A post-speech evaluation, suggesting improvements for future presentations, is typical in the public speaking course. Moreover, while most public speaking courses emphasize "thinking" about better delivery, little attention is given to what better delivery "feels" like. If the goal is to cultivate a generation of truly extemporaneous speakers, then it is imperative to guide students toward more "improvisational" speech delivery. The first author took a class in improvisation (improv) with a theater group in Los Angeles. To teach the rules of improv, the instructor interjected comments "during" the students' improvised scenes, in addition to debriefing the class afterward. After a few of these "side-coaching" sessions, students started making the adjustments automatically. As speech teachers, the authors realized this "side-coaching" could also be effective in public speaking pedagogy. This article discusses how side-coaching during an in-class public speaking exercise may bring additional positive outcomes.