As teachers we use our voices all the time. It’s the main resource in our role. But is this as far as we go with this awareness?
I know for myself, I am aware when my voice might be getting strained, but do I consciously take care of my voice as I would take care of any other aspect of my self-care? It’s a resounding no. I actually don’t consider the care of my voice much at all.
Teachers are significantly more likely than non-teachers to develop voice related issues. (Fritzell, 1996). Research consistently suggests teachers rank in the top professions for occupational risk of voice disorders. Compared to industries such as auctioneers, singers, telesales, teachers come out on top with voice disorders. According to one source, voice disorder prevalence for teachers is 59%, compared to 28.8% for non-teachers. (Roy et al. 2004).
Symptoms of voice disorders include hoarseness, change in pitch, loss of voice and voice projection. More seriously, symptoms include laryngitis, vocal polyps and vocal nodules. The disorders arise out of abuse of the vocal cords, which are two bands of muscle tissue in the voice box which vibrate when air from the lungs passes through them to produce the sound of our voices.
Clearly, our voices are used more than our computers and white board markers; they are our greatest resource, and they certainly deserve to be taken care of.
As teachers we need to raise the volume of our voices beyond a normal conversational tone, in order for learning to be heard in classrooms. At times, a teacher can need to raise their voices beyond even this level because of a few factors including behaviour, overcoming class noise level, or contending with a loud external noise.
I have become more aware that when my voice begins to become sore or hoarse, I sub-consciously take measures to rest it or change a lesson focus to ensure I don’t need to continue using my voice in a way which is straining or stressing it. I tend to do this when I sense that students are extra noisy in a particular lesson – for example when an activity is not engaging them, I’ll shift the lesson focus to another activity. Or if the behaviour is simply unruly, I will pause and bring in behaviour management strategies that don’t need me raising my voice.
Being flexible to changing the delivery, flow and/or content of the teaching is important as a measure to protect the voice.
There are some other great ways to bring the class to attention or to communicate transitions between learning. We all do these without realising. They can include non-verbal instructions (hands on heads, clapping, hands up); standing in a particular part of the room to gain attention and deliver instruction from; giving instruction to a small number of students at a time; using microphones.
When we bring awareness and connection to this very delicate aspect of our bodies it is key in maintaining healthy vocal cords. To allow ourselves to be open to medical check-ups, to take measures to reduce our voice use or volume, and to not override hoarseness or soreness are ways to support the maintaining of the exquisite voice we each have.
References
Fritzell, B. (1996). Voice disorders and occupations. Logopedics Phoniatrics Vocology, 21(1), 7-12.
Bermúdez de Alvear, R. M., Barón, F. J., & Martínez-Arquero, A. G. (2011). School teachers’ vocal use, risk factors, and voice disorder prevalence: guidelines to detect teachers with current voice problems. Folia phoniatrica et logopaedica, 63(4), 209-215.
Roy, N., Merrill, R. M., Thibeault, S., Parsa, R. A., Gray, S. D., & Smith, E. M. (2004). Prevalence of voice disorders in teachers and the general population.