The Student Presentation You Won't Have to Force
The Problem
Communication skills are critical. They influence nearly every aspect of our lives, both personally and professionally.
As teachers, we know this.
Our students? Not so much.
Why is it so difficult to convince students that standing in front of their peers and delivering a presentation is a valuable skill?
For years, I assumed the answer was simple: social anxiety.
After all, I noticed more and more students asking to present after school instead of in front of their classmates. It was easy to fall into the familiar "kids these days" mindset and assume students simply lacked confidence or had become uncomfortable speaking in front of others.
But the more I listened to my students, the more I realized confidence isn’t the real problem.
The real problem is authenticity.
Nobody wants to speak in front of a room full of people when they don't believe their message matters.
When it comes to traditional classroom presentations, I've heard countless students—even some of my most confident speakers—say things like:
"My presentation is good, but I feel bad that everybody has to listen to me yap about this. They don't care."
And usually?
They're right.
The audience walks into class thinking “Oh no, I have to present today” and pays zero attention to those actually presenting because they’re envisioning themselves droning on and on while nobody listens.
Those who have already presented are happy to shut their brains off and have a “free” period where they don’t have to do anything.
Everyone understands the assignment is primarily for a grade, making the entire experience feel forced.
Naturally, students rush through their presentations.
They speak too quietly.
They avoid eye contact.
They read directly from their notes.
And they do all of this despite having learned effective presentation techniques.
Because it's difficult to speak with enthusiasm, energy, and conviction when you aren't genuinely invested in your message.
It's hard to persuade people when you don't feel driven to persuade them.
And that's what eventually led me to rethink presentations entirely.
The speaking opportunities my students nevercomplain about aren’t “presentations” at all.
They’re debates.
Performances.
Arguments.
Any attempt to convince someone of something.
In every case, students have a reason to care about the outcome.
Students need something to “sell,” whether that’s an idea or a product.
Introducing Shark Tank
In this project, students are tasked with creating a one-of-a-kind product or service that solves a real-world problem and pitching it to the “shark tank,” a panel of “investors,” looking for their next big business venture.
They do market research, develop a price point, create a business plan, and design a marketing strategy.
But the real magic happens on pitch day.
They pitch with confidence, enthusiasm and purpose.
Not because the teacher told them to, but because they want funding.
They want to win.
They want the sharks to believe in their idea.
And when students care about the outcome, they naturally begin doing all of the things teachers wish they would do during presentations.
They rehearse.
They anticipate questions.
They revise.
They think carefully about word choice.
They make eye contact.
They use gestures.
They speak with energy.
Not because they're trying to earn points on a rubric, but because they're trying to persuade a real audience.
The presentation is no longer the assignment.
The presentation becomes the tool they use to achieve a goal.
In fact, I handed back Shark Tank rubrics this year and the group that won the Best Business award looked at me and said:
"Wait. I forgot these were graded."
And that’s why Shark Tank matters.
These students won because they were invested in selling their product.
Not getting an A.
And that made all the difference.
Not ready for a full Shark Tank experience?
🦈 Try Pitch Panic, a free 10-minute business pitch challenge that gets students thinking creatively, speaking confidently, and laughing from start to finish.
