The difficulties and the advantages of giving oral critiques of student speeches are discussed. The advantages of using oral critiques are such that many speech teachers will want to include them. It is argued in this paper that the difficulties associated with oral critiques can be overcome by using communication messages that are intended to reduce defensiveness and create supportiveness. Jack Gibb's model of defensive and supportive communication climates is used to discuss the characteristics of messages that promote supportiveness and assure that oral critiques of student speeches can be more useful and growth promoting rather than hurtful and problematic.