Introduction

The content of each presentation will vary, depending on the age, interests and capabilities of the students involved. Younger children have more difficulty dealing with abstract concepts, so our approach must be modified to accommodate this reality. Even so, we should always strive to give students not only facts, but well-rounded information that will allow them to make informed decisions.

This information will help you understand more about how children learn, what works in the classroom, and how we can best deliver the information they need to make those informed decisions.

And remember…when you make an effective classroom presentation, the students aren’t the only ones who learn. Every time you appear before a group of children, you’ll gain experience and new insights which will make you a more effective presenter the next time. With those insights, and the tips contained in this packet, you should have no difficulty bringing a touch of class to any classroom in your community.

Getting Into The Schools

Before you even begin planning your classroom presentation, it helps to complete a few preliminary tasks.

1. Know your objectives

Decide in advance exactly what you want to accomplish. If you’ve been invited into the classroom by a teacher, you may have been given specific information on the suggested content of your presentation. If you’re initiating the opportunity, you’ll need to be very clear about what you plan to cover when you present your ideas to school officials. What do you want the students to learn from your presentation?

2. Call the principal 4-6 weeks before you plan to visit

Like most businesses, schools have a “chain of command” which must be respected. Unless you’ve already been invited into the classroom by a teacher, you should first call the principal and secure permission to contact teachers directly. Explain your program and why you want to visit. Explain which grades you feel your presentation is most appropriate for, but also ask the principal’s opinion of where it might best fit into the curriculum. Work with the principal to decide the specific grade levels and teachers you will visit. Ask the principal for any information which might be helpful in tailoring your presentation.

3. Contact the teacher directly.

Explain your program and its objectives. To the extent possible, explain how your program fits into the curriculum or curriculum frameworks.
Ask the teacher how much time will be available for the presentation, and determine whether your presentation will fit comfortably into that time slot. If not, adjust accordingly. A practice run-through will help you get a more accurate handle on the time required to deliver your presentation properly.
Ask how many students will be present. Your presentation may change depending on whether the class is large or small. Bring nametags, and request that the students wear them so you can address them by name. And don’t forget to wear one yourself!
Identify any special equipment needs. Will you need a slide projector? VCR? Chalkboard? Dry Erase Board? Overhead Projector? Drawing Paper? Adapters? Extension Cords? Water? Electricity? Make sure you know whether this equipment is available, or if you’ll need to bring it with you.
Ask about the usual seating arrangement. Will the students be seated in traditional rows, or can seats be moved into a circle, allowing students to be closer to you? Is there presentation space?
Find out whether there are any special educational needs you should know about. Are there any hearing, sight, or learning impaired students? How can you assure that these students will enjoy the full benefit of your presentation? Are there any students with allergies or other restrictions on what they touch or come in contact with?
Ask that the teacher remain with the students during your presentation.
Ask that a written confirmation and schedule be mailed to you.

Getting To Know Your Audience

It’s important to know at least a few things about the children you’re planning to address. Here are some general tips to help ensure that your presentation will fit the audience it’s designed for.

1. Visualize the students you’ll be visiting

How tall are they? What is their typical vocabulary level? How long is their attention span? Remember that the average adult has a 20-minute attention span without a significant change of pace during the presentation. What are students of this age interested in? What is “cool” or “neat” in their eyes? What do they think is “dumb”? What toys and television programs do they like?

2. Learn as much as you can about your audience

If you don’t have children at home to generalize from, there are ways of connecting with children in other environments.

Visit the school ahead of time, perhaps during lunch hour. It may be possible to sit in on a class if you’ve asked permission in advance.

Ask your nieces, nephews, grandchildren or neighbors of the same age to give you some hints. What do you think kids would enjoy learning about your topic?

3. Watch your language

Remember that many common terms are unfamiliar to young children. Review your presentation to make sure there’s no “jargon” which could confuse students. Make a note to remind yourself to define any words that may not be immediately clear to your audience. Try not to use those words unless they are critical to your overall message

It goes without saying that your language should also be free of inappropriate words or phrases which might be considered offensive to one group or another.

4. Be sensitive to cultural diversity

Today’s classrooms are culturally diverse. Remember that students from diverse cultural, ethnic and family backgrounds may have widely varying attitudes about environmental issues. These differences are often a function of unique cultural traditions and can be instructive in teaching children the importance of tolerance toward other’s views, even when they differ from our own.

Planning Your Presentation

There is no substitute for good planning. Even the most experienced teachers work hard to prepare for class every day. They know that an unprepared teacher is not only ineffective, but also risks losing control of the classroom. Veteran teachers use a wide range of methods and approaches in the classroom, but there are some basic rules which you might find helpful.

1. Think the Five Senses!

Remember that humans acquire knowledge about our environment by using our senses. Sight, sound, touch, even smell and taste are powerful learning tools. Look at each of the senses as a potential area of classroom activity.

· Sight

The “show and tell” approach is the most tried and true of all classroom teaching methods. Seeing is believing. Props such as replicas, pictures videos, posters, signs, maps, charts, books, newspaper or magazine clippings…all are useful and appropriate.

· Sound

Don’t underestimate the value of sound as part of your presentation. Recordings of nature sounds can add a great deal to the effectiveness of your program

· Touch

Nothing excites children like being able to touch. Touching items such as bark, soil, water, pelts, etc. is a great way to teach children the variety of nature.

There are ways to teach using the senses of smell and taste as well. The idea is to make your presentation directly and personally meaningful to each member of the audience. Letting them see, hear and touch your materials is a great way to do that.

Getting Kids Involved

The best teachers find ways of making sure that every child is engaged in classroom discussion and activities. You may not know all the tricks of the trade, but here are a few tips to help you get your audience involved in your presentation.

1. Ask a lot of questions

Keep in mind that there are two basic types of questions, and both are useful in classroom presentations.

· Closed-end questions are those that have specific “right” answers. Some may be answered “yes” or “no”. This type of question is useful to test how well students have retained and recalled information you’ve provided. For example:

Do you live in the Merrimack River Watershed?

Are there trees growing in your yard?

What MA mammal is black & white and protects itself by spraying?

· Open-end questions are those which may have several “right” answers, and usually require much more than a “yes” or “no” response. This type of question is useful to encourage thinking, analysis, imagination and creativity. These questions also adapt well to “essays” or written response. For example:

Why do you think it is important to conserve water?

What benefit do trees provide to people and animals?

What would happen if real-life animals acted the same way that cartoon animals do?

2. Make sure your questions are appropriate.

Try to avoid asking questions that are beyond your audience’s reasoning level. You may want to write down key questions ahead of time, and run them by the teacher in advance to make sure they’re appropriate for the grade level you’re addressing. If youngsters don’t respond to your questions, you may be using words they don’t know. Try rephrasing the question.

3. Involve reluctant or distracting students

Disciplinary problems are always the responsibility of the classroom teacher, but it’s normal for children, especially younger ones, to get restless when there’s a break in the normal classroom routine. The best way to deal with reluctant or distracting students is to “catch them being good,” and comment on it. For example, Jimmy has been whispering to his neighbor, distracting the students around him. Wait until he stops, and then say, “Thanks, Jimmy, for not whispering any more. It will make it a lot easier for me to finish my presentation.” The odds are that you won’t have any more difficulty with Jimmy whispering.

Students who may be shy or hesitant about participating are a little more difficult to manage. Try to make eye contact with those who seem withdrawn from the discussion. If they meet your eyes directly, they may be willing to participate if called upon, but too shy to volunteer. However, if they look away and refuse to make eye contact, it’s a pretty good indication that they do not wish to participate.

Be especially careful to give equal attention to boys and girls. Studies have shown that boys consistently get more attention and are called upon more often in class than their female classmates. This happens even when more girls than boys are actively seeking the opportunity to speak. In several studies, teachers ignored the girls whose hands were raised and instead called upon boys who had not raised their hands. Don’t let yourself fall into this gender-bias trap.

Handling Tough Questions

Because environmental topics have been in the news, some students may already have formulated strong views. In most cases, their opinions have been influenced to a significant degree by their parents or other family members. Dealing with students who express these views in a confrontational or challenging way requires some sensitivity. Always keep your responses non-defensive and positive.

· Resist the urge to answer all questions

· If you do not know the answer say so. Do not make up an answer

· Encourage students to research the question

· Open up the question to other students

· Research the question yourself and get back to the students with an answer

Wrapping Up

Before you end your presentation, be sure to summarize the main ideas you’ve covered. Reinforce your key objectives. Be as specific as possible. What one or two key points do you want the students to remember? Your summary needn’t be in lecture form. Quick questions and answers are an equally effective method of review.

Let students know that their exposure to your topic doesn’t have to end when you leave the classroom. Tell them about other materials on environmental topics which they may find of interest. If appropriate, invite them to explore a local area, park or state facility. Briefly tell them about any materials (videos, coloring books, computer programs, etc) you have left with the teacher. Be sure to thank them for their interest and attention.

How Kids Learn

Children learn best by doing. The least effective method of teaching is the lecture, where children only listen and do not actively participate. Here are some guidelines to help you determine which methods might work best for your presentation.

· Reading

Children retain approximately 10% of what they read. Printed materials are useful, but should be supplemented with other learning methods.

· Hearing

Children retain approximately 20% of what they hear. This means that the most effective presentations give students a chance to ask questions, explain and discuss what is presented.

· Seeing

Children generally retain about 30% of what they see. Posters, exhibits, illustrations, graphs, etc. are a big plus

· Hearing and Seeing

When students both see and hear new information, they retain approximately 50%. Watching demonstrations, videos, movies, slide shows, and participating in tours are good ways to learn.

· Saying

Students retain approximately 70% of what they personally explain. The more actively engaged they are in the learning process, the more they learn. Discussion groups and judging experiences are two meaningful ways for students to express their ideas.

· Saying and Doing

When students are actively involved in saying and doing, they retain approximately 90% of the material. To the extent possible, give them a chance to participate directly as you show or demonstrate various aspects of your presentation.

Knowing What To Expect

It is important to understand that every child is unique, so there are few rules which apply to every situation. But there are some general principles to help us understand the abilities and interests of children in various age groups. As you prepare for your classroom presentation, be sure to consider these factors.

1. Six-to-Eight Year Olds

Things to remember:

· Children in this age group are extremely sensitive to personal criticism, and have difficulty accepting failure. Protecting and enhancing their fragile self-esteem is vital

· They are open to new experiences

· They have a great deal of energy and enjoy physical activity

· They are heavily influenced by their peers

· They are developing a “conscience” and define “good” and “bad” in terms of acts approved or disapproved by parents

· They are more easily disciplined if they understand the purpose of the activities in which they are engaged

· Their muscular control and coordination is uneven and incomplete. Manual dexterity and eye-hand coordination is continuing to develop

Activities should be:

· Hands-on, using as many different senses as possible

· Short---no more than 20 minutes—and immediate in result or feedback

· Simple and uncomplicated yet stimulating to the imagination

· Open-minded so children can approach them at their own levels

· Gender-neutral, and of equal benefit to boys and girls

Materials should be:

· Visual and graphic with lots of color

· At a first or second grade reading level

· Reflective of gender and cultural diversity

2. Nine-to-Ten Year Olds

Things to remember:

· Children in this age group enjoy competition

· They have a sense of humor, and respond well to humor

· They respond positively to compliments

· They make up their minds easily, but respond to reason

· They are inquisitive and impulsive

· They are excitable and cry easily

· They tend to think in terms of right or wrong, great or disgusting, black or white…very little middle ground

· They enjoy sports, mysteries, biographies, short stories, magazines and comic books

Activities should be:

· Hands-on, involving both seeing and doing

· Creative, such as drama, puppets, constructing things, playing house or dolls

· Conducive to developing leadership skills

· No more than 20-25 minutes in length

Materials should be:

· Very simple, but may include some technical terms

· Colorful and fairly detailed

· Reflective of gender and cultural diversity

3. Ten-to-Twelve Year Olds

Things to Remember:

· Boys are beginning to notice girls, but aren’t too concerned with their own physical appearance

· Girls are interested in boys and quite concerned with their own appearance

· They are competitive

· They are straight-forward, but shy if afraid of being wrong

· They are empathetic and sympathetic

· They are imaginative and easily influenced, but respond well to reason

· They like organized clubs, biographies, adventures, mysteries and comic books, and sports

· They are developing values, conscious of right and wrong, and concerned with justice and fairness

Activities should be:

· 25-30 minutes in length

· Related to special interests such as hobbies, television, music, sports, etc.

· Composed of both seeing and doing

Materials should be:

· More complex, with reasonable use of technical terms

· Colorful and visually interesting

· Reflective of gender and cultural diversity

4. Thirteen-to-Fourteen Year Olds

Things to remember:

· Children in this age group are aware of their physical development, and may be uncomfortable with the rapid changes (or lack of changes) occurring

· They are moving from concrete to abstract thinking

· They prefer to find their own solutions to problems

· They are concerned about justice, equality and fairness

· They are more concerned with peer opinions than those of parents or other adults

· They are willing to talk about values and morals

· They are struggling to define their own identities

· They want to assume responsibility and share in something important

Activities should be:

· Imaginative, but approached with some seriousness

· Based on reason

· Of 25-30 minutes duration

· Built around group activities where possible

Materials should be:

· Of relatively high quality

· Well-reasoned and documented

· Reflective of positive ethical values

· Reflective of gender and cultural diversity

5. Fifteen-to-Eighteen Year Olds

Things to remember:

· Children in this age group know their own special abilities and talents

· They are thinking about the future and making career plans

· They set goals based on personal needs and priorities, rather than the priorities of others

· They are mastering abstract thinking

· They are self-absorbed

· They value acceptance by members of the opposite sex

· They enjoy acting as “mentor” or “advisor” to younger students

Activities should be:

· Focused on enhancing critical thinking skills

· Carried out by students with a minimum of supervision

· Planned with input from students where possible

Materials should be:

· Written for eighth-grade reading level

· Of excellent production quality

· Reflective of gender and cultural diversity

Do’s And Don’ts For The Classroom

Do:

· Speak in a calm, kind voice

· Speak directly to the child

· Speak in short, meaningful sentences

· Express your request in a positive way

· Get down to the child’s physical level if possible

· Answer the child’s questions

· Build the child’s self-esteem and confidence

· Listen carefully

· Set a good example

Do Not:

· Make fun of the child

· Compare a child to another

· Be dishonest with the child

· Make the child feel guilty

· Make the child feel inferior

· Imply criticism of parents or the teacher

· Over-react to classroom misbehavior

Return to Facilitator Resources

Return to Home Page