CDTL organises on-going workshops and seminars on educational issues. Last semester’s workshop on presentation skills was particularly well received, and the presenter, Mr Alan Maley, until recently a senior fellow in the Department of English Language and Literature, wrote this follow-up article for CDTLink.

As teachers, we use our voices more than most other professions. Our voices are arguably our single most valuable asset in communicating with our students. Yet we receive no training in the use or maintenance of our voices. It is an irony that most of us spend more on maintaining our cars, which are replaceable, than on our voices, which are not.

Because of overuse (most teachers talk far too much!) and misuse (it is common for teachers to strain their voices, especially in noisy environments), teachers frequently experience problems with their voices. Such problems include vocal tiredness, the loss of power and expressivity, a scratchy throat, a chronic sore throat and even feelings of dislike for their own voice.

The effects of poor vocal use on our students is equally unfortunate. Students make rapid judgements of us based on the way we sound. A tired voice, however interesting the content of the message, is poorly received by students. A voice lacking in variety rapidly turns them off. A voice which does not reach the back of the room is simply not heard. In a word, we are our voices, and all too often we literally condemn ourselves out of our own mouths.

What can we do about this in the absence of proper voice training facilities? We can become aware, make a first effort and maintain the momentum.

• Awareness.

  Most of us are simply not aware of the way we sound to others. Until we become aware that there may be a problem, no solution is possible. How to become aware? Check out one of the many, very accessible books on the subject. I suggest starting with Is Your Voice Telling on You? (see below). Among other things, this book contains a diagnostic check for “placing” your voice characteristics. You may also wish to record one of your lectures for critical post-mortem analysis. A close friend or partner can also give you useful information on how your voice is perceived by others.
  

• Effort.

  Being aware is no use unless you are prepared to do something about it. Concentrate on: relaxation (tension blocks free breathing), improving your posture (which directly impacts breathing), breathing (no air supply, no voice), articulation (especially final consonants) and variety (of volume, pace, pitch, mood, texture, etc.).

  The exercises recommended in The Tao of Voice are excellent for relaxation, posture and breathing. Clear Speech and The Voice Book contain helpful suggestions on articulation. For variety, check out The Voice Book and The Voice Resource Book. It takes relatively little effort to adopt a simple set of daily exercises. You may also wish to practice varying your delivery, preferably in the space in which you usually teach. Recording your practice sessions can also help.
  

• Maintenance.

  Monitoring your voice is relatively simple. Notice when it gets tired or underperforms. Ask yourself what has caused this. The best remedy is rest. Try to talk less and find some time during the day when you can be alone and can relax quietly. Avoid speaking in noisy environments. Drink warm rather than iced drinks. Avoid smoking, alcohol and other drying agents such as antihistamines. Even throat lozenges usually contain menthol which is a drying agent; try fruit pastilles instead.

I recognise that advice on behavioural change is easy to give, difficult to apply. Nonetheless, I hope these observations spark an interest in your biggest non-renewable asset: your voice.