3.4 Voice
You might have noticed that a clock can be ticking in a room without you being aware of it. The clock suddenly stops, and you then realise that it had been ticking. A monotonous speaker has the same effect. He drones on, but you don't hear his voice because it does not hold your attention.
The main point for instructor voice production which can be drawn from the clock analogy is:
- The speaker must vary the speed, pitch and volume of this voice if he is to use it as an effective teaching tool.
The instructor's voice is one of the most important tools of his trade, but it is often overlooked or not used to full effect. An instructor, as part of his job has to be a good speaker.
A good speaker:
- Motivates and challenges his audience. He compels their attention.
- Talks directly to them.
- Adapts his speech to suit them. For example, when addressing a basic course, as compared to an advanced course.
- Uses simple language that all can understand.
- Uses repetition.
- Makes good use of gesticulation, but consciously avoids distracting mannerisms.
- Modulates his voice to suit the environment and the size of his audience.
- Speaks clearly and distinctly, without being recitative.
3.4.1 Aids to Good Speech
Posture
Upright, natural, relaxed: to enable freedom of expansion of the chest.
Breathing
Breathe through the nose. Air is thus filtered, heated and moistened. Breathing through the mouth produces a dry throat and mouth, and is a cause of the pharyngitis which affects many instructors.
3.4.2 The Elements of Speech
As in music, there are four main elements of speech: namely Pitch, Speed, Volume and Tone.
Pitch
It is very hard to listen to a voice which is out of the normal pitch range. An instructor should therefore try to keep as far as possible within his normal range. However, pitch is affected by nervousness, which causes the vocal chords to tighten up, raising the pitch. The remedy is to try to relax as much as possible. A useful hint here is to breathe by expanding and contracting the stomach, rather than the chest. This has the effect of relaxing the entire body, including the vocal chords.
Speed
It is hard to listen to a voice that is too fast or too slow. Also, most pronunciation faults can be attributed to speaking too fast. An instructor must speak clearly, and speak to the class, not to the board or out of the window. The voice follows the eyes. Specific points to remember are:
- A conversational speed of between 120-140 words per minute is ideal.
- The class's rate of absorption is that of the slowest member of the class. Keep the speed to his level.
Volume
It is hard to listen to a voice that is too soft or too loud. The volume should be such that all members of the class can hear in comfort. Therefore speak just so loudly that the members in the back corners can hear you without difficulty.
Tone
The best tone for instructional purposes is slightly more formal than a conversational tone. A "preaching" or pedantic or sarcastic tone is best avoided.
Variation
It can be seen that there are many factors to be considered all at once in good speech. However, no one expects the instructor to try to sound like Orson Wells or Sir Lawrence Olivier. The key point is that if his voice enables the class to hear without difficulty or strain, and if he varies pitch, speed and volume for emphasis, then the instructor's voice is serving him well.
Connections
- 3.3 Methods of Teaching Cognitive Skills. The Theory Lesson Body steps the voice delivers.
- 3.5 Questioning. The technique whose effective delivery depends on clear voice production (voice production and control is one of the three components of clear question phrasing).
- 3.12 Student Attention. The wider attention-producing repertoire (gestures, focusing, pauses, movement) the voice operates within.