Technique 38: Strong Voice

(Part of chapter 6, Setting and Maintaining High Behavioral Expectations)

Some teachers have "it" -- a commanding presence in the classroom that students respect.  Others don't have "it" and students know it and take advantage of the teacher at every opportunity.  One thing that helps a teacher move toward having "it" is Strong Voice.  Having Strong Voice includes:

• Economy of Language: "Fewer words are stronger than more."  If you use fewer words, students learn that you have chosen them carefully, and they are not to be ignored. "When you need to be all business, be clear and crisp.  And then stop talking." (p 183)
• Do Not Talk Over: If what you are saying is really important (and it should be), then don't tolerate others talking at the same time.  Instead, stop talking -- perhaps mid-sentence -- and wait for everyone's attention.
• Do Not Engage: Don't allow distractions to let you wander from the topic at hand.  The author gives an example where a student is bothering another student.  Instead of stopping to try to figure out "who started it", give the student specific instructions on what to do himself, and then get back to business.  In this way, you don't allow a student's complaint about another student to hijack the classroom.
  
  Another good example of this is when students shout out an answer to a question directed to another student.  Instead of acknowledging whether the answer that was shouted was correct or not, remind the student that you are asking the question of another student.  Then, get back to business.
• Square Up/Stand Still: "When you want to express the seriousness of your directions, turn, with two feet and two shoulders, to face the object of your words directly." (p 187)  Do not do other stuff while giving important directions.  E.g., do not hand back papers, while describing the next assignment.  If you do, you indicate through your body language that the instructions for the next assignment are not that important.
• Quiet Power: If you sense that you are losing control of a classroom, instead of (naturally) raising your voice, lower it and speak more quietly.  Then, students will have to strain to listen.  If you raise your voice, you are yielding control of the classroom to the students.

The author has a few pages (p 188 - 190) about using a "formal register" when delivering important instructions/content to the students.  The formal register involves:

• standing up straight
• holding your body symmetrical
• looking directly at the classroom
• chin up
• hands behind back
• standing still

When you are in your "formal register", you mean business.

My response:

I do some of this pretty well, and other parts not so well.  There are times when I assume a formal stance to deliver important content.  I'm sure there are other times where I'm flying all over the classroom.  (I do tend to get excited!)  

I know that I tend to talk loudly -- almost all the time.  I've been trying to vary the volume a bit.

I don't have many problems with students distracting me.  These are college students.  They tend to just try to go to sleep if they don't care...