CAC Exercises

Goal: As you incorporate communication activities into your course, remember that the emphasis upon critical thinking, problem solving and learning will serve as tools to complex understanding of your course materials. The goal is not more work; it is a realignment of the work. The following exercises are intended to be implemented into your class with minimal changes to what you might normally do in your course.

Goal:
1) To immediately include everyone in the class discussion
2) To set the tone that all people need to participate in the class, not just the extroverts
3) To help build a group culture among the class
4) To take role!

Time: The amount of time it generally takes for role call (unless you ask a more complex question)

Overview: When you take role, do so by asking a question and having each student respond to the question. Students should also be allowed to "pass" if they cannot immediately think of an answer. These activities are usually comical and fun. Teachers could use this as a "pop quiz" time, but this generally does not help decrease speech anxiety, it would instead be more likely to increase it. A sprinkling of graded responses could be successfully integrated as the students become familiar with the process.

1. At the beginning of the class, state a question that the class will respond to. If your goal is to create a supportive public speaking environment, these questions should be easy to answer. Students should be allowed to pass for the same reason.

2. As you call role, have the students respond with their answer to the question instead of the more traditional "here" or modern "yo."

3. Below are sample questions you might try using. As a variation, students can assigned a day to ask a question. You might also use the Book of Questions or a game such as “Scruples.”

· What would you take with you if you were going a trip to the moon (or mars, the Islands, etc.) and could only have one object?

· What character would you be if you were on a television sitcom, cartoon, children's story, or work of great literature.

1-2-1 Exercise
(1-Minute Writing - 2 Minute Sharing - 1 Minute Reporting)

Goal:
1) To help your students personally process the class information
2) To help your students formulate and share their opinion

Overview: Ask your class to reflect in writing on the current classroom topic for just one minute (or more if you'd like). They should be given a brief, concise question or topic statement. For example, "Do you agree with the text's definition of love?" Or, "What questions do you have right now about how to set up this equation?" As a writing exercise alone, this activity helps the students to process the materials and to become an active participant in the classroom.

This classic 1 minute writing activity can also be used as a "communicating across the curriculum" activity. The 1-minute writing exercise can generate a short oral message. The instructor must inform the students if they are going to share aloud, are not going to share aloud or will be asked if they would like to share aloud what they have written. When the 1-minute of writing is elapsed, you can either ask them to share orally with a neighbor, in a small group, as a class, or with a combination of these contexts. I like to ask my students to share with their neighbor for a minute and then ask them to share with the class. This helps the student who is apprehensive of public communication situation to become more involved. It allows for an active classroom. When the students share with their neighbors, all persons are able to express their opinions, not just the one or two extroverts who generally like to raise their hands. It even gives the teacher a moment to redirect his or her mind, prepare the next visual aid, open a computer screen, etc.

1. State the question or discussion topic in a concise manner. You might write it on the board.

2. Inform students how long they will write and what they will do with the written materials. That is, tell them if they will be asked to share the materials with their neighbor, in a group, etc. Sometimes you might merely want them to read what they wrote or ask them to paraphrase. Decide if the entire class share or if you will ask volunteers to do so.

4. Have them share with their neighbor for 2 minutes. You can also promote active listening by asking them to paraphrase one another.

5. Finally, you might have them share with the class. This can be a volunteer process or you could ask each dyad or individual to report on their discussion.

1. Sharing can be integrated into the class discussion or lecture.

2. Discussion groups can be formed.

3. To integrate a more lively participation level, you might even ask your students to get up and move around so that they can find others who agree or disagree with them. They could even hold up “yes,” “no,” or “I don’t know” signs to find each other.

4. This idea can easily become an online activity. Opinions can later be posted online. As an additional extension, you can ask your students to respond to 3 classmates' responses on a course discussion board.

5. The 1-2-1 Exercise can be used to help students begin writing an essay or thinking about how to approach an assignment. I often ask my students to write and reflect upon questions from an essay assignment using this 1-2-1 approach and find that it helps them begin their writing process.

Overview: This activity merely requires you to pass out a "feelings list" to the class and have the students refer to it occasionally. The purpose is to help the students understand when and where they feel comfortable or less comfortable. When the student knows more about how she or he reacts to stress, discussion, public speaking, etc., he or she is better able to plan how to overcome any uncomfortable emotional and physical responses. Too often the only emotions we can identify rhyme: mad, sad, glad. This idea helps them identify their feelings.

2. Throughout the semester, occasionally ask the students to find 3 emotions they are feeling right now.

3. When you are using oral speaking assignments in the class, ask your students to identify how they feel prior to speaking, during and after. Have them keep a notebook for your class where they can record this and refer to it to see the patterns and hopefully progress they are making.

Goal: To gain personal information about your students and to better understand their unique concerns about taking your class

Overview: An easy way to gain information about how your students feel about giving a speech is to ask them! Of course the apprehensive student will probably not raise his or her hand and tell you this, so you can merely ask them to fill out a personal data sheet/note card.

· Name (Do you have nickname you prefer I call you? If I might mispronounce your name, please spell it phonetically.)

· In this class we will be giving oral performances. What is your past experience in public speaking? What worries do you have about giving speeches, if any? Do you need any outside help in preparing for your oral assignments?

· What concerns do you have about this course that I should be aware of?

*Mary Schmidt also asks the students to bring in picture of himself or herself (or a photocopy of one) to affix to the cards of a portfolio folder. This is a creative way to help you learn the students’ names.

Communication Apprehension Tests

Goal: To quickly and more precisely identify the students who experience high communication anxiety

Overview: Enclosed in this packet are well-tested and reliable communication apprehension tests. I have also listed numerous online versions of these quizzes and information about them on the Links Page. These tests can be given to the students to take outside of class (or you have them complete the tools in class, but they are time-consuming, and will take at least 15-20 minutes of your class time).

1) Have students complete the test(s) and configure their score outside of class. They can either merely share their scores with your or complete step 2 below.

2) Additionally, I also have my students write a brief paragraph addressing the following questions:

· What can I do to help you prepare for your oral assignment? Would you like individual help in this preparation?

Overview: When sitting in a circle everyone can see each other and no one can “hide” from discussion. By beginning with this procedure, you can set the tone for class discussion expectations.

2) Let your students first respond to you in a voluntary way so as not to put anyone on the spot. You might ask a few basic questions, such as, “How was your break?” This allows you to “break the ice.”

3) Next, have your students introduce themselves and respond to your favorite icebreaking activity. Have them share in an orderly fashion around the circle. I usually ask the students to share a “wacky fact” about them. You might mention that they can pass if they absolutely want to, but should at least say their names.

4) Once you have had each person speak aloud, you can add a little chaos and fun by using a beanie baby to toss around to change the speaking order.

5) When this exercise is complete, it is good to tell your students that they have just completed their “first speech.” Ask them to respond orally or in writing to the question, “How did you feel as you waited for your turn to respond, during your response, and after it? What happened to your body (e.g., did your heart beat faster, etc.) before, during and after?” Finally, give them a copy of the feelings list. Ask the students to again to identify their feelings. This time, with the assistance of the list, they probably will have identified more specific feelings.

· Discuss how an increased vocabulary helps to better identify the precise feelings they have. You might also discuss how becoming more self-aware is important to becoming an improved speaker.

· Mention to the students that it is natural to experience anxiety and why our body responds to such situations as it does (we don't know each other, it is common, etc.).

· Tell the students if they think that their response is more extreme than the average student that there is help. Mention the places on campus where they can find the help (speech department, the counseling center, student support services, etc.).

· Watch for any extreme responses. Were they perspiring more than normal, squirming, looking down, constantly passing, etc. Did anyone seem to be experiencing an anxiety attack You might want to email or discretely mention to any student who seems to show these signals that you noticed their response and were wondering if there was any way you might help them feel more comfortable.

Goal: To create a more supportive communication climate in a very quick fashion!

Overview: Students will meet each other by creating 2 circles, an inner and outer one

2) Standing, have them create an inner circle and an outer circle where they look face-to-face at each other. Have them pair up with each other, so that one person in the inner circle is facing another person from the outer circle.

3) Next, ask them to share a hello and/or an answer to the role questions listed above, etc.

Goal: To demonstrate to students how they often become so stressed that they forget to breathe! (Or do so incorrectly).

Overview: In this activity you will help your students see how they often hold their stress in their bodies when they are stressed.

1) Have students stand up at their seats. (I generally, ask them to greet their neighbor too).

2) To make this seem more "important," thereby actually trying to increase the stress at this point, I ask them to notice who is directly behind them and by their sides. I also emphasize that doing this correctly is very important that and need to follow the directions carefully.

3) I then say, "I want you to concentrate very carefully on my directions. I want you to turn your heads and eyes to follow the direction my finger is pointing to. I will slowly change sides of the room; you will need to turn your head so that you follow the changes. I will say 'door' and 'window' rather than left and right to make it easier for you to follow me."

4) Now I hold up my hands with my index fingers pointing up, touching each other. Slowly, I move one hand to point to the left (door) and then slowly back to the middle. I switch and move my other hand and now point my finger to the right (window) and again back to the middle. Randomly move in this way, back and forth, to the left several times, to the right a few more, etc. Do this until you see your students beginning to be more fully engaged. Then as they become agitated and not engaged, remind them to take it seriously. Watch for the moment that the majority of folks are holding their breath. Yes, you probably will be too! How amazing, you and your class will be standing more erect, buckling your knees and holding your breath! All this over just watching a finger!

5) Say, “Stop. How many of you are holding your breath?” (They often say that they weren’t; point out who was doing this!).

7) Point out that many people do hold the tension in their bodies to the point of not breathing correctly when they become stressed. Discuss why public speakers often do this.

Goal: To demonstrate to you students how to breath more effectively by using their diaphragm

Overview: In this exercise you will instruct your students on the most effective breathing method.

1) Ask your students to take a deep breath and to begin talking while holding their breath.

a. I have them generally "say hi to their neighbor" and to tell them what they have to do today (or some other quick easy to respond to question). Saying their ABC's is also fun.

b. The point of this step is to demonstrate to the students how hard it is on the body to deliver a speech without breathing properly. Try to push them to talk as long as they can.

a. Notice how they do take this breath. Many will pull their stomach in dramatically and push it out to release the breath.

c. Explain to them that many folks do this when they are nervous. Explain how breathing correctly will help them to feel more relaxed, not stressed as the body does become when holding their breath.

3) Again ask them to take a deep breath with their hands on their stomachs. Ask them which way the hand went: into the stomach or in an outward direction. Many will do this incorrectly. You might have them pair up and watch one another to see which way the hand is going.

4) I ask them if they have ever watched a baby sleeping. Many will have done so. Mention how the babies’ bellies get increase in size as they inhale. Thus the name of the next step: Big Baby Belly Breaths!

5) Have your students place their hands on their stomachs once again. Ask them to breath in and while doing so, try to push their stomach and hand out. Then ask them to let the breath out by doing just the opposite: bringing their stomach and hand inward.

6) You can now tell them to breath in through their noses and out through their mouths. Continue demonstrating deep breathing, you should model this or someone in the class might like to.

7) Recommend to your students that they practice this activity for the next few days. I tell them, "What do you do when someone cuts you off at the light, signal them with the one-finger solute? No...BIG BABY BREATHE! What do you do when you are angry that you were shortchanged 5 dollars, yell? No...BIG BABY BREATHE (then ask for it)! What do you do when you get your test back and it is a lower grade than you expected; call your teacher a colorful name? No...BIG BABY BREATHE!, etc."

9) Every so often, practice this just for fun. You would be wise to try it again just before you pass out the big test, when they do give their oral presentations or before other stressful times in your class.

Deep Breathing while Listening to Music

Goal: To help your students practice deep breathing and relaxation techniques. This is especially useful right before stressful days

Time: 5 minutes

Overview: In this exercise, you will practice deep breathing to relaxing music.

1) Explain that they will be practicing deep breathing to promote relaxation. Tell them that this is the one day falling asleep will not be a bad thing! Some folks will snicker; ask them to try it or at least be very quiet. Don't worry if someone refuses, that's their problem.

2) You might include the brief instant ”relaxers” -- stretches described below or just tell them go head and stretch out a bit.

3) Ask them to try to get into a relaxing position. Offer the floor to the brave students who find this fun. If you can find a carpeted room for this day, even better!

4) Tell them you are going to shut off the lights. (If it is too dark, put the TV on the channel with the blank, purple screen, bring a night-light, crack the curtains...of course a candle is nice, BUT I don't recommend this since a good friend did so only to set off the college's sprinkler system!).

5) Begin to play the music. I suggest any selection from Enya's "A Day Without Rain" or the "Soundtrack to City of Angels" has an instrumental selection that is perfect. Of course there are other favorites to pick from. These are my absolute favorites though (I don't recommend the Gregorian Chants...we once tried this for variety and just laughed the entire time!).

6) Ask them to take a deep breath, reminding them to Big Baby Belly Breathe with their stomach going out as they breath in through their noses and pushing their stomach in as they blow it out through their mouths.

7) If you are comfortable, ask them to visualize a stressor each time they breath in. They can try seeing this as a red ball. Have them see it go in through their bodies, and then out their bodies...through their top of their head, through their arms...out their finger tips, through their legs and out their toes.

8) Then let them visualize a white ball over their heads. Have them see it coming in with the deep breaths, warming their bodies...through their and slowing exiting through their heads fingertips, toes...

10) Prepare them to end. Take few deep breaths together, tell them to open their eyes when they are ready. Tell them that you are going to turn on the lights and off the music.

Instant Relaxation: S---T---R---E---T---C---H!

Overview: Your class will learn some basic stretching activities to help them physically release and better manage their stress.

1) Tell your students that you are going to spend some time de-stressing and stretching for a while.

2) Have them take a few deep breaths with you. Remind that them that as they breathe in, their stomach should be moving out (see Big Baby Belly Breath Activity).

3) I tell them, “Take a deep breath in and slowly bring your shoulders up to your ears. Hold it....hold it...squeeze....and release.” Repeat as often as you would like to. This alone is very helpful!

4) Next I say, “Take a deep breath in and slowly turn your head to your left side. Hold it....hold it...squeeze....and release.” Repeat as often as you would like to.

5) I say then, “Take a deep breath in and slowly turn your head to your right side. Hold it....hold it...squeeze....and release.” Repeat as often as you would like to.

6) Finally, I instruct them, “Take a deep breath in and slowly bring up your shoulders to your ears, hold it, roll them backward slowly....release and breath out.” Repeat as often as you would like to.

FYI:
You could also continue just tensing and releasing different muscle groups.

*Do not ask them to do neck rolls, as this can be a means to actually pulling a muscle if done incorrectly!

Overview: It is hard to be unique with this activity. I first use the deep breathing and stretching exercises above and then use a progressive muscle relaxation technique. I began using a script, but now use more impromptu versions. Here are similar scripts you can use to model your own script from:

Biofeedback Training with the Counseling Services of Kansas State University
Online Audio Relaxation Scripts!

Goal:
To allow the student to practice relaxation techniques in the privacy of their own homes To help students with relaxation and self-awareness in your class. You can even just play these in your classroom! A must!

Overview: This website offers a complete, comprehensive and credible series of relaxation exercises. You can use it in your class or ask your students to visit the site on their own.

Goal: To allow the students to practice relaxation techniques in the privacy of their own homes To help students with relaxation and self-awareness in your class. You can even just play these in your classroom! A must!

Overview: This website offers a guided imagery exercise. You can use it in your class or ask your students to visit the site on their own.

Goal:
To instruct students how to be verbally and especially nonverbally supportive

To instruct students how to appear verbally and especially nonverbally confident

Overview: You will teach the students how to communicate in a supportive manner by asking each student to come up in front of the class, look to all sides, and then give a confident head nod. The audience will be instructed in how to effectively applaud.

1) Before class, cue the tape to the scene where the social studies teacher is asking the class if "Anyone, Anyone" has the correct response.

2) Show the clip. I point out the hateful look of the student who actually glares at the teacher. I even rewind and pause it for a humorous effect. I tell them, this is the “hateful look.”

3) I now ask the students to give each other that "hateful look." We also have fun sighing, picking nails, looking bored, arrogant, etc. I challenge them to find the worst look, the best eyebrow lift, etc.

4) Then I say, "O.K., you experienced what you dread, the whole class giving you the hateful look. AND, no one died, fainted, etc. We will never see this look again! It is outlawed! If anyone in the class does give you that look it is their issue not yours.” I then outlaw that look. We usually are laughing at this point. I remind them that I am paid to receive that look but their peers are not and that they should never give that look to the class again.

5) We now practice the “amazed, excited, head-nodding, happy faces smiling look.” Again, exaggerate this. The "Ah..ha" look is also a fun look!

6) Next, practice clapping. Yes, practice! I tell them to imagine that I have just given such an incredible performance that it moved them to tears, caused them to want to donate money to my cause, or has induced such laughter that everyone’s stomach is sore.

7) Now we clap. Loudly! If anyone is not taking this seriously, I point it out and say try again.

8) In this next step, remind your students how gymnasts and skaters will, at the end of their performances, lift their arms, heads, etc. in the elegant bows they take. These, "Ta-das" occur even after their worst performances or even when they are tragically injured (e.g., Kerri Strug at the Olympics).

9) I imitate how students draw attention to their faults. I pretend to be ending a speech. "In conclusion I have “bla…bla…bla” slouch back to my seat saying, "I was awful, wasn't I?" We talk about how students so often do call attention to their flaws and put themselves down.

10) I show them the "Ta, Da" look. I pretend to be done with my presentation. I then look both ways slowly and then nod slightly. I tell them to imagine I am saying, "Yes, I'm good – TA, DA!"

11) Now it is their turn! Each person comes up, walking slowly and confidently. The student then stops, looks both ways slowly and then to the middle. They end with a nod and the class is instructed to clap as we have prepared earlier to do so! This is a quick, silly activity. It does work though!

1) A useful and simple exercise is to have the class read aloud Dr. Seuss' Green Eggs and Ham book. After they have accomplished the "TA, DA" activity, this is an easy way to practice the vocalized elements. I have them read short selections with “passion and conviction!” They nod in the "TA, DA" fashion and we clap after they are done. (This book is fine for classes up to 25. However, depending upon how many students you have, you might need a second book - the Foot Book is fun too!)

2) A follow-up activity would include asking the students to use their feelings list to identify how they felt before, during and after their reading activity. You should also ask them to write down what happened to their body. The more they can identify about how they felt and what happened physically and emotionally, the more self-aware they become.

Explanation of the Bodily Reactions to Speech Anxiety

Goal: To help students identify their bodily response to stress.
Time: Varied (5-15 minutes)
Overview: Students are asked to identify how they respond to public speaking situations and to begin to strategize how to reduce their stress.
Directions:

1) Ask: "How do you feel when you give a speech?"
Have them write their response for 1 minute.

2) Pass out the feelings lists. Ask this question again. Again have them write for 1 minute.

4) Ask for an oral response: "What was easier, with the list or without?" Most will say with the list. Ask why. They will most likely say because it helps narrow the feeling. Worried becomes apprehensive, for example.

5) Explain how you can train yourself to overcome anxiety. I mention that just by learning to broaden their vocabulary they can learn better terms to identify their feelings. Discuss how it is hard to identify feelings and the reasons why. (Some folks from dysfunctional families, for example, may have been trained to hide, mask or deny their feelings). Now we ask them, “How do they feel?”

6) Ask them to respond to, “What happens to your body?” Have them write for a while.

7) Draw a stick figure on the board and ask to explain how they react physically. Add to your drawing as the class explains what happens to their body. For example, when they say their heart is jumping, I make a big heart seemingly jump out of the body. The worse your drawing, the better they seem to like this. I draw "perspiration" drops, a butterfly in the area of the stomach, redden the cheeks, etc.

8) Then we process the drawing. You can use the handouts I have provided for you on the Bodily Reactions to Stress.

9) When the students know what happens to them during a speech is not only natural, but biologically based, they tend to feel more at ease. We also discuss that sometimes there is not much that they can do about a biological response. We then talk about the importance of acceptance and preparedness.

Directions: Below you will find a list of common reactions to the stress of speaking in public. Read the handout and explain why it happens, identify when else you have felt this response (e.g., my hands perspire when I am waiting for my date to come), and what you can do to try to prevent this reaction.

On the day that I am going to discuss speech anxiety, I wear a gaudy or obnoxious hat to class. A good straw hat is best. I ask, “Why are you looking at me, I feel like everyone is staring at me oddly!” Then I talk about how this ugly hat represents anxiety. I ask them, “Why show us your anxiety? Just like this hat, you could take it off and put it behind your back at least!” This is good for a tension reliever and as a reminder of how we need to "act as if" as if we are not worried.

If you are unable to integrate any other idea, this one is the most crucial. It is so important that the students know what is expected of them. Telling them to orally summarize their paper in 2 minutes may be enough for a competent speaker, but to the nervous one, this is much too vague. Clear directions on the assignment should include:

2) A statement clarifying whether they are to inform, persuade, or entertain their audience.

3) What is the time limit? Usually a time span is better (e.g., instead of 3 minutes try 3-4 minutes). How strictly will this limit be enforced? What will happen if they go over the time limit? What if they are under it? How will they be timed? Will they have time signals? When?

6) Is there anything specific that you are listening for? For example, should they include an equation that must be discussed, a particular problem-solving formula or specific dates?

7) What supporting materials should they use? Do they need outside sources? What types of sources? Can they use websites or do you want only juried research from academic journals?

8) What are your expectations of their delivery? Can you demonstrate these expectations either yourself or from a video of a previous assignment? What type of movement, eye-contact level, gestures, etc. do you expect? Will they have a podium?

9) Will they need to use visual aids? What is a good visual aid, in your opinion?

10) How is the grade broken down? Can you share a critique form with them, or even better still, can you show them how a sample presentation does or does not meet the criteria listed on the critique form?

11) What is the role of the audience; will there be questions, feedback, critique, etc.?

13) What exactly do they need to bring to turn in to you on the day of the presentation?

14) What mode of delivery do you expect? You might suggest that they try to avoid memorized speeches.

15) Finally, are there any unique requirements? Will they be interrupted, asked to defend the other side, etc.

A clear outline worksheet is very useful. This will help the students to at least have a well-organized, clearly argued and adequately supported written version of their speech. The extremely nervous speaker now has an outlet for his or her energy. Have provided you with a generic one. For more detailed and more explanation on the speech writing response, see these links to resources and PowerPoint presentations:

ESL students whose language follows a more indirect approach might need help with the American style of directness. Spanish-speaking and Asian cultures are especially likely to use more inductive writing schemes. If you would prefer a deductive, more direct approach, it would help these students for you to point that out and to help them design an outline.

As Steve Martin once stated, "To look good is to feel good!" Visual aids should obviously be used to reinforce, explain and demonstrate materials directly relevant to the speech, but they can also help the anxious speaker to feel better about this presentation. It is a "TA-DA" moment when the audience’s eyes are off her or him and on the visual aid they hopefully worked hard to produce. A poorly constructed aid will not ease their anxiety, however. What's worse than having to apologize for your presentational aid? I do hear students saying, "Sorry that you can't really see this, but…" Therefore, instruct the students on how to use visual aids correctly.

You might also help the students with giving them suggestions on how to practice their presentation. There are four modes of delivery: memorized, manuscript, extemporaneous, impromptu. Following are suggestions for each area.

1) Memorized:
This should be avoided. Some ESL students will find this useful though. They may need to work with an English vocabulary much less complex than they are used to. However, it is generally not a preferred method of delivery; if you miss your memorized term, "thrilling" you might instead say, "exciting" While this sounds fine to the audience, this tends to throw off the student's specific line of words that they have memorized. Memorized often sounds mechanic, monotone and lacks the sparkle of normal conversational tone. Students even seem to look to the ceiling rather than the audience.

2) Manuscript
Is this acceptable to you? Generally, in speech classes this is not an option because the student will lack the conversational style and the audience feels “read to” or “talked at.”

3) Extemporaneous
This is the preferred method of delivery. With this method, the speaker plans out his or her speech in full detail, practices several times, and then reduces his or her ideas to key word notes. He or she continues to practice until they know the material well. The idea is to memorize key concepts, the order, transitions and perhaps the introduction and conclusion. However, the other segments are more conversational and should not be memorized, instead they should be “talked about.”

4) Impromptus
Generally, this form of delivery stresses on the spot creation of the speech and delivery. It is often called, “winging it” by the students. This method is a good one to include in your class for quick updates and brief check-ins. I generally give the student a few minutes to prepare and suggest that they write down three points that they want to make, a way to begin and a way to end.

As you identify students with high speech anxiety, it might be advisable to recommend to that student that she or he receive outside help. Most colleges have a student-counseling center. The cost tends to be minimal or free. All too often, extreme speech anxiety may be a sign of a more complex situation, general anxiety disorder, depression, etc. It is not your job to be the counselor, or to make a "mountain out of a molehill." Yet, if this is a "mountain" then the student might receive the help that they need.