WNDI STAFF PAGES
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A. Be energetic
Put your nervousness to good
use—energy for your speech. Emphasize key lines.
B. Be Yourself
Don’t be canned. Be Yourself!!!
Look out at them—get them
involved. Be thinking: I want to visually show them that I want to involve them
in my speech.
PLEASE DON’T BURY YOUR HEAD IN
YOUR NOTES AND READ. Look out—Reach out!
D. Ask questions that require
arguments rather than just “yes” or “no” or a fact.
EXAMPLE NOT SO GOOD QUESTION: “Who
is the President?”
EXAMPLE GOOD QUESTION: “What
arguments support the CTBT?” or better “Why are landmines non-topical?”
E. Wait for students to answer
questions
WAIT IN SILENCE FOR 5 TO 10
SECONDS FOR SOMEONE TO ANSWER; students can be reluctant to talk especially the
first two or three days of camp. If needed, clarify questions you ask.
F. Stop students who take too
much time talking; call on students who don’t speak at all
ROTATE STUDENTS WHO ANSWER QUESTIONS;
DO NOT LET A STUDENT ANSWER TWO QUESTIONS WITHIN A 5 TO 10 MINUTE TIME PERIOD;
LOOK AROUND AND ASK STUDENTS WHO HAVE NOT SPOKEN TO ANSWER A QUESTION.
G. Check student work
Take time to look at student work;
don’t assume that they know how to do it/that they are doing it: look at it and
give helpful, specific feedback
H. Be positive and specific and
constructive
These kids can be fragile; give
them a boost. Tell them specific things that they are doing well. “That’s a
good tag--its really accurate and concise.” If they
are doing something needing improvement, give them specific help. “You should
give this disadvantage a better link. Something that will directly show marine
reserves cause fishing industry collapse.”