Feeling uncomfortable? You might be learning.

We don’t have time! Increasingly, educators must cover more curriculum with more depth. Unfortunately, this means some of the most important steps for building public speaking proficiency are sloughed off into the “no time” disposal. This leaves speech students more nervous than they need to be.

It’s true that individuals learn when they’re uncomfortable. In fact, according to the title of an article written by Peter Bregman for Harvard Business Review, “Learning is Supposed to Feel Uncomfortable.” Bergman advises, “… look for learning situations where the stakes are low — maybe a class where you’re not expected to be an expert or you don’t know anyone else.”

With the exception of students who have recently enrolled in a new school, students in a public speaking class are going to know many of their classmates. How can communication instructors support fledgling public speaking students? Begin with low stakes speeches.

After I guide my students through the “Course Orientation,” which helps students explore their glossophobia (fear of public speaking), establish audience norms, and set goals, I launch a series of low stakes speeches, which I call “Comfort-Building Speeches.” I’ve designed five speeches for this purpose. Four of the five speeches instruct students to speak about themselves (introductions, pet peeves, fears, and illustrated stories), while the fifth speech is based on an object. The speeches are relatively brief, but they fulfill a secondary purpose: building a sense of community.

“Comfort-Building Speeches” help students with their presentation anxiety, but students will still be uncomfortable. They’ll also be learning.