Children practise speaking clearly, expressing ideas and telling stories. Sessions cover presentations, voice and pronunciation, eye contact and body language — and every child speaks in every session rather than waiting their turn.
Every talk has the same shape
Brolly Juniors runs public speaking classes for kids in Hyderabad, helping children in Classes 1–5 develop voice clarity, posture, vocabulary, storytelling, listening and presentation confidence through weekly age-appropriate activities.
Speaking to a group and sharing an idea, story or message clearly. It sounds formal, but for a child it usually starts with standing up and saying their own name so everyone can hear it.
Public speaking for children covers everyday moments like these:
None of these needs a stage or an audience of hundreds. They need a child who knows roughly what to say, and has said something similar enough times that it no longer feels strange.
School asks children to present, answer aloud and read out work from quite an early age. Very few classrooms have time to teach them how.
Simple explanationMost children find speaking hard for one reason: they do not know what to say next. Give them a structure — greeting, topic, ideas, thank you — and the hardest part disappears. What is left is practice.
Easy example“Good morning. Today I will talk about my dog. His name is Bruno. He likes running. Thank you.” That is a complete talk, and a six-year-old can give it.
At Brolly JuniorsChildren speak in pairs before they speak to a group, and to a group before the whole class. Nobody is put on the spot, and nobody waits three weeks for a turn.
Almost every speaking task starts here. Four sentences, in the same order every time — this is the exact structure taught in the first sessions.
“Hello everyone. My name is [name]. I am [age] years old. I study at [school]. I enjoy [something you like]. Thank you.”
Read it out loud together twice. The second time, ask your child to look up at you instead of at the page — that small change is most of what eye contact practice is.
It is the speaking task a child will meet most often, and the one they can prepare completely. A child who has said these four sentences twenty times can say them in a new classroom without thinking about it.
It also teaches the shape of everything that follows: a greeting, some content, and a clear finish. Every talk on this page is that same shape with more in the middle.
Nine things practice works on, none of which is “being confident”.
Speaking slowly enough and loudly enough to be understood, which is a habit rather than a talent.
Getting from a thought in the head to a sentence someone else understands — harder than it sounds.
Using a structure so a child is never standing there wondering what comes next.
Speaking is half a conversation. Children practise listening properly and responding to what was actually said.
New words are given when a child needs them to say something, which is when they stick best.
Stories give children something to say and a natural order to say it in, which is why so much starts here.
Where to stand, where to look, what to do with your hands — practical habits, taught simply.
Asking, answering, explaining and disagreeing politely, all practised in a small group.
Confidence here means having done it before. That comes from repetition, not from being told to be confident.
A note on expectations: how much a child gains depends on how often they take part and where they start. We do not promise confidence, fluency or particular school results — what we commit to is regular practice in a small, low-pressure group.
Eight things children work on across the programme.
Saying what you mean in a way the listener actually follows, first time.
Regular time on their feet, because speaking improves through doing rather than watching.
Turning a half-formed thought into a sentence that makes sense out loud.
A repeatable structure children can apply to any topic they are given.
Beginning, middle and ending — the simplest way to organise anything you say.
Words learned at the moment a child needs them to express something.
Hearing what was said well enough to respond to it, not just waiting to talk.
Standing steady, looking up, and keeping hands calm while speaking.
No child is asked to give a speech in week one. Each stage adds one new demand—first the voice, then the structure, then the audience.
Getting comfortable being heard, on a topic the child already loves.
Vocabulary and story shape—beginning, middle and a proper ending.
Speaking is half the skill; responding well is the other half.
Organising ideas quickly, even without preparation time.
Putting it together in front of a real audience, with visuals.
A learning structure rather than an official level system or certification. Ask us for the current programme detail.
Self introduction, simple sentences, voice practice, vocabulary and speaking games. The aim here is simply that a child has spoken out loud and it went fine.
Storytelling, show and tell, describing pictures, sharing ideas and question-answer practice. Children move from single sentences to saying several things in a sensible order.
Presentation structure, openings and closings, speaking clearly, body language and eye contact. This is where a talk starts to look like a talk.
Short speeches, group discussions, impromptu speaking and structured communication. Children speak on topics they have not prepared, which is the real test.
Storytelling gives children something to say and a natural order to say it in. That is why so much speaking practice starts here rather than with a formal talk.
Part one
Who is in the story, and where are they? Two sentences is plenty. “There was a boy called Arjun. He lived near a big garden.”
Part two
Something happens, and it should be a problem. Stories without a problem stop being stories. “One day, he lost his ball in the garden.”
Part three
How does it get sorted out? “A dog found the ball and brought it back. They became friends.”
A child who knows a story has three parts always knows what comes next, which removes the pause where speaking usually breaks down. At home: give a starter, give a minute to think, then let them tell it — and do not correct mid-story.
Choose a topic and three prompts appear. Give your child a minute to think, then let them talk. This is exactly how topic talk runs in class.
Six topics children already know enough about to fill a minute — which is the point. Nobody speaks well on a subject they have nothing to say about.
How to run it: Give your child a minute to think, then let them talk.
Three prompts is deliberate: enough to keep going, few enough to remember.
Which animal do you like most, and what does it look like?
Where does it live, and what does it eat?
Would you like one at home? Say why or why not.
Six steps that work for any topic, at any age. Once a child has used this three or four times, they stop needing to think about it.
“Good morning, everyone.” It buys a moment to settle and start steadily.
“Today I will talk about…” so the listener knows what is coming.
Two or three points, no more. A child who plans five will forget four.
One real example makes the whole talk concrete and easier to remember.
“So that is why I like…” — a single sentence that signals the end.
A clear finish, so a child never trails off wondering whether they are done.
Practical habits, taught the same way as anything else — shown, tried and repeated. They are not a measure of a child’s personality.
Feet still, weight even, shoulders relaxed. Children often rock or sway, and simply noticing it is usually enough to stop.
Looking up at the group rather than the floor. Starting with one friendly face makes it much easier.
Letting your face match what you are saying. A smile at the start settles both speaker and listener.
Hands calm and visible, used to show something now and then. Not fidgeting, and not stuck rigidly at the sides.
Facing the group and standing where everyone can see you — obvious to an adult, not to a child.
How to sit while someone else speaks. Being a good audience is part of the class, and children take turns at both.
Most speaking problems in children are not about vocabulary. They are about speed and volume — talking too fast and too quietly to be followed.
Both are fixable with practice, and both improve faster than anything else on this page. A child who slows down and speaks up sounds dramatically clearer within a few sessions.
Practice can help children become clearer speakers. We would not guarantee fluency — that depends on far more than a weekly class.
Suggested groupings. Activities adapt to the child’s age, communication level and learning needs.
Ages 5–7
Ages 8–10
Ages 11–13
Ages 14+
An example of how a session flows. Ask us for the current class structure and batch detail.
A quick, easy speaking game so everyone has said something in the first two minutes.
A short task in pairs, which is far less exposing than speaking to the whole group.
A handful of words children will need for the day’s topic.
Each child speaks for a short time on a topic or story of their own.
Using the six-part structure, with prompts available for anyone who needs them.
Taking turns, listening, and building on what someone else has said.
One thing that went well and one thing to try next time. Never a list.
The activity types used to keep practice varied and enjoyable.
If your child is quiet around new people, that is normal and it is what most children are like at the start. Nobody is asked to stand up and give a speech on day one.
Sessions begin very small. Saying your name. Answering one question. Speaking to one partner rather than a room. Only once that feels ordinary does the group get any bigger, and children are never put on the spot in front of others.
Progress is not a straight line, and a child who spoke happily last week may go quiet this week. That is expected, and it is not treated as a problem.
Let your child try a speaking activity in a small group and see how they take to it. Tell us how they usually are around new people, so the activities are pitched at the right level.
Metro Pillar No. A689, Dr Atmaram Estates, 3rd Floor, Nizampet X Roads, Nizampet, Hyderabad, Telangana, 500072
Eight simple things that make a real difference between sessions. None of them takes long.
The easiest daily practice there is, and it costs nothing.
Anything that needs more than yes or no. “What was the best part?” beats “Was it good?”
A few seconds of silence before answering is good practice, not hesitation.
Ask for the story of something that happened, with a beginning, middle and end.
That is what stops children finishing. Wait, then mention one thing afterwards.
At a shop or a restaurant. Real speaking, with a real listener.
It practises volume, pace and pausing all at once, without feeling like practice.
Praise the fact that they spoke, not how impressive it sounded.
Schools here ask children to present, answer aloud and read work out from an early age, often in classes of forty. A child who is not confident doing that gets very little practice, and the gap widens quietly.
A small group changes that arithmetic. Speaking three or four times in an hour, every week, is what turns speaking from an event into something ordinary.
Metro Pillar No. A689, Dr Atmaram Estates, 3rd Floor, Nizampet X Roads, Nizampet, Hyderabad, Telangana, 500072
Beside Sri Bhramaramba Theatre, near JNTU Metro Station.
Public speaking assumes the language is there and works on delivery. If the language itself is the gap, start with spoken English instead.
The language itself — words and structures for ordinary conversation.
🤝Listening, explaining and handling a group conversation well.
📖Reading, writing, grammar and speaking together.
🎭Performance, character and stage presence.
🧠Reasoning, memory and puzzles away from the screen.
♟️Planning, patience and thinking a few moves ahead.
Clear explanation
Guided activities
Visible outcomes
Short, direct answers to the questions parents search for most.
Sessions start with speaking to one partner rather than a room, and nobody is put on the spot. What practice reliably gives is experience of having spoken and survived it. It is not a treatment for shyness or anxiety.
Because the hardest part of speaking, for a child, is not knowing what comes next. Greeting, topic, ideas, thank you removes that pause — and what is left is practice.
Ask open questions, give thinking time, encourage storytelling, and resist correcting mid-sentence. Short daily conversation helps more than formal practice.
Tell us your child’s class and what they enjoy. We will suggest the closest program fit—no pressure and no upfront payment.