Looking Back on Our Class Presentations

 Salome Jimenez 

Looking Back on Our Class Presentations

Walking into our oral communication class each week felt like stepping into a mini-conference. Instead of the usual lectures, we had the opportunity to experience a series of presentations based on "Public Speaking: The Evolving Art " (5th edition, by Stephanie J. Coopman and James Lull). Seventeen chapters divided among four groups meant that over several days, we covered everything from managing stage fright to delivering persuasive speeches. This setup turned the class into something much more interactive than I expected, and it made me look forward to each session.

I genuinely enjoyed every presentation. Each group came prepared, and the PowerPoints were polished, colorful, and easy to follow. It was obvious that everyone took the assignment seriously. Instead of copying straight from the textbook, groups built on the ideas with examples, visuals, and creative approaches. Even though the chapters overlapped in some themes, it never felt repetitive because every team had its own style.

I was responsible for presenting Chapter 16, which focuses on Distance Speaking and Media Appearances. Even though each person in my group prepared their own section, working alongside them was still a positive experience because we supported each other, shared ideas, and made sure our slides looked consistent. Preparing and presenting this chapter on my own gave me a new appreciation for the effort it takes to communicate effectively, especially when discussing topics like online presentations and media interviews. I felt nervous at first, but seeing how engaged my classmates were and knowing my group was behind me gave me a real boost of confidence.

As an audience member for the other presentations, I was impressed by how creative and professional everyone’s slides looked. One group included a “dos and don’ts” chart for using visual aids, which was very helpful. Others included clear examples and engaging visuals that kept the audience interested. All of these touches made the material much more memorable.

Some of the chapters especially resonated with me because they spoke to challenges I face when public speaking. The chapters on speech anxiety and audience analysis offered practical tips—breathing techniques, planning ahead, and adjusting your message to fit who you’re speaking to. Another chapter on visual aids reinforced the importance of keeping slides clean and easy to read, something I’ve struggled with in the past. Even though no single chapter stood out as my absolute favorite, the collective experience gave me a deeper understanding of how many moving parts go into a successful presentation.

I also found myself learning by watching my classmates’ delivery styles. Some people spoke with an easy, conversational tone that felt natural and inviting. Others were more formal but still clear and effective. Body language, eye contact, and pacing varied, but every group showed improvement as the project went on. I noticed that presenters who smiled or used gestures naturally kept my attention longer, which is a good lesson for me going forward.

Participating in these presentations helped me rethink what “good” public speaking looks like. I used to think it had to be perfect—no mistakes, no forgotten lines. But seeing classmates handle small hiccups gracefully taught me that adaptability matters more than perfection. Even when a slide didn’t load or someone lost their place, they kept going with confidence. That actually made me feel calmer about my own presentation because I realized the audience is usually supportive, not critical.

Teamwork was another huge part of this experience. In my group, we divided the work: research, slide design, and rehearsing our speaking parts. This division of labor lets us focus on our strengths and build a smoother presentation overall. Watching other groups, I could tell they had also worked hard together. It reminded me that behind every strong public speaker is a lot of preparation and cooperation.

Something else that stood out was how professional the PowerPoints were across all four groups. Slides were clean, with readable fonts, balanced colors, and high-quality visuals. That design choice alone kept me engaged because it didn’t overwhelm me with text. It’s a takeaway I’ll definitely use for future school and work presentations—less text, more visuals, and consistency throughout.

Looking back, this project didn’t just teach me the content of Public Speaking: The Evolving Art. It also showed me how to learn from my peers. By watching their styles, visuals, and delivery, I picked up tips I wouldn’t have thought of myself. I especially liked how groups tied the textbook concepts to real life. Seeing people apply the chapters to TED Talks, graduation speeches, or social media clips made the material feel fresh and relevant.

I can honestly say I enjoyed every presentation. Even though none of the chapters jumped out as “the” chapter for me, each one added to a bigger picture of public speaking as a skill and an art. Presenting Chapter 16 gave me hands-on experience, and watching the other groups gave me insight into different delivery styles. This project helped me feel more confident speaking in front of others and showed me the importance of teamwork, preparation, and creativity.

If I had to sum up my biggest lessons from the project, they’d be these:

• Preparation matters. Every strong presentation starts with a clear plan.

• Visuals matter. Clean, consistent slides keep the audience focused.

• Delivery matters. Eye contact, pacing, and tone can make or break a speech.

• Teamwork matters. Behind every good presenter is a supportive group.

This experience has changed how I see public speaking. Instead of thinking of it as a stressful requirement, I now see it as an opportunity to connect, teach, and even inspire people. Our class presentations showed me that public speaking isn’t just about standing at a podium—it’s about building a message, shaping it for an audience, and sharing it in an authentic way.

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