Packing Slip 
item |
Brain Theory & Stage Fright |
contact |
Roselyn Turner (Estrella Mountain Community College) roselyn.turner@emcmail.maricopa.edu |
college(s) |
Estrella Mountain Community College |
discipline(s) |
Communication |
summary |
The purposes of this Summer Project were to (1) research Brain Theory as it applies to fear, and (2) to investigate potentially “brain friendly” teaching strategies to use in the Communication classroom that could help my students with Public Speaking Anxiety (PSA). |
details |
Public Speaking Anxiety (PSA) is the number one phobia of Americans. Reactions can range from mild apprehension to paralysis. The purposes of this Summer Project were to (1) research Brain Theory as it applies to fear, and (2) to investigate potentially “brain friendly” teaching strategies to use in the Communication classroom that could help my students with PSA. The initial research of Brain Theory took place in the libraries of ASU and EMCC, and via online databases and web sites from July 5-28, 2005. New information was recorded in a learning journal with regular entries of reflection. The Emotional Brain, by Joseph LeDoux; The Art of Changing the Brain, by James E. Zull, and an unpublished an untitled, as yet, textbook by Gamble and Gamble, provided explanations of learning cycles of the brain and how emotions can either enhance or hinder learning. Fear, and what to fear, are learned. While PSA can be caused by fear of evaluation, fear of failure, fear of the unknown, shyness, and/or ethnocentricity, the main cause is cultural. PSA is modeled and expected in our society. The final synthesis of findings and planning of strategies occurred from August 1-11, 2005, at my EMCC and residence offices. Because fear, or what to fear, are learned, they can also be unlearned. Conquer Your Speech Anxiety, By Karen Kangas Dwyer, and a number of articles, including “Behavior Neuroscience of Fear Control,” by Tarik S. Bel-Bahar provided information about how patterns of thinking and feeling can be changed in the brain. “Cognitive restructuring” involves self talk and other-coaching. The value of self-fulfilling prophesy (Galatea and Pygmalion Effects) was reinforced. Finally, using a number of self-help books on Emotional Intelligence, I was able to identify or modify activities that I will use in the classroom. ------------------------------------------------------------ Outcomes: In a paragraph or two describe what worked well. Did you accomplish your objective(s)? Were you able to complete your summer project as written? If not, what did you modify and why? What did not go as well as expected, if anything? Were there any surprises? Note: Use the questions as guides for your outcomes. Do not include detailed list of workshops attended, speakers who presented, or a list of items you have seen, heard, or read. ------------------------------------------------------------ This project was self-directed and I found a wealth of material that I could draw from, synthesize, and adapt to the Communication classroom. Not too surprising was the research that is being done to develop pharmaceuticals to impact brain activity as it relates to fear—a “fear” pill. I also learned that there is experimentation using a virtual environment to combat PSA. ------------------------------------------------------------ Professional Growth: Your own professional growth is a large part of your project. Your professional growth is important to you, your students, your college, and possibly other colleagues. How did project affect you professionally? What skills did you learn? What environments were you working in and how might your summer project influence your teaching or other responsibilities? Did you gain a different perspective? Was it professionally valuable for you? ------------------------------------------------------------ This project reinforced my philosophy of having high expectations for my students, being a transformative leader in the classroom, and celebrating the growth of students. But, it also gave me concrete and scientific information that I will pass on to my students when I integrate it into the lessons on PSA. Referencing the brain will give the students credibility and a referent that is logical. They will learn that they are not alone, they are not abnormal, and that there are causes unrelated to their abilities that make them fearful. Knowledge is power. It is my hope that by sharing the neuroscience of fear and knowing that one can unlearn fear, my students will understand why it is important to practice what they learn as often as possible to break the patterns that have become imprinted on the brain. I will also include new activities that address Emotional Intelligence competencies, build community, and change mind-sets. ------------------------------------------------------------ Dissemination: How will you share this information with your colleagues, department, students, or college? ------------------------------------------------------------ I will share this information with Communication faculty during department meetings. I have informed the faculty about my findings, and have offered to share the books and articles that I added to my office library. I will also offer to share my lessons that address PSA.I will also share the information with my Communication students prior to their presentations, and I will regularly remind them of the brain science behind the emotions and subsequent behaviors. I will also make myself available to them for individual coaching—for presentations in our class, or in their other classes. Note! As a professional courtesy to the owner of this package, if you use some aspect of this package or have some thoughts about it, please share your feedback via the comments form below. |
web links |
http://www.mcli.dist.maricopa.edu/fpg/ |
shareback |
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extra |
Last modified: Sep-22-2005 Date created: Sep-22-2005 Visitor count: 4714 Dublin Core Metadata record  This package is included in the Faculty Professional Growth Summer Project Reports special collection. |
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