Crafting Your Message. Tammy Heflebower

Figure 3.5: The Conference Breakout room arrangement.

      Whatever the initial setup of your room, be certain it fits your presentation needs. In other words, if you need to angle the tables or move chairs so no backs will be toward you, by all means, do it. The arrangement will immediately suggest and even dictate your interaction capabilities. If you don’t like the arrangement, get there early and move it to best meet your needs. I can’t emphasize this enough—if participants cannot easily group, they won’t do it. You will lose the effect of your presentation if the arrangement of your room impedes your work.

      When planning room arrangements, also attend to the following.

      • Use comfortable chairs with padding and fabric covers. Have just enough, if not even fewer, chairs set out than you might need. You want a room to feel full; empty chairs create black holes of energy deprivation. Instead, have additional chairs and tables on hand to easily add for overflow. It’s better to add than to subtract.

      • Allow for appropriate spacing among adults—minimally twelve inches between seats, allowing eighteen to twenty-four inches for each person seated. Adults need space for personal items and movement. Please note that this is not typically how room arrangers place chairs, so you will need to specifically request this amount of personal space for your participants ahead of time.

      • Ensure that the room arrangement coincides with the type of training, activities, and physical movement you have planned. If you expect the entire group to move, is there a large enough space designated for that? However, be flexible. You may have to modify your delivery to manage a difficult room setup. No matter how much you plan, you will sometimes have to adjust on the fly.

      • Use tables if participants will need to use additional materials (handouts, sticky notes, and highlighters). Ask for such items to be in containers on the tables.

      • No matter the table type, arrange the tables with pathways and walkways so you and your audience members can easily maneuver the room. Walk in and among the chairs as you are testing your audio equipment to ensure you have the space you will need to move effectively.

Monitoring Sound

      The sound in the room is important. If participants enter a silent room, it feels empty and stark. You want the room to look and sound inviting.

       Using Music

      When selecting music, consider what research has taught us about our brains. Music is one of the best condition changers. As Rich Allen (2008) reminds us, “At the very least, music can enhance motivation, attentions, and feelings of vigor” (p. 113). When you want an audience to be calm and relaxed, play music that matches the average resting heart rate of 60—80 beats per minute (bpm). Or, if you want the audience to be energetic and upbeat, play music that is twice that tempo—roughly 120 to 130 bpm. One way to determine the tempo is to find the beat of the music and count it for six seconds, then multiply that by 10 (to total 60 seconds) in order to find out how many beats the song selection plays in one minute. Then, create various playlists to match the states you want your audiences to emulate. I have playlists for opening music, closing music, reflection, lunch, and breaks. Use music for transitions, or even consider using a specific callback song cuing participants to return from an activity or break (Allen, 2008). Be mindful of variations in music appreciation. I tend to use well-known types of popular songs right before I formally begin. For instance, I have used “I’m So Excited” by the Pointer Sisters just prior to conducting my training, and “Who Let the Dogs Out?” by Baha Men to close a training. This one adds some humor, and the lyrical puns are intentional.

      When playing music, the volume should be at a level that is noticeable, but not too loud. You should be able to greet participants without shouting. Also, be certain you abide by copyright laws and obtain your music appropriately. Apple Music or Spotify are great resources to purchase your music and easily organize your songs for use.

       Using Microphones

      When in doubt, use a microphone. Figure 2.2 (page 17) emphasized the importance of using a microphone, and when it makes most sense to do so. Here, I detail the effective use of the microphone.

      Address microphone needs prior to your delivery. Do you prefer a handheld, lapel, or over-the-ear microphone? If you aren’t sure, test out the options. If you do not use many visuals and consequently need a handheld clicker, a handheld microphone might work well. Many lapel microphones allow for your hands to be free. This is key if you use a lot of gestures and movement. Yet, lapel microphones can easily lose the sound with a presenter whose head moves often. Additionally, lapel microphones work best when attached to a tie or lapel collar. This does not always work as well with women’s clothing and with the higher timbre of women’s voices. If you are female, you must also be mindful that what you wear can impact your successful use of the type of microphone you will have at the site. A dress without a belt can be disastrous, because you may have no obvious place to clip the microphone pack. Having to hide a microphone pack can be uncomfortable and unsightly, and holding a microphone pack in one hand while speaking looks unprofessional. To avoid this, you may consider an over-the-ear microphone connecting system. These produce high-quality sound, and they come with an assortment of attachments that fit various microphone packs. I would highly recommend investing in your own microphone. I prefer a Samson, over-the-ear microphone. Using your own system will not only make you feel more comfortable, but also portray professionalism. Most independent microphones come with at least four of the most common adapters to be used with the typical microphone packs schools and districts have on hand. You will be accustomed to how the microphone feels on your ear, and the sound quality you will get is often superior to those you obtain at most educational sites.

      Test the microphone early, before too many participants (if any) are in the room. Be mindful that, as the room fills with people, the sound will be absorbed, which can change the volume needs considerably. Keep technicians available for slight tweaks just before and after you begin. Ensure you have the sound loud enough to easily project your voice at various emphasis levels. Say phrases you will use in your presentation, and annunciate normally. Ensure the sound is rich, not tinny or echoing. Often, you will need to adjust the gain levels on the microphone pack in order to enhance the quality of the sound.

      Master microphone control. That means be certain you remember to turn your microphone on when speaking to the group, but off when you are not. You don’t want your microphone on when your audience is engaged in table conversations or when individuals are asking you a question not intended for the entire room. We are all aware of authentic presenter experiences when the microphone was left on as the presenter cleared his or her throat, coughed, or, yes, used the restroom. Always remember to manage that microphone!

      Novice presenters often forget to turn buttons on and off, as they are nervous and preoccupied with all the many other details of the presentation. Practice shutting the mic on and off a number of times. Get a feel for the lag time it takes for the sound of your voice to amplify into the room, as well as how the button feels. If you place the microphone pack in your pocket or on the back of your body where you cannot see it, determine and remember the on and off button positions. Each pack varies noticeably. Some are push on and off, some have a switch, and still others require you to hold a button down for a period of time. Be sure you know which method works for your pack.

      I recommend not allowing a technician to turn your microphone on and off for you throughout the presentation. Although it is a thoughtful gesture, technicians may get distracted, forget, or simply not be aware of your on and off preferences. As rudimentary as this seems, managing your microphone and the sound of your voice is the sign of an experienced speaker.

Managing Your Audience

      Help your audience be respectful of your time throughout your presentation. When you take breaks, it is important to get your audience members back in their seats and attentive when you need them. Your actions help the participants manage their responses.