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Education Public Speech

The Skill of Self Confidence by Dr. Ivan Joseph

In my past life as a soccer coach, once you won a national championship, everyone wants to come play for you.

Really not true. Once you paid them $25,000 a year in scholarships, everybody wants to come play for you. And parents would always come to me and they’d say: “Okay, my son or my daughter wants to come play at your university, what is it that we have to do? You know, what are you looking for?”

And being the Socratic professor that I am, I say, well, what does your son or daughter do? What do they do really well that we’d be interested in? And typically their answers are, well, they’ve got great vision. They’re really good. They can see the entire field. Or, my daughter is the fastest player, there’s nobody that can beat her. Or, my son’s got a great left-footer. Really great in the air and can hit every ball.

I’m like: “Yeah, not bad; but to be quite honest with you, those are the last things I’m looking for. The most important thing? Self-confidence.”

Without that skill, and I use the word skill intentionally, without that skill, we are useless as a soccer player. Because when you lose sight or belief in yourself, we’re done for.

I use the definition of self-confidence to be the ability or the belief to believe in yourself, to accomplish any task, no matter the odds, no matter the difficulty, no matter the adversity. The belief that you can accomplish it – self-confidence.

Some of you are saying, “Great, I don’t have it. I’m so shy. I’ll never do that, bla, bla, bla.”

And you start to drag all the way down here. But, I use the word skill because I believe it can be trained. And I’ll show you a couple of ways in which we do. Hopefully I won’t run out of time. I don’t use any slides because my speech always goes here, or here, or here. So we’ll see which way we get to.

The easiest way to build self-confidence: there’s no magic button. I can’t say: “Hey, this plane is going down, who can fly? Put your hand up.”

“I can, I’m confident!”

Repetition, repetition, repetition. Right?

What does Malcom Gladwell call it, the 10,000-hour rule? There’s no magic button.

I recruited a goalie from Colombia, South America one year. Big, tall 6’3″ man. You know, he had hands like stone. I thought he was like Flipper. Every time I threw him the ball, down, onto the ground. I was like, oh my god, we’re in trouble.

Simple solution: get to the wall, kick a ball against the wall and catch it. Kick the ball against the wall and catch it.

His goal was 350 a day for eight months. He came back, his hands were calloused, the moisture on his hands were literally gone, he is now playing in Europe. Magic? No.

Repetition, repetition, repetition.

The problem is, we expect to be self-confident but we can’t be unless the skill, or the task we’re doing, is not novel, is not new to us. We want to be in a situation where we have so much pressure in that and what I mean, because pressure builds diamonds, we want to be in a situation where “Hey, I’ve done this a thousand times”.

I did my speech, and I practiced in front of a mirror: bla, bla, bla, bla, bla, bla. Hey I’m sounding good. And then I went in front of my kids, and my wife. I said, oh gosh, I got a little nervous.

Then I’d get in front of Glenn Gould, Oh my goodness, I am a little more nervous!

By the time I get to the ACG, where 2,500 people, can’t say anymore, right? Twenty-five hundred people, where twenty-five hundred people are there, I won’t have a single ounce of nervousness because of my ability to practice. Right?

Over, and over, and over, again.

The problem with repetition is: how many of us bail after the first bit of failure? How many of us bail after the first bit of adversity? Edison was on that video, and it depends who you ask, there’s anywhere from 1,000 to 10,000 tries to build that light bulb. 1,000 to 10,000.

J.K Rowling should be on that video. Do you know how many publishers she took her Harry Potter book to? I believe the number was 12 or 13…I am pretty confident but after two or three no’s I’d be like: “damn it!”.

After six or seven, I’m like: “maybe not!” Definitely after nine or ten, I’d be looking to be a soccer coach or something else besides an author. Right?

I mean, twelve times somebody said no. But, practice, practice, practice, and do not accept failure.

Maybe it shouldn’t be repetition, maybe the answer should be persistence. Because we all repeat something but very few of us really will persist. So that’s one way to build self-confidence.

Get out there. Do what you want to do and do not accept no.

The other one is self-talk. We all have a self-talk tape that plays in our head. Anybody go shopping and put on a pair of pants this week? If you’re a woman, the first thing that always comes: “Damn I look fat in these pants!.”

And if you’re a man, it’s the opposite: “Oh god, I got no muscle, I’m so flabby!” Right? We all have this tape that plays in our head.

As a student, if they asked me the question, it was like: “Oh, gee please professor don’t pick me, I don’t know the answer.” I’d look down. Right?

If you’re in the b…when I, let me tell you something, and the VP of business admin is here, I shouldn’t repeat this, but when they hired me as an athletics director, I sat in an architect’s meeting, and I am as dumb as a post when it comes to anything to do with numbers and angles.

And they are like: the fundibulator valve of the architectural, uh, what do you think doctor Joseph? Uh, let me look into that for you and get back to you. Right?

I was in a, oh god god, please don’t ask me, please don’t ask me. We all have this negative self-talk that goes in our head.

Guess what? There’s enough people that are telling us we can’t do it. That we’re not good enough. Why do we want to tell ourselves that? We know for a fact that thoughts influence actions. We saw it there with the video Sheldon, Dr. Levy showed.

We know that our thoughts influence actions, why do we want to say that negative self-talk to ourselves? We need to get our own self-affirmations. Muhammad Ali, what was his self-affirmation? I am the greatest! Who else is going to tell you?

There need to be quiet moments in your bedroom, quiet moments when you’re brushing your teeth. That we need to reaffirm: “I am the captain of my ship and the master of my fate!” That is my affirmation.

I came from a school of one thousand people, I lived in a town of one thousand people for fifteen years; there’s no reason that I should be in charge of an Athletics department, building maple leaf gardens. But I am the captain of my ship and the master of my fate.

If I don’t say it, if I don’t believe it, no one else will.

How do you build self-confidence? Get away from the people who will tear you down. There’s enough of that.

Muhammad Ali, I am the greatest! There is no one better than me. There’s a difference between hubris, and ego, and false pride. It’s just reminding yourself in quiet silent moments, I put it down on a list, it’s right beside my mirror, right? about all the things that make me who I am.

Because I make enough mistakes, and the newspapers will recognize it, and people around me will recognize it; and they’ll tear me down, and pretty soon I’ll begin to believe it.

There was a time when my confidence was really low. There was a time when I took this job when I came from Iowa, I don’t know if I could do it. I had to bring out my self-confidence letter. A letter I wrote to myself when I was feeling good. Ivan, congratulations on getting your PhD before 40. Congra…I am 40, under. Congratulations on winning a national championship. Good job on raising three good kids and marrying the right woman.

I wrote a letter to myself, it was my own brag sheet. My own letter about the things I was proud of. Because there are moments, and we’ll all experience them in our career, in our lives, in our job hunting, in our relationships; when we are not feeling good about who, and what, and where we are.

And I had to bring out that letter and read it time and time again, for a period of about two weeks, to weather me through that storm. It was important.

Stop the negative self-talk. If you watch you’ll see some athletes that have a little bandage, or a little brand around them.

Lance Armstrong is a perfect one. What’s his self-affirmation? Livestrong isn’t a brand, it was to remind him of who he was. Live strong. Then it became a brand. He would move that from one arm to the next arm, when doubt and fear came into his mind. Live strong, put it on there, let’s go. We’ll all have it, we place it.

Two ways to build self-confidence.

 I’m worried about my time, I’m going to tell you of one way you can build self-confidence in others. We are coaches and educators, we are teachers, we are people who will create value in the world; and in doing that, we are critical by the nature of what we do.

I am a coach, I want you to score a goal. The ball went over high. “Dang it!” The ball went high! “Thank you coach, I know that. Feedback tells me that.”

So what do we do? I need you to put your elbow here, I need you to put your knee over the ball, I need you to follow through. Boom. Land. Great.

Notice, I never made it as a professional. What can we do? We fix mistakes. When I’m fixing that mistake: “Johnny, this is terrible, you need to bend your knee, you need to do this, this.”

What have I done to Johnny’s self-confidence? Bend your knee, then do this, then do this. Next thing you know, Johnny’s crushed. Ignore what Johnny does wrong and find Bob or Sally or Freda over here. Great goal Freda, I love how you kept your knee low, you followed through, and you landed like this. Great job!

Johnny: “Oh?” Great! Johnny’s not demoralized. His confidence isn’t shot, and what I’ve done is, I’ve built up Freda’s. Imagine how we could change the way we parented kids. Instead of: “get that glass off the counter, what’s wrong with you?”

If we catch the mother, good. Great job! Great job. Thank you Alice for taking your glass to the counter. It sounds simple but we forget about it. Or as educators, or as somebody as a team, if we manage to praise the positive behavior that we wanted to reinforce. We forget it. It sounds so simple.

Catch them when they’re good. We forget it. It’s simple.

Here’s what they did.

There was a study in Kansas that did this. They did video, and we all do video. And we show the video of them doing the run of the play: “Um, this goal happened because the basket wasn’t protected, we didn’t rotate here, right? We needed to do this and then cover the slot.”

And, if that’s the baseline, improvement of the Kansas State team went like this. Then, they said they ignored all of that and they just showed them the times they did it right. The times they did it perfect. That presented no goals, spoke to the same points, improvement went like that.

It changed and revolutionized the way we as coaches interact with our student athletes. We can apply that to the business world, we can apply that to our student group works, we can apply that to our management teams.

Easily: catch them when they are good.

Last and certainly not least. My son is really good at this. Self-confident people interpret feedback the way they choose to. I ask my son who is by the far a terrible, terrible athlete, gets it from his dad.

The game’s…How’s the game? Oh great! I scored three goals, I got two assists. I’m like: “I did not see him touch the puck!” But he has his own perception of how he did! I love it!

Right? I’m the…I’m that guy! I’m like: “I remember when I was taking when I met my wife, it was in the commons. “Paulie, would you like to go to the movies? Ladies? Tingly, tingly, tingle.”

And she goes: “Ah, no.” I asked her again. Because I think that she just hasn’t seen me in the right light.

Maybe, that’s not the wrong shirt on. Right? Because I’m interpreting that the way I want to interpret it.

Finally I asked her out again. She gave me this one comment, right? Or, she sent it to her friend. Because that’s the way you did it back then. “She wouldn’t date you unless there was the last person on Earth, hell was freezing over, there was a small chance we had to save the planet Earth. Some people, it’s like, there’s no chance.

I’m like: “You’re saying there’s a chance.” Right? Because that’s how I’m going to interpret it. If I could give you one thing to take from this, it is: no one will believe in you unless you do.

Listen to the words of that video, here’s to the crazy ones, the misfits, the rebels, the troublemakers, the round pegs in the square holes. We’re supposed to be different, folks. And when people look at us, believe in yourself.

Thank you.

Categories
Education Public Speech

Sample Speech Analysis

This is a Sample Speech Analysis/ Example Speech Analysis – general format. It will help you to understand the pattern of writing informative speech analysis. This was my assignment task on speech analysis at university.

The main purpose of the speech titled “The Skill of Self Confidence” is to educate. The specific goal is to discuss the main techniques of how to build the skills of self-confidence. To become successful, self-confidence plays the key part and Dr. Ivan Joseph defines this at greater length. The qualities of speech and its deficiency will be autopsied here.

At the very first of the speech, Dr. Joseph addresses the audience by sharing his experience that how everyone interested in coming to play by him telling different abilities. Consequently, he efficiently gathers the attention of the audience using the personal experience by telling what he is most importantly locking for. By sharing the experiences from his personal life as a coach, makes him a good credible speaker. Moreover, the he sets listener relevance of the subject matter by telling about his student who is playing in Europe having a high confidence level.

The body of the speech is well organized with key points that help to show the importance of self-confidence having different examples of great men. Listening to the whole speech, it is understandable that the topical order is used as the main organizational order. He starts giving examples of Mohammad Ali, J. K Rowling and visualizes their level of self-confidence then starts by showing the path to build self-confidence. The word repetition works as a rhetorical device in the speech. After that, his speech progress to catch a student’s mind when they are in good condition.

The concluding part of the speech expresses the most important elements where Dr. Joseph restates his main purposes of the speech that he informed earlier. He incorporates an example that works the clincher and it appeals towards a great lesson that shows the path to praise the positive behavior. Finally, the speaker calls-out with appealing to the audience by suggesting “Catch them when they are good.”

Starting with a story, the speaker creates an environment. The speaker’s eye-contact shows the confidence level of the speech. The speaker manages vocal tone properly at the time of saying rhetorical word ‘repetition’. The speaker uses the whole stage to incorporate with audience and uses different body languages at the time of telling his own experiences.

The speaker could have used a structured form of the thesis statement. But, throughout the whole speeches, he gave many examples and logics with sound language which helps the audience to visualize the information. Having said that, the speaker has a good knowledge of using and placing rhetoric words. He created practical relations with the main points of his speech which worked as the ethos and pathos of his explanation. He established a practical connection to the audience of his speech. Though he did not properly maintain the structure, and the main key points were not perfectly restated in the conclusion; but his body language, good sense of humor, the delivery skill can be an outstanding example for others. Moreover, the speech made me educated that having a good level of self-confidence, I can also achieve my goals.

Thank you!

Main Speech Video Link: https://www.youtube.com/watch?v=w-HYZv6HzAs&t

Read More: Sample Speech Outline

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Categories
Education Public Speech

Persuasive Speech Writing

Children Should/Shouldn’t Have a Mobile Phone above 16 Years Old?

(Hello, everyone! This is Tanjim. Peace and blessings be upon you. My topic is ‘Should children should use mobile phones above 16 years old?’ Thank you, sir, for selecting this topic.)

Introduction

Attention Getter: Who doesn’t have a cell phone these days? Please, raise your voice. The amazing thing about cell phones is that they are no longer just used for calling or texting. They have become an indispensable multi-tool wonder. Today’s cell phone is cutting-edge technology at your fingertips. With this in mind, should students under 16 years old be permitted to use cell phones?

Speaker Credibility: I believe they should not just be permitted to use cell phones, they should be required to use them. Cell phones don’t just allow students to stay connected with family and friends, they are also an excellent learning resource, and they encourage the responsible use of
technology. I have younger cousins who study in school and have a cell phone. And they used it to gain knowledge, watching educational videos from Robi-10minutes schools and the Udvash lecture series. It helps them to prepare their lessons and stay connected to new technology. Sometimes, they use cell phones to study Geography by using google map.

Listener Relevance: Do you know? In developed counties like the UK, the USA, Germany, the percentage of children using a cell phone are nearly 69%, surveyed by GSMA. Furthermore, 40% of US parents let their kids have their phones by the age of 10 as they believe, it will develop children’s mental growth. On the other side, some study says kids should be limited to using cell phones, but the younger School going boy should use it to communicate with parents, teachers, and gain knowledge from the new era of technology.

Thesis Statement: Cell phones should be allowed for students above 16 years old mainly for these three reasons. Stay in touch with family and friends, it is a fabulous learning resource, and it encourages the responsible use of technology.

Body:

To begin with, cell phones make it possible for students to stay in touch with family and friends. Imagine a child in the city with his/her parents. They have no mobile phone. Suddenly, they end up lost. They are alone in the vast, populated, extremely busy city, with no way of calling their parents for help. Imagine if that poor, helpless, lost child was you. How would you feel? How would your parents feel? Children can call home and ask a family member to bring them a forgotten assignment or lunch money or to come to pick them up if they are sick. Also, cell phones allow parents to keep track of their children’s whereabouts before, during, and after school. And, of course, there’s always the possibility of a student needing to contact a parent because of a dangerous situation. Thus, having a cell phone is like having a guardian angel. Children can also connect with friends, but not just because it’s a fun thing to do; the teacher can ask others to text or email their friends when they are absent to let them know what’s going on in class and to inform them of any homework. When used responsibly, a cell phone can be an excellent communication tool.

Also, cell phones – especially smartphones – are a fabulous learning resource. Children can use tools such as the calculator, the map finder, and the calendar and it will make them a good student. I’ve seen students used a cell phone in Maths and Geography and to keep track of homework. Nowadays, science teacher lets students use their smartphones to do research when they are doing group work or working on a project. For example, when they are studying ecology they can research local jobs having to do with protecting the environment. Plus there are lots of great learning websites – including essay-writing websites – they can use to supplement for self-learning. Cell phones are a quick and easy way to incorporate technology into the classroom.

Finally, cell phones encourage the responsible use of technology. Children can learn when and how to use their cell phones to enhance their learning. They will become more independent in their work and more motivated to learn. Children like being allowed to make choices, and they understand the consequences. In school, if a student is texting when he/she should be paying attention to the teacher, the teacher should take the cell phone temporarily away. That’s no big deal. Before a test, all cell phones should be placed on the teacher’s desk. Again, it’s no big deal. By allowing the use of cell phones, students will feel like they are being treated as responsible young adults, and they will appreciate that. If parents, teachers are patient, understanding, and consistent, children will surely become responsible users of technology.

Conclusion

To sum up, people who oppose the use of cell phones above 16 years old, do it because of the disruptions and distractions cell phones can cause. But we must accept that we live in a world of technology and that cell phones are an important and very useful part of that world. We miss out if we fail to take advantage of the educational power of the cell phone. All in all, cell phones improve communication, provide learning resources, and encourage appropriate use of technology. Teachers and administrators must find ways to incorporate this excellent multi-tool in our schools. New technologies emerged to improve our life quality, from the knowledge they can fulfill their designated purpose. As you’ve learned from this speech, it’s not that difficult. Let’s make the most of the day and age we are living in!