipment you will need;
Arrive early for the presentation to set up equipment;
Ensure equipment is in good working order; and,
Return borrowed equipment promptly.
Here are some examples of visual aids, although this is by no means a complete list. Be creative, use local materials, and develop your own tools and resources to use!
Chalkboards, Whiteboards and Flipcharts
Ensure that chalk or pens are available.
Make sure to only use whiteboard pens on whiteboards.
If you are writing and talking at the same time, ensure that you are turned to the side so people can hear and see what you are discussing.
Make sure to write largely and clearly so people can easily understand your writing.
Decide how much information you will write on the board in advance (i.e. main headings) and how much information you will fill in during the presentation.
Only write short, brief phrases and when possible use graphic images such as cartoons to illustrate your points.
Overheads
Set up the projector in advance to ensure it is functioning and is properly positioned and focused.
Make sure materials are photocopied or printed on acetate (or transparencies).
Make sure overhead pens are available.
Ensure that acetates are readable from the back of room. Use a big, plain typeface (a 20 to 30 point typeface is a good size).
Always face the audience when presenting over-heads.
Keep a copy of the text in your hand so you do not have to read the words off a wall or screen.
Slides
Set up the slide projector in advance to make sure if is properly focused and positioned and that slides are placed correctly in the tray.
Make sure to leave enough time between slides for participants to absorb the information and ask questions.
Films
Review the film in advance to ensure you are familiar with the content. Make sure the film is rewound and cued to where you would like it to start.
Set up the television and VCR in advance to ensure they are functioning and that the volume and channel are correctly set.
Position the television screen so all participants can see it. If possible, avoid showing videos on small screens to large audiences.
Posters
Get permission to hang posters on walls or other surfaces (i.e. chalkboard).
Bring tape, sticky glue or another adhesive with you to fasten posters to the wall.
Ideally, put up the posters beforehand so that partici-pants can look at them while waiting for the session to start. It can be useful to leave posters behind so that participants can refer to the material afterwards.
Make sure to refer to the posters during the presentation.
Handouts
Make sure to type or print clearly in large lettering.
Make enough photocopies for all participants.
Hand out sheets during the presentation to all participants and review the material, or mention during the presentation that more information is available on a table after the presentation.
Props
Physical objects or props can be used to deepen a participant’s knowledge and understanding of the landmines issue. Ask local mine action organizations if they have wooden mines which can be used during presentations to show participants what mines look like, how small they are and how some resemble toys. Remember to be careful about how “dummy” mines are handled. In real life mines are not toys and fake mines should be treated the same way.
See if it is possible to use an old prosthetic during presentations to pass around and show students. Photographs, posters and campaign materials can also be passed around for participants to examine
Friday, June 13, 2008
Inspiration
Hi All,
Not sure if you have seen this….this is indeed something to give a pause and think about. Enjoy!
In July 2006, a short 3-minute movie was launched on the Internet called The Dash. Since then, over 40 million people from around the world have watched it; and over 20,000 a day continue to watch it as a result of people passing it along. The movie has been more successful than anyone could have ever imagined. More importantly, however, it has inspired many, many people to reflect on their lives and ask that all important question, "Are my priorities where they should be?"
Click This Link to View:
www.dashpoemmovie.com
Thanks & Regards
Ravindra
Not sure if you have seen this….this is indeed something to give a pause and think about. Enjoy!
In July 2006, a short 3-minute movie was launched on the Internet called The Dash. Since then, over 40 million people from around the world have watched it; and over 20,000 a day continue to watch it as a result of people passing it along. The movie has been more successful than anyone could have ever imagined. More importantly, however, it has inspired many, many people to reflect on their lives and ask that all important question, "Are my priorities where they should be?"
Click This Link to View:
www.dashpoemmovie.com
Thanks & Regards
Ravindra
Saturday, June 7, 2008
hi everyone
Nice to be with u guys. have u been practising the techniques? i am trying to teach the same to my daughter. unless v meet and practise together, i think it will be difficult for us to keep the tempo & do it on our own. can v meet on saturday afternoon/evenings?
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