Presenting to my class on the psychology of procrastination in our academic skills module was more than just an opportunity to share research, it was a learning experience in self-awareness, growth, and communication. Reflecting on the journey from the mock presentation to the real one, I realized how much I’ve gained not just in presenting but also in understanding myself and my approach to procrastination.
In the mock presentation, I was focused primarily on getting through the content, making sure that I covered all the material I had researched. It felt somewhat mechanical, and in retrospect, I now see that I was less concerned with how my classmates engaged with the topic and more worried about my performance. The mock presentation provided me with valuable feedback, which forced me to confront both my strengths and weaknesses in delivering information.
One of the key insights I took from the psychology of procrastination is how our tendency to delay tasks often stems from a fear of failure or perfectionism. I could see how this applied to my own approach to the presentation itself. Initially, I wanted everything to be perfect, which led to unnecessary delays. In the real presentation, I acknowledged this, both to myself and to the class. By openly discussing the psychological triggers behind procrastination, I felt a sense of liberation, it wasn’t about achieving perfection but about engaging with the material in a meaningful way.
The real turning point in my reflection came from observing my audience. In the mock presentation, I was so focused on my performance that I didn’t pay enough attention to how the class was responding. This time, I was more concerned to their reactions, whether they are engaged or not. This awareness allowed me to adjust my pace, clarify points when necessary, and make the session more interactive. It was less of a lecture and more of a dialogue, where I encouraged my classmates to think about their own procrastination habits.
Another key reflection is how I managed the anxiety that comes with public speaking. During the mock presentation, I felt a strong undercurrent of nervousness that I tried to mask. But for the real presentation, I accepted that some anxiety was natural and chose to display it positively. Instead of seeing it as a sign of weakness, I reframed it as a source of energy to engage the class more actively. This shift in mindset was empowering. It reminded me of what I had learned in psychology: that how we perceive a situation can significantly alter how we react to it.
In conclusion, the real presentation on the psychology of procrastination taught me more than the academic content itself. It was a lesson in self-reflection, adaptation, and embracing imperfection. By approaching the task with openness, I felt I grew not just as a student but as a communicator, and I left the presentation feeling more connected to both the material and my audience.