Effective Presentation explores the building of relationships with your guests, using a variety of different styles to present information. We will also look at the more advanced presentation considerations such as body language, question-based learning and the matching principle.
Tone of Voice
Tone of Voice
Tone of voice is the ‘how’ in which we speak, beyond just the words used. Like body language, or eye contact, tone of voice can be a powerful element of communication that can say just as much as, if not more, than words can. Imagine listening to a conversation in a foreign language; it is often possible to understand the emotions and feelings of the speakers without understanding the words, simply by picking up on the tone of voice.
Compare the boring, monotone school teacher who makes their class fall asleep within five minutes, to the captivating presenter who is able to leave their students always wanting more. The words they say could be exactly the same, but one of these two is able to make the content powerful and engaging whilst the other falls flat.
Becoming more aware of the small details in how voices are used, it’s possible to greatly improve verbal communication. This can help to build stronger relationships, create lasting learning and ultimately help students succeed.
Experienced instructors will constantly vary their tone of voice depending on the students in front of them and how they’re feeling as they go through the process of learning. Having a mastery of not just the words chosen but how they are said, will help elevate teaching to a higher level. Just like with riding, it’s important for each instructor to find their unique style of presentation, as there’s no one-size-fits-all approach!
Some common aspects with tone of voice to look at are volume, speed, intonation and emphasis.
Volume
How loud or quiet words are spoken. Being loud can help to convey enthusiasm and stoke, but sometimes come across as aggressive or confrontational. Speaking too softly may sound uncertain or be hard to follow-however, sometimes lowering the voice can force students to really listen closely and be just as powerful as raising the voice. Some situations may also call for quiet words which can be more friendly and encouraging.
Example
Imagine your student has just stomped their first 180, how would you celebrate the stoke? Loud or quiet? Compare this to a student who is struggling to balance as they sideslip and feeling unconfident. Some students may want a bold, loud motivator, others a more understanding, softly spoken helping hand.
Speed
Changing how fast or slow a sentence is spoken can make a big difference to how easy it is to understand. Speaking too quickly can make it hard for listeners to follow. This is a common mistake for less experienced instructors, especially when nervous. On the other hand, speaking too slowly can be frustrating and some listeners will become distracted.
Speed can also change how a conversation feels. It’s common for speech to speed up when people get excited or emotional. Speaking more quickly can help to increase the energy level and get people stoked. Speaking more slowly is useful when a situation calls for a more calming tone or to help people relax. By being conscious of the energy level of a student or situation, and adjusting speed to match, an instructor is able to help make students feel more confident or comfortable throughout each lesson.
Another way to change the speed of speech is to add pauses between sentences or words. Pauses can give listeners a chance to catch up, process information or help the speaker make a point. Leaving space between words is a powerful tool when speaking, although just like anything, too many pauses can easily become confusing or unnatural. Sometimes less is more!
Hot Tip
Being aware of the speed of speech when teaching can be tricky. After presenting a task, take a moment to self-reflect and ask questions like: did I speak too fast during that explanation? Did I give my students enough time to understand as I spoke? Did it look like any of my students were getting bored?
Intonation
Intonation is how the voice moves up and down when speaking. This can give presentation melody and voice, but also subtly change the meaning of words and create a powerful impression on the listener.
Although there are an infinite amount of ways to add intonation, beyond speaking in a flat tone, the two most common to consider are moving the pitch upwards or downwards throughout a sentence.
Upward intonation is often used when asking a question or to convey uncertainty. This can be useful when offering feedback in a non-judgemental way and help the listener relax. However, if used too often can make the speaker sound doubtful and uncertain.
Downwards is usually used when making a statement or giving a command. This can add weight and power to what is being said and help create confidence in a speaker’s words. When used excessively this can come across as dominating and create confrontation. A common mistake can be asking questions using a downwards intonation, especially when probing or clarifying. This can make questioning sound like an interrogation.
Example
Try asking the question “Does that make sense?” and changing between upwards and downwards intonation. How do you think the feeling of the question changes? Can you think when you might use one or the other?
Emphasis
Think of emphasis like using a highlighter on certain words in a conversation. Instructors can change the emphasis on a specific word in a sentence by varying its speed, volume, intonation, or by adding pauses around the word.
Adding emphasis to a word can be used to have the listener focus on that specific word and add more weight to it. Changing which word the emphasis is placed on can change the meaning of a sentence or convey a different attitude or emotion.
Example
Compare emphasising the following statement in two ways:
“Try bending your front ankle a little more as you start your toeside turn”
“Try bending your front ankle a little more as you start your toeside turn”
In the first one, emphasising the word “ankle” will bring focus to a body part the student may have not previously thought about. In the second, the word “little” is highlighted to convey that the student only needs a small tweak to how they are flexing their ankle to make a big difference.
