Tips for Managing Public Speaking Anxiety

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Acknowledging the Fear: 

  • Encourage Beyond Access students to acknowledge their fears of public speaking.
  • During a session, you may wish to help your student brainstorm a list of these fears.
  • Help the student to develop a plan for responding to their fears (e.g., fear of dropping their index cards, solution=picking them up)

Practice: 

  • Encourage students to prepare their presentation ahead of time:
  • Encourage the student to rehearse their speech with you or someone else (e.g., a roommate, a friend).
  • Encourage the student to use index cards (if the professor permits using them).  This will help the student to remember segments of their presentation.  Index cards should be reduced to keywords and not full sentences.  They should be used to “jog” the student’s memory during the presentation.
  • PowerPoint, posters, objects, and videos are also helpful (if the professor permits using these).

Working on the Presentation: 

“Gimmicks” such as role-plays, skits, poems, and music are also helpful.  Sometimes, they allow students to look forward to different sections of their speech.  These gimmicks may also involve the audience’s participation.

Mind and Body During the Presentation

  • Mind: 
    • Encourage the student to think positively.  Discourage the student to engage in sabotaging self-talk.
    • Instruct the student to not compare themselves to a classmate and to not put themselves down.  “It seems in life there is always someone you would like to be like, but there is someone saying the same thing wishing they could be like you!”
    • Just a speech, so many other things important in life.
  • Body:
    • Breathing during the presentation: Breathe with the diaphragm.  This means breathing in with your belly and breathing out with your belly in.
      Encourage the student to move during presentation.  Movement helps breathing and the most logical times to move are during the transitions of a speech.
    • Dress for success (e.g., wearing your favorite clothes, wearing a dress or nice pair of pants, etc.).  Wear comfortable clothing and shoes.

Audience Participation: 

  • Encouraging the audience to close their eyes and imagine something from your presentation.
  • Asking if the audience has any questions during the presentation.
  • Using a participant from the audience during part of the presentation.

General 

  • Help the student set realistic goals such as reducing public speaking anxiety instead of completely eliminating it.  Consult the student’s Beyond Access goals.
  • If applicable, encourage the student to pick a topic that they are knowledgeable about, familiar with, or are genuinely interested in.
  • Instruct the student to take a few minutes to look over their notes, take a deep breath, and then begin.

Support Sources: 

Conclusion – Students should: 

  • Know their topic.
  • Know their audience.
  • Know themselves and how they respond to stress.
  • Know their speech.
  • Focus on the message of the presentation, not themselves.
  • Recognize their value and uniqueness.

Adapted From:
http://www.roch.edu/dept/spchcom/anxiety_handout.htm

Learn About Class Structure in College

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High School 

Attendance doesn’t directly affect your class grade
Limits on your technology in class (i.e., Phone or computer)
Classes are taught and graded by one instructor
Classes schedule for structured for the entire day, back-to-back classes.
Teachers may be able to address all student questions during class
Students are given textbooks and major supplies for class projects or work.

University of Connecticut 

Attendance varied depending on instructor. If attendance taken during class, absences can negatively affect your grade.
Technology is generally welcomed for academic learning.
Classes may have multiple instructors depending on subject and class size (i.e., Teacher Assistances, etc.)
Class is dismissed by professor and each semester class schedules will vary throughout the week. Classes can be scheduled in early morning or late evenings.
Syllabus reflects what’s going to be covered in class and a resource to answer student question about the course.
Students are expected to pay for their own textbooks and supplies

How to Reduce Test Taking Anxiety

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Here are some tips to remind yourself of strategies that you can use to reduce any anxiety with taking tests:

  • Be well-prepared for the test that you must take.
  • Space out your studying over a few days or weeks and continuously review the material.
  • Avoid cramming for a test.
  • Keep a positive attitude.
  • To reduce stress, exercise for a few days before the test.
  • Show up to class early to avoid being late.
  • Try to stay relaxed by taking a few deep breaths.
  • Read the test’s directions slowly and carefully.
  • If you are unclear about the test’s directions, ask the teacher to explain them to you.
  • Before you begin answering the test’s questions, skim through the test so you know how to pace yourself.
  • Write down important formulas, facts, definitions, and/or keywords in the margin.
  • To build your confidence, you may wish to answer simple questions first then answer the harder questions later on.  Or, you may wish to answer the questions with the highest point value early on during the exam.
  • Concentrate on your own abilities and your own test—try not to focus on how quickly others finish the test.
  • Skip questions that you do not know and come back to them at a later time.
  • Do not let your mind wander while taking the exam.
  • If you have time at the end of the exam, look over the exam for mistakes that you have made along the way.

Adapted from: 
Ways of Reducing Test Anxiety WHILE taking the Exam 
http://www.testtakingtips.com/

Student Email Communication Templates

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Topic: Asking a professor a brief course or syllabus-related question

Dear Professor _______,

I hope this email finds you well. I am a student in your (Course number and section) course. I have been looking for the ________ reading in the “course materials and readings” tab on HuskyCT,  but haven’t been able to locate it. Do you know where I can find it?

Thank you!

Best Wishes,

_____________ ( Your Name and Peoplesoft #)

Topic: Asking to set up a meeting with a professor

Dear Professor _______,

I hope this email finds you well. I am a student in your (Course number and section) course. Today in class, you explained _________________. I was confused about ____________________, and was hoping to attend office hours to gain clarification. Unfortunately, I am not able to attend your Friday office hours. Would you be able to meet some other time this week to discuss this question further?

Thank you!

Best Wishes,

_________________(Your name and Peoplesoft #)

Topic: Reaching out to your DSP

Dear _(DSP Firstname)______,

I hope this email finds you well! I wanted to reach out to you because I have been having a hard time with _________(focusing in class, finishing exams on time, communicating with my professor about my accommodations, etc.)_____________, and would like to set up a meeting with you to discuss this further.

Please let me know what would be the best way for me to set up an appointment, and thank you for your time.

Best Wishes,

_____________ (Your name and Peoplesoft #)

Topic: Asking your advisor for clarification

Please work with your Strategy Instructor to craft an email using your specific questions and concerns.

Dear _______,

I hope this email finds you well. After meeting with you I was confused about ____________________ and was hoping to work with my Strategy Instructor from Beyond Access to call you and ask for clarification so I can register on time and plan accordingly for next semester.

What would be the best way to contact you? We could set up a Teams or WebEx meeting, a phone call or use email.

Thank you!

Best Wishes,

_________________(Your name and Peoplesoft #)

Creating a Vision Board

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Vision boards are great tools to help students chart their educational, personal, and professional goals.  They are simple to make and easy to use. 

Procedure for Creating a Vision Board: 

  1. Creating a vision board can be done during part of a Beyond Access session.  It will be necessary for either you or the Beyond Access student to prep for the activity by bringing in a piece of corrugated cardboard or a piece of poster board.  Magazines, newspapers, and access to a computer and printer are necessary.
  2. Help the student brainstorm a list of their academic goals (e.g., better time management skills, straight A’s, for example) or professional goals (landing their dream job in New York City, for example).  These should be goals that they really want.
  3. Next, help the student find pictures in the magazines, newspapers, or on Google image searches that represent their aspiring goals.
  4. Have the student cut out these images, words, or phrases.
  5. Next, the student can glue or paste the images, words, or phrases onto the cardboard or poster board.
  6. The student should not be afraid to write in dates on the board.  These dates would be dates that they want a specific thing to happen by (e.g., landing their New York City dream job).
  7. The student may wish to create a themed vision board such as one for career, one for school, etc.
  8. Encourage the student to not let others’ opinions get in the way of the material on their boards.  It only brings the student down and discourages them from reaching their potential.  When the student uses the board and their goals become reality, others will most likely, reconsider their opinions about the board.
  9. It sometimes helps students to hear of their Strategy Instructors’ personal anecdotes from a vision board.  You may wish to create one for yourself and see if you would recommend the process to your students—all Strategy Instructors hold different opinions about the process.  Creating one for yourself would help you to develop some anecdotes to share with your Beyond Access students.

Learn About Using Your Accommodations in College

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Accommodations in College are very different than in High School. Strategy Instructors will work with new students to use the accommodations given to them. The accommodations can vary and will only be approved by the students Disability Service Provider. Accommodations are a valuable tool for a student at UConn.  
 
Learn about the similarities and differences of accommodations in college vs. high school. 

High School 

Individualized Education Plan or 504 Plan
Teachers and staff are required to provide you wit accommodations and services even if you do not ask for them
May have modifications
Modifications are changes to what you need to learn, nature of the assignments, and/or how you are graded
Accommodations may have included extra/tutoring or small group classes
Special Education Case Manager

University of Connecticut 

No IEP or 504 plan
Teachers and staff will provide accommodations if you advocate and request your own accommodations through the CSD
No modifications or changes to academic standards of your course.
Accommodations do not include private/small group tutoring by the professor. You must advocate for campus resources.
Disability Service Provider

 

How to Create Your Resume

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Building your first resume can be hard because you are starting from scratch. After the first one, you will continue to update and enhance your resume throughout your academic and professional life depending upon the types of positions and companies you are applying for. You may even have many different resumes that highlight your relevant skills for different positions.

Resume Set-Up

While the most important information on your resume will be the content, the look of your resume may be the first thing to grab the attention of the reader. Employers receive many resumes for jobs they post, so it is important to make sure yours is easy to read and demonstrates that you have the relevant necessary skills for the job in order to make sure your resume is considered.

The following are common questions that may arise while formatting your resume.

What color paper should I use?

For 95% of all jobs the answer is white, cream, ivory or gray are all acceptable, however if you are applying for a job in a more creative field (e.g. - advertising, the arts, etc) people may be more receptive to an atypical resume.

How many pages should my resume be?

This will depend on both the position you are applying for and your own background. In most cases, stick with one page. It will be important to read the job description for details on length. Some may accept two or more pages; others may say “one page resume” only.

 

What font should I use?

Try printing your resume using different fonts and ask people you trust which they prefer. Times New Roman, Garamond (smallest and easiest to read), Calibri, and Ariel are all popular and polished fonts. A 12-point font is suggested, at the smallest 10-point font. You can also experiment with margin size to increase the amount of text you can add to your resume.

 

What text formatting should I use?

Formatting is a personal preference. Try not to overdo the formatting, and BE CONSISTENT throughout. Example: If you italicize the name of one employer, italicize the names of all the employers

 

Resume Resources

UConn Career Services

  • Check out their resume, reference page and/or cover letter guide
  • Students can also make an appointment with Career Services to have their resume, references and/or cover letter critiqued by a career consultant

Purdue University Online Writing Lab

  • Offers over 200 free resources including: writing and teaching writing, research, grammar and mechanics, style guides, ESL, job search and professional writing
  • “Job Search Writing” specifically covers: preparing an application, job search letters and resumes and vitas

The University of Buffalo, SUNY

  • Resume writing tips, samples, resources and CV writing samples and resources

Professional Testing Accommodations

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Review the following information for the most common graduate school entrance exams if you will require the use of accommodations during the exam.

GMAT

  • Accommodation request is submitted with test registration
  • May take 6-8 weeks to receive decision regarding accommodation requests
  • Download “GMAT handbook” and “Supplement for Test Takers with Disabilities”
  • Complete the “GMAT Test Accommodations Request Form”
  • Documentation must Include:
    • The existence of an impairment that substantially limits a major life activity, as compared with most people
    • The current impact of your impairment and how it limits your ability to take the computer adaptive GMAT exam under standard conditions
    • A rationale for why the requested accommodation(s) is/are necessary and appropriate relative to your impairment(s)

GRE

  • Accommodations approved before you can register for the test
  • Accommodation review takes at least 6 weeks
  • Must register via mail if requesting accommodations (You cannot register online)
  • Some accommodation requests only require the “Certification of Eligibility: Accommodations History” form which can be completed by Office of Disability Services at test taker’s college or university
  • Additional documentation of the disability may be required depending on the accommodations requested.  See the “Bulletin Supplement for Test Takers with Disabilities or Health-Related Needs” (located at bottom of website) for additional information.

LSAT

  • Must register for test before requesting accommodations. Follow regular registration deadlines for testing dates.  Register as soon as possible to allow enough time for accommodation request process.
  • Fill out and submit “Accommodations Request Packet” available from the website
  • An evaluator needs to fill out forms verifying the nature of the disability, as well as justify the accommodations requested
  • Information regarding tests with extended time from the LSAC website… If you receive additional test time as an accommodation for your condition, LSAC will send a statement with your Credential Assembly Service (CAS) or LSAT Law School Reports advising that your score(s) should be interpreted with great sensitivity and flexibility.  Scores earned with additional test time are reported individually and will not be averaged with standard-time scores or other nonstandard-time scores.

MCAT

  • Register for your AAMC ID first
  • Register for test as a “standard” testing seat before requesting accommodations
  • Submit accommodation request no later than 60 days before the regular registration deadline association with your preferred testing date.  Submission is online through the MCAT Office of Accommodation Testing
  • Information on documentation required: https://www.aamc.org/students/applying/mcat/accommodations/application/
    *Once you have a decision, you must still confirm your seat for the test

NCLEX

  • Submit application for licensure to board of nursing where you wish to be licensed
  • Testing accommodations must be requested from the individual Board of Nursing before submitting NCLEX registration
  • State specific information and contacts
    • Fill out general application. Need to include statement describing nature of disability and accommodations you are requesting

*Once accommodations have been approved you will receive your ATT letter indicating “Accommodations Granted”.  Candidates approved for testing with accommodations must schedule testing appointment through the NCLEX Accommodations Coordinator by calling Pearson VUE NCLEX Candidate Services at the telephone number listed on the ATT letter and asking for the NCLEX Accommodations Coordinator.

 

Created By: 
Connect Four, Graduate Programs, Anderson, Hudd, & Lohr, 2013
Information was created in 2013, may not be current due to the COVID-19 Pandemic. Please speak to your Strategy Instructor.  

Listening is a Key Component for Fostering Notetaking Skills

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Listening Actively:

  • Students should be able to “fill in the blanks” and anticipate what the speaker will say next. It will keep them mentally involved, thinking, and actively listening.
  • To determine important information, students should listen for verbal clues from the professor (e.g., pausing, repeating the same point, slowing down at the rate they normally speak at, speaking loudly, stating, “This is important!”)
  • These phrases signify important material:
    • “First of all”
    • “Most importantly”
    • “As a result”
  • Pay attention to the professor’s nonverbal language.  This may help to signify important material:
    • Writing something on the blackboard
    • Making eye contact
    • Dramatically gesturing

Understanding or Seeking Clarification:

  • Students should focus on the crucial parts of a speaker’s presentation (10% of what speakers say is crucial).
  • To understand the essence of the presentation, they should reinstate in their minds what the speaker is saying.
  • If students do not understand something, they should seek clarification from the professor.

Participation During Lectures:

  • When students comment during class, it helps them to follow along with notetaking.
  • Commenting during class means offering their own perspective, adding supporting material, and/or offering a different perspective.
  • This helps to generate interest in the class material.

Ignore Distraction:

  • Encourage students to not let distractions divert their minds.
  • Continued practice with concentration helps to reduce distracted.

 

Adapted From: 
Fry. R. (1996). Get organized. Franklin Lakes, NJ: Career Press. 
Stine, J. M. (1997). Double your brain power: Increase your memory by using all of your brain all of the time. Upper Saddle River, NJ: Prentice Hall. 

Studying Smart Before Exams

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Many college students feel stressed and overwhelmed when a test or exam is approaching. Implementing these study plan and time-management tips can help students feel more prepared in the lead-up to an exam. These tips are designed to reduce stress and assist with exam prep overall. 

6 Common Study Methods

  1. Image-word association: This memorization tool relies on creating a visual link to a word or concept by associating it with an image. Relating an unfamiliar term to a familiar image can help you to remember it more easily.For example, remembering that Italy is shaped like a boot can help you recall the location of different regions, cities, and landmarks.
  2. Acronyms and mnemonic devices: An acronym is a combination of letters that can be used to help you memorize a term or concept. You can combine the first letter of each word of a compound term or idea to spell a word that is easy to recall. In order to remember the order of items in a series, some students create sayings that begin with the first letter of each item in that series. You can come up with personal and creative ways to use mnemonic devices to study for a test. Create something that is useful and easily memorable to you.A basic example is to remember which order north, east, south, and west appear on a compass: Never Eat Soggy Worms. Notice how the first letter of each term correlates with the order or direction on a compass?
  3. Hide-write-compare: Cover up the definition of each term and try writing it again from memory or reciting it out loud. When finished, compare your answer with the correct definition. You may also find flashcards useful for this type of memorization. Creating them will give you an opportunity to review the material, and then you can categorize them based on the ones you know well, and the ones you need to review more. Repetition is key to building the neural pathways that help us remember information.
  4. Storytelling: Much of the information you already know, such as the meaning of a holiday or the founding of the United States, was presented to you in the form of a story. You’ve probably never forgotten this information because it was taught to you through narrative that you visualize in your head to this day. Storytelling allows you to understand cause-and-effect, which can help you remember more conceptual ideas like why and how something occurred. Instead of looking at your textbook as full of boring facts, turn that information into an exciting story with details that can help you remember. Tell the story to yourself out loud, and to others if you find it helps. If your instructor likes to use storytelling as a teaching method, write down the details they use to help you recall information, or record the lectures to listen to when studying.
  5. Analogy: An analogy is the comparison of two or more things. You can use analogies to compare and contrast specific terms or ideas. There are several kinds of analogies, including parts to whole. Cause and effect analogies are also common. While you can create your own analogies, one of the keys to smarter studying is recognizing analogies that are already in the content you are studying. With practice, you’ll become more skilled at recognizing patterns and analogies that help you digest course material.
  6. Taking practice tests and answering practice questions: For exams that require you to demonstrate practical knowledge through solving math problems or answering essay questions, it’s helpful to use some of your study time to actually practice those skills. If your instructor offers a practice test, take it. This will give you the opportunity to put your theoretical knowledge to work, and make sure you understand how to solve problems or write effective answers. It will also give you a sense of how long it will take you to finish the test, so you can budget your time properly. If you don’t have a practice test, use problems or questions from the textbook or worksheets. Getting accustomed to doing the work will help you prepare for what you will see on the exam, and make you feel less stressed about the unknown.

Determine when to use each study method

Try different methods for different kinds of courses, as your approach to a science course will be quite different from your approach to a reading-intensive course. For example, you may find repetition helpful for an anatomy course, whereas storytelling would be best to test your understanding in a history course.

You might learn or retain information better by looking at pictures or charts, whereas other students benefit more from reciting terms aloud. Remember that there is no right or wrong way to study. Form a comprehensive yet flexible study approach that takes into consideration your course load and the ways in which you will be tested in each of your courses.