This article originally appeared in ETAI Forum Vol. X, No. 2, Spring 1999. Permission to reproduce the article here is gratefully acknowledged. But we all know that some presentations and discussions are bigger events than others. Those which take place in professional contexts, with our peers as audience or co-discussants, can be particularly demanding.
Discussions probably take place more frequently, with colleagues at work, or in external seminars.
Many teachers want to take part in these two speaking activities in English, yet can find it a daunting prospect. Similarly, some teachers do not feel able to contribute to professional discussions, and so their valuable insights are lost. This paper will look at ways of fostering presentation and discussion skills in teachers. The third type of knowledge above is the most neglected area in many school and college programmes. A reflective approach to learning has encouraged learners to think about how they learn best, and strategies have been around for some time, but reflecting on tasks has not to date played a major part in most teaching contexts.