VOICE AND ITS USE

The What and How of Oral Expression

The most significant asset belonging to a teacher is their voice. In these modern times, there are those who say that computers and online technologies are replacing teachers. That will never happen because technological devices are tools. Technology is used under teacher guidance, much of that being by oral instruction. Oral expression counts.

Elements of voice, with focus on speech and speaking, should be taken into account by teachers when working with children. The way in which teachers talk with children is an important consideration. Talking ‘with’ children rather than talking ‘at’ them is ever so important. This helps students understand you as being ‘one with them’, not someone looming from above. It is easy to talk down to children and when that happens the respect they have for teachers becomes somewhat dampened.

Their tone of voice needs to confirm teachers as being conversational. Educators in their staff rooms and when talking with each other, are conversational, speaking on the same level as their peers.

When those same teachers go to their classes, their voices may take on a ‘tone of command’ that can become irritating. In metaphoric terms, their voice, which has been ‘quiet and like a car on a smooth bitumen road’ takes on the grind of a 4WD engaged in travel over difficult terrain. That grinding, shrill, loud, commanding voice is not something I would recommend as being a help to teachers wanting to engage with children.

Voice can embrace children or it can be off-putting, distancing children and making the student group difficult to reach.

A conversational voice is engaging. What teachers say and how they say it, comes into the communications equation. While correct language use is important, so too is the way educators use their voices. It is in my opinion, important that staff are conversational with and when dealing with children in their classrooms. The way we talk as well as what we say is very important.

Language as it is spoken and used situationally is a number one issue. Understanding and appreciating the nuances and peculiarities of our language is another.

Language use in teaching contexts

An intriguing element about language is the disconnect between its theory and practice. The theory of language can be reasonably understood. In terms of practical usage and day-to-day application it can be a lot more tricky.

In Australian contexts, there are idiomatic factors of expression, the way words are emphasised, nuances, hidden messages, the use of colloquialisms (expressions) and so on. As well there is pitch, rhythm, tone, intonation and volume. The way in which voice is used plays a very big part of language expression. Teachers need to be aware of these things from the viewpoint of personal language usage when working with children. They also need to have a level of comprehension and understanding commensurate with teaching students about vocal correctness in general speech and speaking terms.

Part of language is the way we use our facial muscles, eyes and the way we use our arms in gesture. All this is part of language in practice.

Of particular importance when communicating is to look at people with whom we are talking. Eye contact is an indicator of confidence. To speak with eyes averted and not to look at people reflects a lack of assurance. Similarly, if talking with a group, it is important to include everyone within the ‘eye contact’ circle.

Facial muscles are important because to use them can ‘make your face live’, providing animation and life through talk. An expressionless face can be taken by those listening as meaning the speaker is not really interested in what he or she is saying. Speech is helped by a ‘living face’ and pleasant expression.

Being aware of language nuances can be challenging due to the constancy of speech and speaking as part of our communication. Speech, speaking and listening strategies underpin daily classroom practice.

Speaking with confidence is a challenge that confronts all those who deal with people. For teachers that has a dual implication. It embraces the way they speak. It also includes awareness about the correctness of student response.

The most important teaching tool possessed by those communicating orally is voice. The words spoken, the way they are uttered and the impact of speech in general terms should be taken into account. There are several key points to consider when speaking to a class or group of a students.

* Speaking at a speed conducive to listening. Speech should not be delivered at a rate of knots or in a painfully slow manner. Extremes mean that contact with the listening group can be lost.

* Using pause to allow your audience time to digest and reflect on what you have said.

* Vocal projection and outreach, avoiding ear burst and fade-out, which imposes ear strain.

* Using words to paint pictures, stimulating the listener’s imagination.

Factors to consider when speaking

There are other factors that need to be taken into account when speaking in a formal or semi-formal context. These are influenced by that fact that relationships between teachers and students in classrooms is professional, rather than being totally informal or social. These elements of awareness include the following.

* Vocal flow, including vocal pitch, voice rhythm and speed of speech.

* ‘Ah’s’, ‘um’s’, ‘er’s’, ‘aw’s’, and other speech fillers. These disjoint speech and suggest the speaker may be imprecise, lacking in confidence or understanding of the subject.

* Other elements of speech delivery to avoid include the following.

* ‘okay’ at start or end of sentences.

* ‘guys’ as a word of address to a mixed audience.

* ‘gonna’ rather than ‘going to’.

* Don’t overdo ‘so’, particularly as a never ending joining word.

* ‘could, could’ (double clutching)

* ‘I was, I was’ (double clutching)

* ‘Wh, when’ and similar double vocal movements.

* ‘and, um’; ‘um and so’; ‘you know’ ad infinitum.

* ‘um and or” ‘um it’s it’s …’.

* ‘aaaand’; ‘o n e’ (word stretching).

* Recognising and applying punctuation when speaking. Commas, full stops and pauses need to be included as a part of speech patterning.

* Pronunciation and word usage are important elements of correct speech.

Gesture Supports Oral Expression

Gesture is the use of physical emphasis when speaking and has a part to play in the development of Oral Expression.

* Gesture can magnify speech.

* Gesture is a tool that can help emphasise and reinforce points.

* Overdoing gesture can undermine conversation because recipients are studying aspects of body language rather than listening to what is being said.

Avoid accidental gesture which is off-putting. These might include the following:

* Wagging a microphone or voice enhancer while speaking.

* Rocking from one foot to the other or swaying from the waist.

* Neck movement which is out of sync with general movement

* Eye contact which has you speaking in one direction, looking in another.

* Randomly putting on and taking off spectacles.

* Holding and wagging or twirling glasses while speaking.

* Doing similar with a pen, lazar pointer or some other prop.

* Pulling at collar, sleeves or any other aspect of apparel.

Eyes – the Ultimate tools supporting Oral Communication

Our eyes are the most important parts of the gesture repertoire. Several points of remembrance can help with the giving and receiving of eye contact

* Look at children. Don’t look over them, under them or around them.

* Engage students individually and collectively through eye contact. Rest on individuals and cover the audience.

* Make your eyes friendly, encouraging and inviting.

* Avoid flat or hostile eyes

* Work on developing qualities of eye contact offered by students to others when they are talking.

Wrap Around Points

I wanted to offer some overall thoughts that may be useful as speech and speaking remembrance or reminder statements. It does us good to reflect on the rudiments of speaking and listening.

* Always speak with conviction and sincerity. The audience can sense passion and speaker belief in his or her message by studying the presenter’s body language. Introduce, develop and conclude carefully

* We need to work on building the speech and speaking skills of young people. Sadly, there is an atrocious lack of speech confidence and accuracy shown by our next generation of adults.

*Speakers and presenters should aim to embrace the audience, drawing listeners in through the power of sincerely uttered words. This will bring them ‘together as one’ in a sharing context.

*Listen carefully to student presenters. Offer praise when it is due and advise them on things they might do differently and better when orally presenting.

*Confident speakers in an informal situations can go to pieces in formal situations. They pull down a blind in their minds which says ‘ uptight time’. Encourage children to keep the blind up.

Conclusion

The development of speech and speaking programs should be part of the curriculum available to children and students of all ages. It is a concern that the ability to speak and listen is not given the credence it deserves.

The qualities of speaking and listening are about more than the mere utterance of words. Oral Expression needs to be part of the enrichment and development of students as confident and competent communicators.

Henry Gray