How to Make Sure that Your Oral Presentation (in English) is to be Done Okayly?

How to Make Sure that Your Oral Presentation (in English) is to be Done Okayly?

Janbpha Thadphoothon, Ed D
Professional ELT Practitioner

Feeling nervous about delivering an oral presentation in English? You're not alone; I've been there too. However, we can overcome this challenge. Delivering an effective presentation in English demands preparation, practice, and attention to various elements. Here are some tips to ensure your presentation is successful:

Image Credit: Google Gemini

1. Know Your Audience: Understand who you are speaking to and tailor your content and language accordingly. Consider their level of knowledge on the topic and their interests.

"Don't just speak English; also consider who is in the room. They may all be non-native speakers. Adjust your pace and speech accordingly."

2. Clear Structure: Organize your presentation with a clear introduction, main points, and conclusion. This helps your audience follow along and understand the flow of your presentation.

3. Engaging Introduction: Start with a hook to grab your audience's attention, such as a compelling statistic, anecdote, or thought-provoking question.

4. Content Quality: Ensure your content is accurate, relevant, and well-researched. Provide evidence to support your points and include examples to illustrate complex ideas.

5. Visual Aids: Use visual aids like slides, graphs, or videos to enhance your presentation, but avoid overcrowding slides with too much information. Keep visuals simple and easy to understand.

6. Clear and Concise Language: Use clear and concise language, avoiding jargon or overly technical terms unless necessary. Define any specialized terms you do use.

7. Eye Contact and Body Language: Maintain eye contact with your audience and use positive body language to appear confident and engaged. Stand tall, gesture naturally, and move around the space if appropriate.

8. Practice, Practice, Practice: Rehearse your presentation multiple times to familiarize yourself with the content and timing. Practice speaking slowly and clearly, and pay attention to your pacing.

9. Seek Feedback: Practice in front of friends, family, or colleagues and ask for constructive feedback. Consider recording yourself to identify areas for improvement.

10. Manage Nervousness: It's natural to feel nervous before a presentation. Practice relaxation techniques such as deep breathing or visualization to calm your nerves. Remember, confidence comes with practice.

11. Prepare for Q&A: Anticipate potential questions your audience might have and prepare thoughtful responses. If you're unsure about an answer, it's okay to admit it and offer to follow up later.

12. Time Management: Practice within the time limit given for your presentation. It's better to finish slightly early than to rush through your content or exceed the allotted time.

If English isn't your native language, it's essential to practice more. Ensure that your pronunciation is clear and that your speech is both articulate and understandable.

By following these tips and practicing regularly, you can ensure that your oral presentation in English is done effectively and confidently.

หน่วยบริหารจัดการพื้นที่

 หน่วยบริหารจัดการพื้นที่

ภาคการศึกษา (Core Team)

- ศึกษาธิการจังหวัด

- เขตพื้นที่ (สพป . สพม)

- อปท.

- ตชด

- สมัชชาการศึกษา

ภาคเอกชน (หนุนเสริม)

- Enterprises

- Business operators บริษัท

ทีมหนุนเสริมทางวิชาการ

- สถาบันอุดมศึกษาในเขตพื้นที่

- พม
- Heath
- วัด 

- ชุมชน

Units to Manage Educational Areas in Schools and Who Should Be Involved

 The specific units and their composition will vary depending on the size and structure of the school, but here are some common examples and who should be involved:

1. Curriculum Development Unit:

• Who: Experienced teachers, subject matter experts, curriculum specialists, educational researchers, and representatives from the community.
• Roles and responsibilities: Develop, review, and revise the curriculum, align it with standards and learning objectives, ensure curriculum coherence and progression, conduct needs assessments, research best practices, and provide professional development for teachers.
• Abilities and skills: Knowledge of curriculum theory and design, expertise in specific subject areas, research skills, collaboration, communication, and critical thinking.

2. Assessment Unit:

• Who: Assessment specialists, teachers, school counselors, administrators, and (potentially) students.
• Roles and responsibilities: Develop and implement assessments for students and programs, analyze data to identify student strengths and weaknesses, guide instructional decisions, track learning progress, and report to stakeholders.
• Abilities and skills: Expertise in assessment theory and methods, data analysis, communication, collaboration, and problem-solving.

3. Professional Development Unit:

• Who: Instructional coaches, mentors, technology specialists, curriculum specialists, and experienced teachers.
• Roles and responsibilities: Identify professional development needs, design and deliver workshops and training programs, coach and mentor teachers, support implementation of new initiatives, and promote best practices.
• Abilities and skills: Knowledge of effective teaching practices, adult learning principles, facilitation and coaching skills, collaboration, and communication.

4. Special Education Unit:

• Who: Special education teachers, therapists, counselors, support staff, and administrators.
• Roles and responsibilities: Develop and implement individual education plans (IEPs) for students with disabilities, provide specialized instruction and support, collaborate with general education teachers, and advocate for students' needs.
• Abilities and skills: Expertise in special education law and best practices, knowledge of specific disabilities, differentiated instruction, collaboration, and communication.

5. Technology Unit:

• Who: Technology specialists, teachers, curriculum specialists, and administrators.
• Roles and responsibilities: Integrate technology into teaching and learning, provide technical support, train teachers and students on technology use, maintain school networks and equipment, and evaluate educational technology tools.
• Abilities and skills: Expertise in educational technology, troubleshooting, instructional design, communication, and problem-solving.

Additional Notes:

• In smaller schools, some of these units may be combined or operated by a single person.
• Parents and community members can also be involved in advisory committees or working groups.
• All involved should have a shared vision for the school's educational goals and a commitment to collaboration and continuous improvement.