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Beginning Your Speech: 35 Seconds to Survive a Gator
How long does it take you to judge someone the first time you meet them? Can you tell what type of person they are in the first few sentences of their conversation? If you do, you’re completely normal. Some might say that these quick judgments make them stubborn, perhaps mean. It’s not true! On the contrary, it is hard-wired biology! Our first impressions are a defense mechanism designed to prolong your life.
The human brain is a complex organ that operates on many levels. High brain function occurs in the neocortex; normal brain function and normal thinking occurs in the mammalian brain; and the automated functions occur in the part of the brain that is always aware – the reptilian brain. Our tendency to make initial assessments of risk and danger occurs in the Reptilian Brain (RB). Knowing this is important because this part of the brain (without our knowing or thinking about it) is constantly monitoring our environment for risk. A risk to our health. A risk to our well-being. A risk to our well-being.
You don’t believe? Then check this out. Do you remember a time in your life when someone looked you in the face and lied to you? Do you remember being aware that the person was lying? You probably didn’t think about why you thought they were lying, you just felt somewhere in your head that what they were saying wasn’t true. Or maybe there was a time when you were walking and sensed danger out of nowhere. Your hair stood up. Your skin was crawling with discomfort. In both situations, your RB warned you of the risk.
Now you might be thinking, “well…of course people have had those experiences, but what does that have to do with first impressions?”
Whenever you meet someone, whether in person or via technology, the first thing that happens is a scan of your RB. It captures all the information about the person and registers a risk warning for the rest of your body. If the threat assessment is low, then things are proceeding normally. However, if there are threat indicators that RB sees, well … things start to happen. RB releases adrenaline into your system to set you up for a quick response. More blood is needed, so your heart starts beating faster to prepare for action. All of this happens while the other two-thirds of your brain may not know, until the mammalian brain (MB) starts getting messages from the RB that something is wrong. When this happens, the Neo-Cortex (NC) can begin a more extensive analysis of the information.
RB is wired. However, you can engage in it and gain a personal advantage. One of the reasons the police, firemen and military train is so that all their skills are programmed into the RB. It is a phenomenon of human existence that when the brain is stressed, it shuts down higher brain functions, causing the body to rely on automated RB functions. In extreme situations, you have a “fight or flight” response. Firefighters must take action to overcome that “fight or flight” instinct – and their training does just that. That programmed training that is in the RB takes over and these emergency services work on an automatic response that is pre-programmed.
Now you’re probably thinking, “What’s the point of all this?” Thirty-five seconds to survive an alligator?”
It has everything to do with thirty-five seconds! When standing in front of an audience, most people follow a basic speech structure that includes an introduction, body, and conclusion. Think of your audience as a collection of reptiles, because they scan you in the first thirty-five seconds. Every reptilian brain in the audience conducts a risk assessment. How your voice and body will behave in the first thirty-five seconds depends on whether they will focus on you or if they will think of you as a hoya. Audiences are sometimes won or lost in the first thirty-five seconds: roughly seventy-five words.
They are lost when RB tells MB that he doesn’t need to pay much attention, and neo-cortex that detailed analysis is not necessary – because you are boring, humming, and nothing unusual. Now at some point later in your speech you may do or say something that will cause a rise from the RB and later from the MB and NC, but in a short speech it is often too late to affect the audience.
So, how do you engage RB and use the first thirty-five seconds to capture the audience’s attention and interest from the get-go?
The title is the most overlooked element of any speech. I include it in this discussion of introductions because the title of your speech is always mentioned before the speech begins. Your headline is a part of your speech that is delivered by someone else and is not charged at the time of your speech. It’s also your first opportunity for humor, interest, or anticipation.
Too little effort was spent on writing the title. Most often, the title is randomly thrown into a speech at the last moment. Or even when the title is thought of, the speaker does not have enough composure to rehearse with the introducer how to give the title.
Practicing title pronunciation and voice inflection with the introducer is an important component of your introduction. A mispronounced title is hard to overcome. If your keynote speaker mispronounces the title of your speech, the audience may become confused. In a short speech, let alone a thirty-five second introduction, you can’t afford to misdirect your audience with a weak or mispronounced headline. Try these titles: “Ka-ching,” “Fat Daddy’s Lessons,” or “Ouch.” These headlines from the World Public Speaking Champion’s three championship speeches were the forerunners of dynamic, rousing speeches. Do not ignore an interesting and impressive title.
Great speakers start in silence for about 10-15 seconds, looking at their audience the whole time. This is especially true when they are short or have a weak voice. Napoleon Bonaparte, Queen Elizabeth and Abraham Lincoln are prime examples of Western culture. The first two are examples of low growth. The third, Lincoln, had a shrill and high-pitched voice.
Standing in silence and watching the audience attracts the attention of the Reptilian brain. It does not know what you will do or say. He becomes cautious. The longer you stand looking at the audience, the quieter they become, anticipating what will happen. Some wonder if you have forgotten the speech. Some expect something unexpected. Regardless, they start paying attention. Pausing before starting also allows you to compose yourself. What you get is the rapt attention of your audience and the anticipation that your first words matter. The audience also recognizes that you are a confident speaker.
You speak as if every word you use costs a million dollars
In thirty-five seconds, if you speak at a normal rate of one hundred and twenty-five words per minute, you will have spoken just under seventy-five words, or seventy-five million dollars. Do you think you should spend your money wisely and make every single word count? My youngest child would respond to this with a typical, “Duh!”
Don’t waste your precious first seventy-five saying how good it is to be here tonight – it’s not, and no one believes you anyway. Instead, whisper or thunder, sing or shout, speak at a measured pace or in rapid fire, but whatever you do, reach out to the reptilian brain and invite the rest of their brain to come with you!
The human brain can process 7200 images per minute and 600 words per minute. Since you’re only going to say 75 words in thirty-five seconds, what are you going to do to fill the gap of 525 words between your speech and my listening? Will you use the 4,200 images I could process in thirty-five seconds? If your introduction fails to respond to my full brain capacity in an audience of a hundred or more, you’ve just wasted half a million images. By the way, don’t forget that each of those picture(s) is worth a thousand words: roughly five hundred million words. What a pity! Do you get the picture?
Introduction number one:
Listen, understand and appreciate our children. Those are the three important lessons my professors taught me at teacher training college. They said that we should love our students as if they were our own. I taught for 16 years and thought I knew everything there was to know about teaching until a very special student showed me the true power of those words. (64 words)
Introduction number two:
Some people are absolutely unworthy of love!
They are prickly like a porcupine and gentle like a tarantula.
We teachers are trained tamers of the problematic and cruel. (28 words)
Both of these examples are introductions to the same speech. Take a closer look at them and tell me which one generates more visual images in your head? What piques your interest and makes you want to hear more talk? Which introduction makes the most economical use of those million dollar words?
Introduction number one recites information for the audience to consider and tells you that the speaker is going to talk about his teaching experiences including the student who taught him the lesson. It’s a professorial approach to the introduction. Too often, this “professional” approach is used by executives in the business world where words count like dollars. Wake up! It’s not professional – it’s boring.
The second introduction has a different beat. “Do you know anyone who doesn’t love themselves?” Is it possible that you thought of a specific person when the speaker said, “some people are unlovable”? A picture is formed and a connection is established.
The second sentence consists of two comparisonswritten in contrast each other and both contain alliteration: “prickly like a porcupine” and “tender like a tarantula.” Have you seen pictures of those two creatures? Maybe you go back to a person you consider unworthy of love and agree that this is the perfect description of that person? Maybe you did, maybe you didn’t – your brain has the ability to do that.
Alliteration is another way to make an impact. The last sentence combines the speech construct of alliteration i.a metaphor. Alliteration consists of words in a sentence that begin with “t”: teachers, trained, tamers, troublesome, and cruel. The metaphor is found in the attribution of teachers as “tamers” of animals and the attribution of problematicity and cruelty to students. Another introduction deals with the brain’s imaging ability and its ability to process more words than a person can say in thirty-five seconds.
A great introduction gets to the point. They don’t tell us the purpose, they let the audience experience the theme. Don’t bore the audience. Instead, encourage them to experience the topic. Tease us a little with mental images and puns. Get the attention of our complex brain and direct our attention to your next word or sentence. In doing so, you will use speech constructs that have powerful sensual abilities to trigger our multi-level brain into action. Like screams, they attract the brain’s attention.
The SCREAM constructions are: comparison, contrast, rhyme, echo, alliteration and metaphor. Using these language constructs will engage the brain on multiple levels enough to get your speech off to a good start. Use them as you write your next introduction.
First impression . . . . The introduction is more than the banality of “I’m so glad to be here today.” The elements of an effective and powerful introduction are: title, silence, investment of seventy-five million dollars and VRIK.
When you give a short speech, every word counts! Choose words that will put RB on alert and get a lot of attention from your audience. Use SCREAM strategies to awaken the brain on multiple levels. Don’t overlook the power of your title and make sure your opener pronounces it correctly.
Use these strategies in your next speech and you’ll make the reptiles sit up and take it like dinner is served!
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