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Some Students Say Having To Speak in Front of the Class is an Unreasonable Burden For Those With Anxiety and Are Requesting Alternative Options (theatlantic.com)
An anonymous reader shares a report: For many middle and high school students, giving an in-class presentation was a rite of passage. Teachers would call up students, one by one, to present their work in front of the class and, though it was often nerve wracking, many people claim it helped turn them into more confident public speakers. "Coming from somebody with severe anxiety, having somebody force me to do a public presentation was the best idea to happen in my life," one woman recently tweeted. According to a recent survey by the Association of American Colleges and Universities, oral communication is one of the most sought-after skills in the workplace, with over 90 percent of hiring managers saying it's important. Some educators also credit in-class presentations with building essential leadership skills, and increasing students' confidence and understanding of material.
But in the past few years, students have started calling out in-class presentations as discriminatory to those with anxiety, demanding that teachers offer alternative options. This week, a tweet posted by 15-year-old high school student declaring "Stop forcing students to present in front of the class and give them a choice not to" garnered over 130,000 retweets and nearly half a million likes. A similar sentiment tweeted in January also racked up thousands of likes and retweets. And teachers are listening.
But in the past few years, students have started calling out in-class presentations as discriminatory to those with anxiety, demanding that teachers offer alternative options. This week, a tweet posted by 15-year-old high school student declaring "Stop forcing students to present in front of the class and give them a choice not to" garnered over 130,000 retweets and nearly half a million likes. A similar sentiment tweeted in January also racked up thousands of likes and retweets. And teachers are listening.
It scared the crap out of me, but I came out of my shell with encouragement from some kindly teachers.
It's a rite of passage because in life, we have to be brave about many things. Not just big stuff like warfare and hurricanes, but life choices and eventually confronting mortality (put it off as long as you can).
We need to raise people to overcome their disadvantages, not revel in them. We can be compassionate and help them do so, but they need this ability to be brave and we need them to have it.
Alternative Right.
I have history anxiety.
I have grammar anxiety.
I have science anxiety.
I have PE anxiety - in spades.
Can I just go home now?
I just asked my 14 year old, who has social anxiety. Even he realizes that it is an important skill to have experience with, even though it scares the crap out of him. This seems to be a 'bubble wrapped child' problem.
Laws are rules for the court, but merely a bottom bar to hit for life. Think beyond laws in your actions always.
"Stop forcing people to interview in front of employers and give them a choice not to".
Learning should include uncomfortable situations.
I have an opposite fear: Sometimes I have to sit in an audience while someone who knows diddly squat about Open Source gives a speech about it (or even a keynote), and I would really like to engage them right in front of the audience and point out all of their mistakes, but in general that doesn't work for the audience. I just hate to sit through those things. About my most productive response was to write this in response to a completely clueless speaker.
But how did I become a speaker? I had a neurological deficit resulting in a speech impediment and coordination problems. Throughout 1-12th grade, I took at least 10 years of either instruction from a speech pathologist or year-after-year enrollment in the school's rhetoric class (which wasn't really addressing a problem in speech pathology). So, any fear of audiences was beaten out of me.
Most people hate and fear being in front of an audience. For some, the solution really is for them to one-on-one with a teacher. But for most, the solution would be early instruction that makes them more comfortable with the situation. The sink-or-swim method of just putting them in the front of the room is probably not the right way.
Bruce Perens.
Ya, in 20 years when you're too afraid to walk out the door, you be demanding that "universal basic income" because you never developed communication or personal skills and it's society's fault -you're just another victim.
Not just with standing in front of the class, but with dealing with humanity in general. Or technology, really.
Alternative Right.
What if those great thinkers became the great thinkers they were because they were pushed into uncomfortable situations constantly from a young age?
Had they been allowed to retreat into their shells and play gameboy (or insert era appropriate menial diversion here) would they have amounted to anything?
Struggle is what leads to character, maybe a bit of social anxiety is actually a gift.
Who said anything about liking public speaking? You don't have to like it, you just have to *do* it. One of those life skills that, unless you never have to interview in your life, is going to come in handy no matter how much you hate it.
--- Most topics have many sides worth arguing, allow me to take one opposite you.
If somebody has trouble in that area, perhaps special classes or work-shops can be provided whereby the student works their way up: speak to progressively bigger groups/crowds for progressively longer times rather than dive into the deep end on Day One.
We all have weak areas that we probably need special classes and/or assistance with.
I've seen no definitive evidence that traumatizing children makes them better adults, and perhaps has a net negative impact. Barring clear evidence for either side of the cowboy-vs-coddle debate, I believe my suggestion is reasonable and common-sense. However, it does require resources that poorer students and/or districts cannot afford.
Table-ized A.I.
Any scientist or engineer must be able to clearly and correctly explain things in front of an audience, even if that audience is larger. If somebody has anxiety (a serious mental condition, no argument) then they must find a way to still be able to do presentations to a group and interact with that group during and after the presentation or they will not be able to fulfill the requirements for the qualification they are aiming for. Sorry, no exceptions. You can't do it, you are not qualified.
I am all for helping them finding a solution or a workaround to the anxiety, but the presentation skills are a hard requirement.
Most ACs are not even worth the keystrokes to insult them. Be generically insulted by this and ignored otherwise.
Indeed. If we all limited "work" to only things we like, not a lot of it would get done. An academic degree is a sign that you can read and write documents and that you can present things in front of people. For some degrees, that is the most important final job qualification. You must be able to competently do it. You are not required at all to "like" it. And yes, I know what anxiety looks like. You may be tripping sweat and shaking while doing this. You still need to be able to do it and that can only be achieved with practice. If you later go for a career where you have to do this only rarely, not a problem at all.
Most ACs are not even worth the keystrokes to insult them. Be generically insulted by this and ignored otherwise.
The article doesn't appear to be talking about anxiety disorders. These aren't kids with a note from their doctor or something diagnosed. They're near-adults complaining that âoeNobody should be forced to do something that makes them uncomfortable"
Further, isn't âoeExposure therapyâ commonly used as a behavior therapy to help treat anxiety disorder?
Show me on the 1st Amendment bobblehead where the moderator touched you...
>A meaningless kind of role-playing. ... and you just described 90% of high school. The entire environment is horribly artificial, and generally manages to completely miss the point of even the education. Knowledge rots without usage, and it's a rare class that teaches you the skills to effectively use that knowledge outside of class.
I am sorry nobody challenged you to make your presentations worth the time to listen to, much less prepare. I seriously doubt you had any presentations that were literally regurgitating classroom content, where a little independent research couldn't have added a great deal of additional information and classroom merit (and maybe even improved your grade). I had some teachers early on that made it clear that was the *point* of giving a presentation, and never encountered one in all my years that objected. I was shy and pretty much always hated having to give presentations, but at least I learned early on that the point was to practice conveying information, wish I had caught on earlier that it was also about engaging the audience. If you can engage an initially utterly indifferent classroom audience about an arbitrary topic... that's a skill set that will serve you well whenever you need to convey information or influence decisions. Sort of throwing you into the lion's den on that front, but it's a large enough audience that you can probably interest at least one or two enough to pay attention. Probably help if there were an explicit speech-giving course squeezed in there at some point.
--- Most topics have many sides worth arguing, allow me to take one opposite you.
I had to present my grad school research to a smallish group of people once. So I got up there and did all the typical smooth talker thing, the opposite of how I really am, hand waving, always sounding confident, etc. Afterwards they shook my hand and said it was a good talk. When they left I then told my prof that I was nervous since I hadn't prepared as much as I should have and was winging most of it. She blew up and told me I wasn't being professional, yada yada yada. But it worked. I can still pull out that character and put on a good handwaving show when I need to, or even when listening remember to ask relevant questions to make up for the fact that I wasn't paying as much attention as I should. It's a useful skill.
(Later the prof was upset I hadn't signed up for a local conference, and she said "it doesn't matter if you're interested in the topic or not, you need to get out there and schmooze!" Good advice that's better to learn earlier than later.)