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Using "Conversations" to Reduce Communication Anxiety
Becky L. Belter, MLS
University of Wisconsin, La Crosse
G.I.F.T.S. Presentation
National Communication Association Convention
Boston, MA
November 2005
Goal:
The goal of the conversation activity is to reduce communication anxiety in the classroom. In addition to reducing communication anxiety the conversation provides a forum for students to listen and interact with peers on a host of topics.
Rationale:
Communication apprehension (CA) is present in every speech classroom. McCroskey (1977) described CA as a level of anxiety associated with real or anticipated communication with another person. My repeated experience with students was that they were good to excellent conversationalists,, but would become anxious when delivery a speech. I asked students about what would assist in the reduction of this anxiety. They asked to do more group work so they could get to know their classmates. This suggestion evolved into a group discussion activity that has had a very positive impact on my classroom.
Directions:
I lead the conversation on the first two days of the semester to give them an opportunity to view the process. After I have demonstrated the activity each student develops a question that they would like to ask the class. Each student leads the discussion on a different day. Some of these conversations are quite serious while others re light-hearted. The leader will post the question on the board when they arrive so students have a few moments to develop an answer. The discussion leader then proceeds to ask each of their classmates to answer the question. Usually they just ask for a volunteer to start and then just proceed through the rows. The leader usually asks probing questions or engages some of the other students n deeper conversation. At the end of the discussion we proceed with the rest of the daily agenda.
Explanation:
The speech classroom plays a vital role in the reduction of speech anxiety. The conversation activity gives each student the opportunity to assist in crating a welcoming environment. Students get to now each other in a conversational format. While it is impossible to alleviate communication apprehension for every student, this activity will greatly alleviate the problem for many students.
Typical Results:
This activity receives positive feedback every semester. Students remark how they look forward to the discussion question and miss it on days when we must forego it. Students report reduced anxiety and feel that speech class is a gather of friends. As the semester progresses students become increasingly interactive. An additional benefit is that the discussion leader gets an opportunity to view discussion leading from the perspective of the professor.
Some examples of conversation questions include:
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What does it mean to be an educated person?
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What do you believe is the biggest problem facing America today?
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If you could change one thing about this campus, what would you change and why?
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If you were to assemble a "sound track" of your life, what songs would you include?
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If you could have anyone in history as a friend, who would it be and why?
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Describe your dream vacation.
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Tell us about your most embarrassing moment
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If you were elected president, what is the first thing you would change?
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What is the best movie ever made?
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What is the biggest difference between your generation and your parents' generation?
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What is your favorite piece of art?
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What band/musician has had the biggest impact on American music?
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If you could tell people in Iraq one thing about the American people, what would you want them to know?
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What is your most prized possession?
References:
McCroskey, J.C. (1977). Oral communication apprehension. A summary of
recent theory and research.
Human communication research, 4, 78-96.
