Teen Leadership Skills: Make Public Speaking Easy by Using a Speech Structure

To become effective leaders, teens need to hone their public speaking skills. One of the fundamental skills a leadership class must teach is how to structure a speech. Read this article to learn an easy and effective speech structure to use so your message will make an impact on your audience.
Fred's Concern About His Speech
Fred has to give a speech in his leadership class next week. He is concerned because he has not given many speeches, and he does not know how he should put together the speech. He knows that public speaking is an important skill he needs to learn if he wants to become a leader. He decides to go to his leadership teacher for help. His leadership teacher offers encouragement as well as an outline of how to structure a standard speech...
In a nutshell, here's what Fred's teacher said:

"Tell them what you're going to tell them, tell them, and tell them what you told them."

Generally, most standard speeches follow the same type of structure, which includes an introduction, a body consisting of three main points, and a conclusion.
The Three Standard Parts of a Speech Structure
Part 1. Introduction
The opening or introduction of the speech sets the tone and the theme for the speech:
It usually contains a quote, example, statistics, or a humorous story to get the audience's attention.The speaker must also give the main topic of the speech.In addition, he or she should outline the major points that are going to be made in the speech.
Part 2. Body Consisting of Three Main Points
A standard speech has a body that contains three main points:
These points come from the main topic of the speech given in the introduction.The speaker should give examples, illustrations, statistics, stories, and/or quotes about each of the central points to support them.
Part 3. Conclusion
The classic saying about a speech is that you should "tell them what you're going to tell them, tell them what you're telling them, and then tell them what you told them."
The first part represents the introduction, the next is the three main points of the body of the speech, and the last - "tell them what you told them" - is the conclusion.
In the conclusion of the speech,
The speaker needs to remind the audience of what the main topic was, and how each of the three main points related to it.The speaker should sum up the main ideas of the speech.Depending on the type of speech it is, the speaker should possibly make a call for action based on the ideas in the speech.
How Fred Applied This to His Speech
Given the outline on how to structure a speech from his high school leadership teacher, Fred worked on his speech during the week, and organized his ideas. His speech went great, as he introduced his topic, went over the main points, and gave his conclusion. His teacher was pleased and he got a lot of "high fives" from his classmates for his speech. Afterward, he thanked his student leadership teacher saying,

"Putting together a speech is not as difficult as I thought, when you have the right speech structure."

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Youth Leadership: 3 Keys to Creating Successful Partnerships to Boost Your Youth Programs

If you are looking to expand your youth leadership training or increase attendance while using limited resources, then partnerships are a great way to go.
If your program has a lot in common with other organizations - such as you are working with a limited budget, staff, or supplies - you may benefit from participating in a partnership with a complementary organization.
Partnerships Add Strength and Resources to Your Program
A partnership is where a program such as at a school or community center combines resources with another entity in order to help meet each others' needs. Partnerships can bring great benefits such as:
additional resourcesstrengthmore credibility
A great reason for taking part in a partnership would be if you would like to increase youth participation numbers, for example, but have maximized your internal resources. This means that you may not be able to hire more staff, buy more supplies, or get the use of a larger building. In this situation, it may seem like your program cannot expand or reach more youth.
However, by using a partnership, you can combine efforts with another program or organization (such as another school or youth organization) that does have these resources, and be successful in increasing your participation numbers.
Three keys to building successful partnerships:
Create them with organizations that have a common purpose. In this way, you know that your interests are aligned and it is easier to have the same mission.
Form them with reputable organizations in order to build goodwill in your community and build the reputation of your own program.
Provide at least equal value to your partnering organization. This way, you ensure that you are holding up to your part, and are benefiting them as well.
Here is an effective way to go about seeking and creating a partnership:
Research potential partner organizations on the web, through networking, associations, etc.
Contact one of them and ask to speak with the director or coordinator
Introduce yourself, and give a description of your organization's mission and programs
Tell the director or coordinator what you like about his or her organization, ask about their programs, and ask to discuss the possibility of a partnership
Emphasize what your organization can bring to the potential partnership, and give the person a clear vision or idea of what the program would be like (you should prepare a vision of the program or activity before contacting him or her)
If the director or coordinator is receptive to the idea, and a partnership seems beneficial to both parties, set up a meeting.
Thank the director or coordinator and send him or her an appreciative e-mail and confirmation of the meeting. (Include a link to your website, if you have one, and any additional relevant information)
This outline should help you on your path to finding and creating a successful partnership.
It is important to see your partner as an equal, and not just use its resources for your own benefit. You need to make sure that you bring equal resources and benefits into the partnership in order to ensure its success.
You also need to cover any potential problems at the outset, to prevent difficulties and a possible separation later on.
Creating Partnerships is Not Difficult
You should not be afraid to seek and create partnerships. They are not as difficult to create as they may seem, and they can bring your youth leadership program added strength, a better reputation, more resources, and a higher level of participation.
What's more, they can also help you to become more connected in the community. Partnerships can be very beneficial, and are a great solution for teen leadership programs working with limited resources!

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Why Teach?

Throughout high school, my love for words and literature and dreams of travel to lands I had seen in "National Geographic" led me to consider writing as a possible career goal. Intrigued by foreign correspondents on TV news, I concluded that journalism was the solution to my love of writing and desire to see the exotic.
I began exploring ways to pursue journalism as a college major by visiting a career aptitude seminar at a regional college with my church teen group. I read about schools with a reputable journalism department, regardless of whether my parents could afford them or if I could pass the entrance requirements. My goals were lofty, but eventually my family insisted I be practical as well and attend one of the state universities.
The summer after high school graduation was approaching, and I needed a job to help buy clothes for college. President Johnson's War on Poverty had recently begun, and the local Head Start Program was looking for summer teacher aids among the high school Future Teachers of America club. As a habitual joiner of extra-curricular activities, I was a member. The job sounded easy and fun, and the pay seemed a gold-mine compared to the small salary I had earned as a substitute secretary at my step-father's insurance office.
The week of teacher training before our instructional duties began enlightened me to the unique life led by these preschoolers from the "other side of town". Sleeping sibling upon sibling in one bed and avoiding school on rainy days because of no transportation seemed strange to me, not to mention facts learned about the peculiar symptoms of sickle cell anemia common in black children then.
When the excited little folks arrived, they sang finger-play songs, played with new and brightly colored toys, learned reading and math readiness skills, and ate wholesome school lunches. All of this opened up a novel and enchanting world for them.
But this did not compare to the novel and enchanting world that opened up for me as well. Seeking ways to assist my assigned teacher with instruction in basic learning skills, arts and crafts projects, and children's literature, I encountered new outlets for my creativity and fantasies of magical places. I developed an instant rapport with the children, playing with them as a child myself. I took endless Polaroid pictures of dark-skinned tots, which I included in photo albums of my all-white world. I visited their homes with my mentor and witnessed the heartbreaking conditions many of them endured in ignorance of anything else.
Needless to say, my college major later changed from journalism to elementary education. Now after 40 years of teaching, I have experienced the ups and downs of educating the underprivileged, the over-privileged of the suburbs, the preppies of the private schools, and the less sophisticated of the rural areas. Not all of it has been as fulfilling and stimulating as those early days with Head Start, but it has all been worth it in order to awaken one child now and then to reaching his or her potential.
A profound quote I once read said, "It is not for school, but for life we learn." With my many years as a teacher, if I have given a bit of life to a child that was hungry for something that could not be defined, then this career choice was the right one. Yes, there were other options that could have paid more and been more glamorous. Yes, there are drawbacks to teaching that are well known. But there is no other way I could help another person develop individual abilities for life that would give me life as well.
I thrive on learning; I thrive on knowledge; I thrive on creating learning and sharing knowledge. Teaching affords me the best opportunity to do this that hopefully changes a life for today, tomorrow, and for a life time.

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