Ok well some of these may sound weird to you but I promise, they help.

I
specialize in this area so i'll give you some tips, even though i don't exactly
know your diagnosis. First you must take slow deep breaths before your
speech, this opens the lungs and produces more white blood cells which
calm the nerves. Second, wear your favorite peice of clothing, you'll feel
more prepared and be in a better mood. Third, Find several other people in
the audience that appeal to you and speak to them. Fourth If you are
allowed to move around during the speech, plan out where you will walk,
this will usually prevent the shaking by taking you mind slightly off the eyes
staring at you. Fifth Eat a healthy meal before your speech. Sixth Focus on
people's foreheads, It will appear as if you're making eye contact even
though you are not. Finally, and most importantly, make sure you are
prepared . Try talking to a trusted friend or family member first. You can
role-play until you feel less nervous about speaking to new people. Hope
this helps, i deal with these problems on a daily basis, let me know how it
goes.

10 secrets of success for English speakers

Do you get tongue-tied when you try to talk in English? Want to know how to get more speaking confidence? Even
the best English speakers had to start somewhere, so read on to learn the secrets of their success.


Putting the pieces together
To speak English well, a number of different elements need to work together: knowing (and choosing) suitable
vocabulary, using the right grammar and sentence patterns, and producing the correct sounds, stress patterns,
rhythm and intonation. You have to work on these individual elements if you want to see improvements.
Two-way process
Speaking is about interacting with another person, and involves listening as well as talking. Check that the other
person is following, by using conversation strategies like emphasizing key words, rephrasing, or using expressions
like You know what I mean? or Don't you agree?
It's not just what you say...
Non-verbal communication is very important for effective speaking, even for native English speakers. Use gestures,
body language and facial expressions for explanation or emphasis, and try to read what the other person's body
language is saying.
Sing a song!
Music is a great way to improve your speaking skills, practice the rhythm of the language and learn some useful
expressions. Look up the lyrics (song words) to your favorite songs on the Internet, and then practicing singing
aloud.
Take a chance!
You need the right attitude to improve your English. Look for every opportunity to practice speaking, like talking to
people at parties, approaching a foreigner who looks lost, or just putting up your hand when your teacher asks a
question.
Think in English every day.
This is a great way to improve your spoken English, and you can do it anywhere, anytime. At home, you can talk to
yourself while doing everyday tasks like preparing a meal. If you are on the train or bus, then describe the people
around you (in your head, not aloud!), and when you go to sleep, go over the day's events in English.
Listen to the sound of your own voice.
Even though you might not like hearing your own voice, this is a very useful way to find out what's wrong with your
spoken English. Record yourself speaking and then listen to the tape, or ask a native speaker for some advice.
Keep a talking journal.
Record your thoughts in English before you go to sleep at night. You can play the tape at the end of the year to look
back on important events, as well as monitor your English progress.
Take extra classes.
If you feel you need extra practice and want to interact with other English learners, why not join a language class?
There are plenty of language schools around, or even online courses. Don't think you can learn to speak on the
Internet? In Englishtown's teacher-led classes, all you need is a headset and microphone to talk to the world!
Find English-speaking friends.
If you are really serious about becoming a good English speaker, you need to meet people you can speak to in
English. This does NOT only mean native-speakers, though. English is spoken by many more people as a second
language than as a native language, and being able to understand different accents is very important.
- See more at: http://www.englishtown.com/community/Channels/article.aspx#sthash.THD6EGTC.dpuf

How to Be a Good Teacher
Edited by Dan, Puddy, Glutted, DifuWu and 31 others
Two Methods:Classkroom ManagementLesson Planning
Being a good teacher can be the most rewarding and exciting job in the world -
however, being a teacher who doesn't work effectively can be stressful, painful, and
exhausting. Here are some great tips to being the best teacher you can be.
Method 1 of 2: Classroom Management

1.
1
Set the example. Remember that you are the teacher. It is important for you to be like a
"superhero" figure in their eyes. Remember that your students look up to you and will
thus try to mimic your dispositions. If you are rude or inappropriate, they will have an
inappropriate model for their behavior. It is vital that students see you as a person with
confidence, so that they follow your lead, and feel comfortable trusting you. Students, of
all ages, need someone they can lean on, look up to, and be able to trust.
Ad
2.
2
Have well-defined consequences. Set specific consequences for breaking the rules.
Decide what those consequences are and then implement them consistently. Your
consequences should follow a procedure that starts with a non-verbal signal (such as
just looking at the student), to a verbal signal (asking the student to please stop talking),
to a verbal warning (if this continues there will be consequences), to the implementation
of the consequence. The consequences are up to you and depend on the program of
the school. Many schools have a detention system (students do despise detentions), or
perhaps writing lines, or sitting away from other students.
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3.
3
Be compassionate. Great educators form strong relationships with their students and
show that they care about them as people. They are warm, accessible, enthusiastic and
caring. Be open to staying at school after-hours to help students or get involved in
school-wide committees and activities, and they demonstrate a commitment to the
school.
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4.
4
Set some ground rules. You should have 3-5 rules that the students know about.
These are the rules that, when broken, are subject to the consequence scheme outlined
above. Try allowing the class to suggest the ground rules: have a class discussion and
write ideas, it makes the class feel they are listened to and that you care about their
opinions and input while also setting some groundwork that they will feel loyal to
because they've made it. Act as a mediator to make sure that the rules decided upon
are appropriate. Some may be, for instance, be quiet when the teacher is talking,
respect each other, and finish the homework and classwork.
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5. 5
Try maintaining a creative environment.
6. 6
Maintain peace in the classroom.
7. 7
Never let your students down when they come to you with their problems.Even if
the problems are out of syllabus, try to help the student by using the Internet or library. It
would gain both of you some knowledge.
8. 8
Orally ask about basics before teaching a topic in-depth. Clear the base points
which seem to be unknown to your students.
9. 9
Ask more basic questions in the class, rather than asking something that is
taught just today. Everyone needs some time to learn.
10. 10
Create competition in a positive aspect.
11. 11
Be smart to deviate attention of students from everything else to the topic.
12. 12
Appeal to students' interest in the topic instead of commanding them to study.
13. 13
Understand that every topic in the book has some practical application.Don't
forget to discuss that part as it is the most important one.
Method 2 of 2: Lesson Planning
1.
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1
Have an objective. When you are planning a lesson, the most vital part is the objective.
What do you want your students to take away from the lesson? If the objective is
powerful, deep, and reflects what you really want students to learn, it will be reflected in
the lesson.
2.
2
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Have a solid plan for your lessons. Each and every lesson should be divided into
three simple parts that reflect your objective.
First should be the "lecture" part of the lesson. This is where you teach something new
to the class (of course allowing for questions or comments when applicable).
Dedicate the second part of class to something that involves a collective group work
element where students can work with whoever they want. Near the end of this part,
you can have a discussion session where groups voice their findings/opinions, and give
marks for adequate participation.
The final part of every lesson should be where the students return to their seats and
work QUIETLY on one final task, such as answering specific questions written on the
board, or drawing a picture related to something they learned that lesson. The students
should only talk to you (if they have a question about what/how to do it) or the person
sitting directly next to them. This is the wind-down part where students get a chance to
work on and understand the material on their own.
3.
3
Assign relevant homework. Rather than assigning something different every night, it
is wise to assign one or two more substantial assignments on Monday and then collect
these assignments on Friday.
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4.
4
Consider giving quizzes. You may want to have a quiz every Friday to assess how
well the students are grasping the material. You can judge how well you are teaching by
how well the majority of your students perform on the quizzes.
5. 5
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Take short notes. Revise once before teaching your class.
6. 6
Try using a case study.
7. 7
If you have any doubt about the artifacts, skip something. It's better to review the
basics in class premises than to teach something confusing or wrong.
vxduyr


The Learning Styles
(Adapted from, "Learning Styles & Strategies," Silver & Hanson, 1996)
Background:
Sensing - One of two ways of perceiving the
world. Primarily through the senses, what one
sees, hears, touches. Sensing people gather
facts to learn abou things. Verifies first, then
believes.
Intuitive - Perceives inner meaning and
relationships of what is occurring. Doesn't
always believe what s/he sees, instead looks to
what the potential significance might be.
Believes first, than verifies.
Thinking - One of two ways of making
judgments. The thinker looks to the facts,
logical truths, and verfiable information.
Thinks in terms of cause and effect. Based on
true or false.
Feeling - The feeler places importance on the
personal import of any stimulus rather than on
logic. Based on like or dislike.

The Four Styles:
[The following learning styles can be found in
every person in varying degrees. Most people
tend to prefer one or two over the others.
Strengthening the learning styles we are are
weak in will make us better learners in the long
run.]
Sensing-Thinking Learners (ST) - Efficient,
results-oriented, preferring actions to words
and involvement to theory. They like to
complete their work in an organized and
efficient manner. They tend to be neat, well-
organized, and precise in their work. They need
to be kept busy and require immediate
feedback. They need to be active. They prefer
step-by-step directions when assigned a task
and become impatient if the instructions
become long and involved. They want to know
exactly what is expected of them. They need
clearly structured environments that focus on
factual mastery of skills and an opportunity to
apply them to something practical or to
demonstrate proficiency. They prefer right or
wrong questions to open-ended or interpretive
ones.
Intuitive-Thinking Learners (NT) - They
tend to be challenged intellectually and to think
things through for themselves. They are
curious about ideas, like theory and complex
problems. They approach learning in a logical,
organized, systematic fashion, bringing
organization and structure to people and things.
They take time to plan, organize ideas, and
determine necessary resources before
beginning to work on an assignment. They
prefer to work independently or with other
thinking types and require little feedback until
their work is completed. They do not like being
pressed for time. When they are working on
something of interest, time is meaningless.
They have great patience and persistence. They
attack problems by breaking them down into
their component parts. They like to reason
things out and to look for logical relationships.
They are constantly asking "why?" They are
avid readers, and they have a facility for
language and express their ideas in detail. They
are concerned about being correct and strive
for perfection.
Sensing-Feeling Learners (SF) - They are
sensitive to people's feelings - their own and
others'. They prefer to learn about things that
directly affect people's lives rather than
impersonal facts or theories. They take a
personal approach to learning. They work best
when emotionally involved in what they are
being asked to learn. They tend to be
spontaneous and often act on impulse, in terms
of what "feels right." They are interested in
people and like to listen to and talk about
people and their feelings. They like to be
helpful to others and need to be recognized for
their efforts. They enjoy personal attention.
They need to feel relaxed, comfortable, and to
enjoy themselves when they learn. They like to
think out loud, to work with other students, to
share their ideas, and to get the reactions of
their friends. They prefer cooperation to
competition, and they need reassurance or
praise that lets them know they are doing well.
They are greatly influenced by the likes and
dislikes of others.
Intuitive-Feeling Learners (NF) - They are
the ones who dare to dream, are committed to
their values, are open to alternatives, and are
constantly searching for new an unusual ways
to express themselves. They approach learning
eager to explore ideas, generate new solutions
to problems, and discuss moral dilemmas.
Their interests are varied and unpredictable,
but they prefer activities which allow them to
use their imaginations and do things in unique
ways. They do not like routine or rote
assignments and prefer questions which are
open-ended, such as, "What would happen
if...?" They are highly motivated by their own
interests. Things of interest will be done
inventively well. When working on a project
that interests them, time is meaningless. They
are independent and do not fear being different.
They are sensitive to beauty and symmetry and
will comment on the aesthetic characteristics of
things. They prefer not to follow step-by-step
procedures but rather move where their
intuitions take them. They prefer to find their
own solutions rather than being told what to do
or how to do it. They often take circuitous
routes to solving problems and may not be able
to explain how they arrived at the answer. They
are flexible in thought and action. They are not
likely to be disturbed by changes in routine,
and they are comfortable working with a
minimum of directions.