Joke Master Role

Purpose

• Humor is a critical part of communication skills. How effective is constructive criticism without humor? Can you laugh at yourself? Appropriate, well-timed humor adds greatly to the Toastmasters experience.
• The Toastmaster of the day will call on you as the Joke Master to give a joke. The joke can be a one-liner, a "groaner", or a pleasant short story that leaves the members feeling good. You do not need to find the funniest joke ever told, nor do you need to deliver a joke so perfectly that the members are literally rolling on the floor laughing.
• It's all about practice. Practice your delivery. Practice the timing. Smile. Plan a pause to accommodate for audience reaction or laughter. Most importantly, have fun with this meeting role!

Before the Meeting

• Prepare a brief explanation of the role for the benefit of new members and guests.
• Select suitable material for the joke master session and prepare a short speech. (Time slot: 3 minutes).
• Practice your joke so you can use your skills in vocal variety and body language to enhance the story and punch line.
• Ensures that any resources required will be available (eg a flip chart).
• Choosing the Best Joke
• Present clean, concise, appropriate jokes
• Can be joke, anecdote, or personal humorous story
• Be dramatic: act out the part enthusiastically
• Have fun!
• Tie the joke into the meeting's theme
• Avoid racial, sexist or otherwise offensive jokes. Jokes on religion and politics should also be avoided. As Toastmasters, we need to be aware of the feelings of our fellow members and be sensitive to them. If you are in doubt, get another joke.

During the Meeting

• Explains the role of the joke master when called upon.
• From your seat, delivers the prepared material in an amusing way.

After the Meeting

• Give your Joke (if written) to the Secretary to be placed with the meeting minutes.

Resources
AJokeADay.com
Yahoo!Jokes Directory (http://dir.yahoo.com/Entertainment/Humor/Jokes/)
Humormall.com

Competent Leadership Manual

10 Required Projects with an Overview of the Meeting Roles

Project 1: page 9 Listening and Leadership (3 of 4)
Speech Evaluator, Table Topics Speaker, Ah-Counter, Grammarian

Project 2: page 14 Critical Thinking (2 of 3)
Speech Evaluator, Grammarian, General Evaluator

Project 3: page 19 Giving Feedback (3 of 3)
Speech Evaluator, Grammarian, General Evaluator

Project 4: page 24 Time Management (Timer and 1 of 4)
Timer, Toastmaster, Speaker, Grammarian, Topicsmaster

Project 5: page 30 Planning and Implementation (3 of 4)
Speaker, General Evaluator, Toastmaster, Topicsmaster

Project 6: page 35 Organizing/Delegating (1 of 4, to Organize a club...)
Speech Contest, Special Event, Membership Campaign, Public Relations Campaign, Newsletter, Webmaster

Project 7: page 41 Developing Your Facilitation Skills (2 of 4)
Toastmaster, General Evaluator, Topicsmaster, Befriend a Guest

Project 8: page 48 Motivating People (3 of 5, but #1 OR #2 required)
1) Membership Campaign/Contest Chair, 2) Public Relations Campaign Chair, Toastmaster, Speech Evaluator, General Evaluator

Project 9: page 54 Mentoring (1 of 3, to Mentor a…)
New Member, Existing Member, High Performance Leadership Project

Project 10: page 59 Team Building (2 of 2, or 1 of the roles in Project 6)
Toastmaster, General Evaluator

Project Matrix on page 76, this posting compiled by Denise W

Pilot A Panel, Discussion Leader - Part 8

Evaluation Guide for "Pilot A Panel"

Note to the Evaluator: The purpose of this project was for the group leader to select panelists and moderate a panel discussion. The information should be adequately divided among the panelists so that no overlap of information occurs. The moderator should give evidence that he or she has carefully limited the scope of the topic for presentation to be managed within the 30-40 minute time period. In addition to your oral evaluation, please write answers to the questions below.

· In opening the session, did the moderator clearly explain the topic for discussion in terms of a stated problem?
· Did the moderator define the common goals or purpose of the panel?
· Did the moderator introduce each panelist and his or her topic for presentation?
· Did the moderator limit the speaking time of each panelist from five to seven minutes?
· Did the moderator repeat questions from the audience and limit panelist's responses to two minutes?
· In closing, did the moderator thank the panelists and the audience?
· As evaluator, call for a discussion of the points and suggestions for improvement.

Pilot A Panel, Discussion Leader - Part 7

Your Project Speech

For this project, select a problem for a panel discussion. Consider a problem of importance to you from one to four areas: personal problems, educational problems, political and social problems, and business and organizational problems. You may wish to talk about the vital goals of safety, survival, or behavior, motivation, and social relationships. State the problem as a question. For example, "How can we change the law to deal effectively with crimes committed by juveniles?"

Select not less than three panelists for the presentation. Whatever problem is agreed upon, your participants should be knowledgeable about the subject. This will require that you and your panelists prepare for the presentation at least a week in advance.

Determine with each panelist what information he or she will present. Discuss what the others will cover so that repetitions are avoided. Moderate the panel according to the steps described in this unit.
Allow three minutes for your introduction of the subject.
1. Allow one minute for the introduction of each panelist.
2. Allow each panelist five to seven minutes for his or her presentation.
3. Allow two minutes for your summary.
4. Allow five minutes for questions from the audience. Repeat each question. Allow a maximum of a two minute response per question from each panelist.
5. Thank the panelists and audience and close the session.

Pilot A Panel, Discussion Leader - Part 6

Moderating The Discussion

The day has arrived. There is a large expectant audience. Much is at stake depending on the information to be considered. You seat the panel members at the front of the audience or head of the table with their name cards, large white tent cards with names printed in bold, easily seen by the audience. You begin the meeting by making a brief statement that explains what the session is about. You state the problem for discussion, and then explain how the meeting will proceed:
· Introduction of each panelist and his or her topic for presentation. In handling the introduction of another speaker, remember your purpose is to highlight that individual. You accomplish this by explaining who the speaker is and why he or she is addressing the subject to that audience. Follow the formula of why this speaker? Why this subject? Why this audience? Why this time? Each panelist is introduced prior to speaking and is allowed a specific time limit. It is your responsibility to signal the speaker when time is up.
· After the panelists have spoken, you present a summary of the points discussed and conclusions.
· Conduct a question / answer session. Open the panel to questions from the audience. You can prompt and guide the audience by stating that the first panelist will now answer questions of concern to his or her presentation and field of authority. Warn the panelist of the time limit for response and repeat the question so it is audible to everyone. After the questions and responses are completed for the first panelist, follow this same pattern for the others.
A second way to open the panel to questions is to invite the audience by asking them, "Is there any information you've just heard that you would like further clarified by a member of the panel?" Or, "The panel is now open to questions. Any member of the audience wishing to address the panel, please raise your hand to be recognized. I will call upon you individually and direct your question to the appropriate panel member."

Remember to repeat the question for the benefit of both the panelists and the audience. Allow only two or three minutes for any one panelist to respond to a particular question.
· Close the session thanking the panel members and the audience for their contributions.

Pilot A Panel, Discussion Leader - Part 5

Outlining The Points To Be Covered

You have selected the panelists based on their knowledge and expertise, which allows for a division of the subject according to their corresponding fields of authority. You discuss with each individual the nature of the information to be presented and insure that each knows what the others will cover.

For example: The public relations representative will explain the nature of the products manufactured by his company, architectural design of the plant, how much and what sources of power will be required to run and maintain it, how pollution control will be managed, and what the employment opportunities will be. The tax commissioner will report on the nature of the revenue and how it would be employed depending on whether commercial, residential, or a combination development is adopted. The planning commissioner will report on effects of zoning and influence on property values. The city council member will present community opinion and will report on environmental impact for each development plan.

Pilot A Panel, Discussion Leader - Part 4

Selecting The Panelists

Looking at the scope and importance of the subject, you decide that to explore the problem of commercial and residential development comprehensively, you will need four panelists who are knowledgeable about existing development proposals, local tax revenue levels, urban planning and community opinion. Your selections are a public relations representative for a major manufacturing corporation desiring to construct a plant utilizing two hundred acres of the land; the local tax commissioner; the local planning commissioner; and a resident of the community who is on the city council and is an authority in the field of environmental impact.

Pilot A Panel, Discussion Leader - Part 3

Methods For Defining A Problem

In narrowing the focus of a problem or question for discussion, you will find it helpful to determine what kind of a problem it is according to the following categories:
· Problems of fact refer to questions of truth and falsity. The kinds of information you will consider are factual statements that can be verified and tested. Proven facts, including statistics, provide good supporting material in arriving at a conclusion. "What manner of development will generate more tax revenue for the local community?" is an example of a problem of fact.
Remember to interpret and clarify facts so that the group reaches a common level of understanding. If you choose to discuss a question of fact, you may be able to correct errors and distortions held by the group.
· Problems of value concern the attitudes you hold and the judgments you make. Discussion of questions of value rely on facts to support the position you may take toward solving a particular problem. "In terms of environmental impact, is it more beneficial to develop the land as a park and natural wildlife refuge?" is a question of value.
· Problems of policy require that you decide what procedure to use or what action to take to achieve some goal. Given this kind of problem, you and your group will encounter wide points of view in considering alternative choices. "By what plan can the local community maintain high property values while encouraging the proximity of commercial development?" is an example of question of policy.

Pilot A Panel, Discussion Leader - Part 2

Focusing The Problem

Knowing that you are a Toastmaster, a member of your local city council has called you and asked if you will organize and lead a panel discussion to illuminate the problem of combined residential and commercial zoning on one thousand acres of prime land recently sold for development. How will you go about it? What steps will you take? What are your responsibilities as a panel discussion leader?

In this hypothetical case, the subject for your and your panel has been predetermined. A topic of particular importance calls for investigation. You receive the assignment in broad general terms. To make it manageable, you find that you must narrow the scope of the problem or define what kind of problem it actually is. Your question cannot be so general that you cannot adequately cover the points of your topic in the allotted time. As moderator, you focus the discussion on particular aspects of that topic such as,
· "What manner of development will generate more tax revenue for the local community?"
· "In terms of environmental impact, is it more beneficial to develop the land as a park and natural wildlife refuge?"
· "By what plan can the local community maintain high property values while encouraging the proximity of commercial development?"

Pilot A Panel, Discussion Leader - Part 1

A panel discussion is a method of informing a group regarding a subject that is presented by a smaller group. This small group, or panel, is generally made up of people who have knowledge and experience about the subject under discussion and are able to approach the topic with some authority.

A panel discussion adds variety and helps to get more members on a program. It appeals to a wider interest in that the audience may readily relate to a particular point covered by any one of the panelists. For example, a panel of four members is presenting a discussion on the problems of maintaining employee morale. Representing four different sectors of the marketplace, the panelists are a personnel manager from a major corporation, the foreman of an assembly line, the supervisor of a government office, and an administrative secretary in a large research firm.

The 'Backward Meeting' Format

A 'Backward Meeting' is a great way for Toastmasters members to build skills. Both challenging and entertaining this unusual theme meeting achieves several goals. Listening, thinking and speaking skills are all engaged. With a little advanced planning the meeting will run smoothly and be very entertaining. The backwards meeting room set-up is the same as a regular meeting. The meeting simply runs in reverse:

1. Adjournment & Awards: the president starts by adjourning the meeting, asking for guest comments, any special announcements, awarding of ribbons, and followed by reviewing next week's roles
2. Evaluation Segment: the general evaluator gives an overall evaluation of the meeting, the functionaries give reports, evaluators give evaluations of manual speeches (speech title will be written in the evaluators guide) based on project objectives, the general evaluator explains the purpose of evaluations, and finally the introduction of general evaluator
3. Table Topic Segment: selected members will deliver oral responses, table topic master will then give the topic or question, concluding with explaining the purpose of table topics, and the table topic master's introduction
4. Speech Segment: Speeches are given from manuals (speech title written in the evaluation page for the evaluators)
5. Functionaries: give the explanation of his or her meeting role
6. Educational Focus: a point from the Communication or Leadership manuals or Successful Club Series or Better Speaker Series is expounded
7. Meeting: toastmaster expands the meeting theme, followed by toastmaster being introduced
8. Business Segment: president has guests introduce themselves, club business items are processed
9. Pledge-Invocation: in reverse order as the summary of the meeting
10. Call to Order: sergeant-at-arms calls the meeting to order and the meeting ends

Please Note: Every club meeting is a show. As a team, be prepared to think on your feet, keep a positive attitude and modify your roles were appropriate. Let's have fun and revisit the Backward Meeting regularly!

Develop Mentoring Relationships

Develop and practice mentoring skills by serving as a mentor to others. You will find opportunities to share your experience with others in your club, at your job, in any group where you are involved. In areas where you want to improve, seek out someone who is succeeding and ask to be mentored to accelerate your skill building. It recognizes their accomplishment and is a sincere complement.

In your Toastmasters club ask the vice president education to assign you to serve as mentor for a new member working in the Competent Communication or Competent Leadership manual. Offer to mentor an experienced member working in the Advanced Communication program. As you fulfill your role, the "mentee" will observe you and give feedback on your leadership skills, writing comments on the evaluation guide at the end of the 'Mentoring' project in the Competent Leadership manual.

Ask the VPE if your mentee/evaluator will be able to give a verbal evaluation during a meeting. Some clubs may or may not be able to accommodate verbal evaluations of leadership projects during their meetings. If this is the case in your club and you would like a verbal evaluation, ask your mentee/evaluator beforehand to meet with you to provide one.

Mentoring is a 'win - win' relationship where both parties learn, grow and can benefit from each other's unique experiences.

Practice Mentoring In Your Club

• Determine your current mentoring skills
• Identify the steps in being a good mentor
• Practice mentoring skills in various roles

Your Toastmasters club offers the opportunity to develop and practice mentoring skills. The following roles involve mentoring:
Mentor for a new member. A mentor for a new member helps that member with the first three speech projects in the Competent Communication manual, with projects in the Competent Leadership manual, and to become familiar with the club, its operations and how to fill various meeting assignments.
Mentor for an existing member. A mentor for a more experienced member helps that person develop new skills or enhance existing ones. For example, a long-time club member may need assistance learning how to use humor in presentations.
Guidance committee member for someone who is working on a High Performance Leadership Program project. The High Performance Leadership program requires a member to serve as a leader for a project of his or her choice inside or outside of the Toastmasters environment. You can serve on the guidance committee for a member who is working on her project, providing feedback to the member as she works on the project.

How To Be A Good Mentor

A mentor provides a positive, nurturing environment that benefits the other person. You can provide this environment by:

• Offering opportunities for skill development. Provide special projects and assignments that will build new skills. Or refer the person to books or articles about that skill.
• Helping the person recognize areas needing work. Often a gap exists between the person's existing skills and the skills needed to complete a project or to advance in a career. Draw attention to that gap, then let the person discover what he or she can do to close that gap.
• Providing helpful advice. Offer ideas or information, when asked, that will enable the person to find a solution: "It might be useful to look at the data from last year."
• Being a role model. We all listen to people we respect and admire. Know that people will watch you to see how you handle difficult or challenging situations.
• Encouraging people to think for themselves. Don't solve your protege's problems for him. Instead, encourage him to find possible solutions himself. "You have several options. Which one do you think is best?"

Characteristics Of Mentors

Effective mentors possess certain characteristics. A good mentor is:

• Available. You must have time to spend with someone, observing him or her, listening carefully and offering guidance.
• Patient. People learn at varying speeds, and some need more guidance than others. It's important that you are willing to provide whatever it takes to help.
• Sensitive. Tact and diplomacy are vital. As a mentor, your role is to motivate and encourage.
• Respectful. Everyone is different. A mentor respects the differences between herself and the other person.
• Respected. A mentor is recognized and admired by peers, by others higher in rank and, in some situations, even by people outside the organization.
• Flexible. Not everything happens according to plan. You must adapt and adjust to various situations and accept that your "student" may make decisions you don't agree with.
• Knowledgeable. Before you can help someone else, you must be experienced and knowledgeable yourself.
• Confident. You need to be self-assured and friendly.
• A good listener. A mentor listens carefully. Often just listening, without taking on the other person's problem, can be of great help, because you enable the other person to articulate the problem and sort things out.
• Concerned about others. You must care about other people and truly want to help them.

The Benefits of Mentoring

Mentoring has several benefits:

• It helps reduce turnover. Many people leave organizations because their careers are not developing as they had hoped. A mentor can be influential in helping such a person in his career and convincing him to stay. This is especially true in your Toastmasters club. New members who have mentors are more likely to participate and remain in the club.
• It helps develop talent. Often an organization faces a shortage of qualified personnel. Mentors can be helpful in finding and training others to fill the void.
• It helps develop leaders. Leaders should be grooming others to assume leadership positions. In your Toastmasters club, having more leaders means having a larger pool of qualified people available to share the responsibilities involved in running the club.

Evaluate Your Mentoring Skills

Serving as a mentor is both a challenge and an opportunity for personal growth. How are your mentoring skills? Take the following test.

Possible Points: Always = 3, Sometimes = 2, Never = 1

• I observe people to identify those with potential.
• I am a good listener.
• When people come to me with problems, I encourage them to think of and consider possible solutions.
• I have the time necessary to help someone develop their skills.
• I like to help others grow and advance in their careers.
• I am sensitive to the needs of others and am tactful.

Scoring: add up the numbers.

17-18 points, congratulations, excellent mentoring skills!
12-16 points, skills need some attention.
11 points or less, it's time to make some improvements!

As you complete mentoring projects, take the test again to see your progress.

Mentors Are Leaders Building More Leaders

A mentor recognizes an individual who has less experience and cultivates that person's potential and talents and helps him or her succeed. Leaders also are mentors. You can be a mentor by offering someone opportunities for skill development, helping the person recognize areas needing work, providing helpful advice, being a role model, and encouraging the person to think for himself or herself.

Today's business world is complex and demanding. Leaders need talented and experienced people to help with the challenges they face. Sometimes a leader simply hopes someone will come along with the necessary skills. But the most effective leaders try to develop such people themselves, seeking out those with potential and exposing them to experiences that will help develop their skills.

Such a relationship is called mentoring. A mentor recognizes an individual with less experience who has potential, cultivates their talents and helps that person succeed.

International Speech Contest Judging Criteria

International Speech Judging Items and Suggested Point Values

- Content 50% -

- 20 Points - Speech Development is the way the speaker puts ideas together so the audience can understand them. The speech is structured around a purpose, and this structure must include an opening, body and conclusion. A good speech immediately engages the audience's attention and then moves forward toward a significant conclusion. The development of the speech structure is supported by relevant examples and illustrations, facts and figures, delivered with such smoothness that they blend into the framework of the speech to present the audience with a unified whole.

- 15 Points - Effectiveness is measured in part by the audience's reception of the speech, but a large part is your subjective judgment of how the speech came across. You should ask yourself such questions as "Was I able to determine the speaker's purpose?" "Did the speech relate directly to that purpose?" "Was the audience's interest held by the speaker?" "Was this speech subject appropriate for this particular audience?"

- 15 Points - Speech Value justifies the act of speaking. The speaker has a responsibility to say something meaningful and original to the audience. The listeners should feel the speaker has made a contribution to their thinking. The ideas should be important ones, although this does not preclude a humorous presentation of them.

- Delivery 30% -

- 10 Points - Physical presentation of a speech carries part of the responsibility for effective communication. The speaker’s appearance should reinforce the speech, whether profound, sad, humorous, instructional. Body language should support points through gestures, expressions and body positioning.

- 10 Points - Voice is the sound that carries the message. It should be flexible, moving from one pitch level to another for emphasis, and should have a variety of rate and volume. A good voice can be clearly heard and the words easily understood

- 10 Points - Manner is the indirect revelation of the speaker's real self as the speech is delivered. The speaker should speak with enthusiasm and assurance, showing interest in the audience and confidence in their reactions.

- Language 20% -

- 10 Points - Appropriateness of language refers to the choice of words that relate to the speech purpose and to the particular audience hearing the speech. Language should promote clear understanding of thoughts and should fit the occasion precisely.

- 10 Points - Correctness of language ensures that attention will be directed toward what the speaker says, not how it is said. Proper use of grammar and correct pronunciation will show that the speaker is the master of the words being used.

Total Score - 100 points possible

Contest Judge’s Code of Ethics

Judges Code of Ethics

1. Judges will consciously avoid bias of any kind in selecting first, second and third place contestants. They will not consider any contestant’s club, area, division or district affiliation. Nor will they consider any contestant’s age, sex, race, creed, national origin, profession or political beliefs. They will demonstrate the utmost objectivity.
2. Judges will not time the speeches and will not consider the possibility of under-time or overtime when judging a contestant’s speech.
3. Judges will support by word and deed the contest rules and judging standards, refraining from public criticism of the contest and revealing scores and ranking only in accordance with official policy.

Table Topics Contest Judging

This is what the judges will be listening for, looking at and paying attention to when you are responding to the Table Topic in the contest. The Table Topics Contest Judging items and suggested point values with 100 points being the maximum possible score are listed here.

Speech Development - 30 Points - is the way the speaker puts ideas together so the audience can understand them. The Table Topics response is structured around a purpose, and this structure must include an opening, body and conclusion. The response is supported by relevant examples and illustrations, facts and figures, if appropriate, and is delivered smoothly.

Effectiveness - 25 Points - is your subjective judgment of how the response came across. Were you able to determine the speaker’s purpose? Did the speech relate to the given question or topic? Was the response clearly and logically presented.

Physical - 15 Points - presentation of the response carries part of the responsibility for effective communication. The speaker’s appearance should reinforce her or his response. Body language should support points through gestures, expressions and body positioning. The speaker makes effective use of and stays within the designated speaking area.

Voice - 15 Points - is the sound that carries the message. It should be flexible, moving from one pitch level to another for emphasis, and should have a variety of rate and volume. A good voice can be clearly heard and the words easily understood.

Language - 15 Points - refers to the choice of words that relate to the response. Language should promote clear understanding of thoughts and should fit the occasion precisely. Proper use of grammar and correct pronunciation will show that the speaker is the master of the words being used.

Timer - Functionary Role in Club Meetings

The function of Timer is to assist the meeting leaders in keeping the meeting on schedule; and to guide the prepared speakers, table topics speakers and evaluators to be aware of her or his speaking time. Speeches are given from manuals with designated times for each project. The Timer will get the time range of the presentation from the speakers before the meeting begins. The Timer monitors and supports the club in time management. Effective meetings start and end on time.

During a meeting, the Timer will operate a timing device and a light signal box with three lights: green, yellow and red. The Timer's Report Form is filled out during the meeting and turned in to the club archives at the end of the meeting.

Use the stopwatch to time the presentations, it indicates minutes and seconds. Keep a record of the speakers and the time amounts used. The Timer is called on to report these times to the club at the end of each meeting segment. The club votes for "Best" and gives award ribbons, however, speakers who speak under the requested time 30 or more seconds or 31 seconds over the requested time disqualify for ribbons.

The light signal box is electrical and operates by plugging into a standard electrical outlet. The lights operate one at a time by individual switches. Test the lights and demonstrate them when describing the Timer's duties so everyone understands and can see what you are describing.

Speakers

• when 2 minutes of requested time remain, the GREEN light is turned on
• when 1 minute remains, the YELLOW light is switched on
• when the full time for the speech is reached the RED light goes on and remains on until the speaker has concluded

Table Topics (for 2 minute Table Topics)

• GREEN light is turned on at 1 minute
• YELLOW light is turned on at 1 minute and 30 seconds
• RED light goes at 2 minutes and remains on until the speaker has concluded

Evaluators

• GREEN light is switched on at 2 minutes
• YELLOW light at 2 minutes and 30 seconds
• RED light goes at 3 minutes and remains on until the speaker has concluded

If speakers speak longer than thirty seconds past their time, you may need to indicate that to the Toastmaster by a pre-arranged visual or audible signal. This can depend on the meeting environment and specific time requirements.

For more information on the functionary role of Timer see pages 65-66 of your Competent Communicator manual and pages 24-26 of your Competent Leadership manual.

Toastmaster of the Meeting - Checklist

The main duties of the Toastmaster are to act as a host, to coordinate and conduct the meeting program. Use team-building skills to help those in meeting roles work together to make the meeting it's best.

Prior to the meeting:

• Call the speakers for correct name pronunciation, project assignment, time, title of speech and introduction.
• Note time requirements for each speech and the overall meeting schedule.
• Call and verify the meeting roles of Invocation & Pledge, Table Topics Master and General Evaluator.
• Remind the General Evaluator to call the Evaluators and Functionaries.
• Prepare the meeting agenda and bring copies for all members and a few extra for guests.

During the meeting:

• The Toastmaster sets the tone of the meeting, warms up the audience for speakers, welcomes speakers, and ensures the meeting runs in an organized manner.
• After receiving control of the meeting, the Toastmaster makes opening comments to set the tone or theme for the meeting.
• Toastmaster asks the Grammarian, Ah Counter, Timer and Vote Counter to explain the purpose and duties of each functionary role.
• Briefly explains the purpose of the Prepared Speeches and asks the Evaluator to read the objectives for the project of the speaker he or she is evaluating.
  
• Introduces the Speaker, including the speaker's name and speech title and begins the applause. Gives control of the lectern to the speaker by shaking his or her hand as he or she reaches the lectern. If you cross paths, go to the rear when you are leaving the lectern.
• When the speech ends, stand and begin the applause, thank them and shake hands to accept control of the meeting. If you cross paths, go to the front when you are coming to the lectern.
• Repeat the process for each speaker.
• When all speeches are delivered, call for a Timer's report and ask the audience to vote for "Best Speaker."
• Introduce the Table Topic Master, begin the applause and relinquish control of the lectern by shaking the Table Topic Master's hand as he or she reaches the lectern. If you cross paths, go to the rear when you are leaving the lectern.
• When the Table Topics segment ends, stand, begin the applause, return to the lectern, accept control from Table Topic Master. If you cross paths, go to the front when you are coming to the lectern.
• Repeat the introduction process for the General Evaluator. At this point, the Toastmaster has completed their meeting responsibilities.

After the meeting:

• Stay to speak with members. Share feedback on any items or procedures from the meeting.