PAVES: A Presentation Strategy for Beginning Presenters in Inclusive Environments

Autor/inn/en	Combes, Bertina H.; Walker, Michelle; Harrell, Pamela Esprivalo; Tyler-Wood, Tandra
Titel	PAVES: A Presentation Strategy for Beginning Presenters in Inclusive Environments
Quelle	In: TEACHING Exceptional Children, 41 (2008) 1, S.42-47 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Public Speaking; Nonverbal Communication; Intervention; Disabilities; Anxiety; Teaching Methods; General Education; Elementary Secondary Education; Grade 4; Grade 5; Educational Strategies; Check Lists; Attention Deficit Hyperactivity Disorder; California + Suchen Sie Ihr Suchwort? Vortrag; Non-verbal communication; Nonverbale Kommunikation; Handicap; Behinderung; Angst; Teaching method; Lehrmethode; Unterrichtsmethode; Allgemein bildendes Schulwesen; Allgemeinbildung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Lehrstrategie; Checkliste; Kalifornien
Abstract	Public speaking will continue to be an unsettling experience for some students, including those with disabilities. Experts have suggested several reasons for fearing public speaking; adequate preparation and practice can alleviate most of them. Using the PAVES (Posture, Attitude, Voice, Eye Contact, Smile) strategy described in this article can provide teachers and students with a systematic plan when preparing for public speaking and presentations. The PAVES strategy encompasses components that prompt students' internal and external behaviors toward successful public speaking and presentations. PAVES may be especially helpful for students with disabilities as they are included in general education curriculum and in intervention programs. (Contains 2 figures.) (ERIC).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10