This document discusses three important aspects of using one's voice effectively as a teacher: audibility, variety, and conservation. It emphasizes that teachers must project their voice so students in the back of the class can hear as well as those in the front. Teachers should vary the volume, pace, pitch and tone of their voice to engage students and draw their attention. Proper breathing techniques are important to avoid straining the voice. Teachers must conserve their vocal energy by avoiding shouting and varying their vocal delivery throughout the day.

1. USING THE VOICE

2. USING THE VOICE
1. As teachers we all know
that our voice is a teacher’s
most valuable asset. The one
thing teachers do most often
is talk. They talk for long
periods each day, for many
years.
2. They rely on their voices to
a great extent, and with it
they transmit not only
information, but also mood,
atmosphere and emotions.
there are three issues to
think about.

3. AUDIBILITY
Switching from one-to-one and
small groups to whole-class and
games situations, teachers have to
have adaptability as one of their
abilities. Audibility, however, cannot
be divorced from voice quality.
The teacher’s voice needs to be
effective in a variety of
circumstances.
 Teachers need to be audible.
Students at the back of the class
must be able to hear them as well
as those at the front.

4. Teachers do not have to shout to be
heard or to make themselves
understood. Good voice projection is
more important than volume (though
the two are, of course, connected).
AUDIBILITY
Speaking too softly or unpleasantly
loudly are both irritating and unhelpful
for students.
 Expressive voices, used in an
imaginative way, draw students in and
make them want to pay attention and
listen.

5. VARIETY
it is important for teachers to vary
the quality of their voices and the
volume they speak at, according to
the type of lesson and the type of
activity.
 The keyword is ‘variety’. Our
voices can be varied along a
number of parameters:
Volume: (how loud or softly we
speak)
 pace: (how quickly or slowly we
speak, and how we use pausing)
 pitch: (how high or low in our
voice range we go)
 modulation: (how we adjust the
tone of our voice to convey a
mood).

6. CONSERVATION
 The most common problem associated with the
untrained voice is a lack of knowledge of good
breathing habits.
Breathing properly means being relaxed (in the
shoulders, for example, and not slumped
backwards or forwards), and using the lower
abdomen to help expand the rib cage, thus filling
the lungs with air.

7. CONSERVATION
It is essential to that teachers vary their voices throughout
the day, avoiding shouting wherever possible, so that they
can conserve their vocal energy. Conserving the voice is one
of the things teachers will want to take into account when
planning a day's or week's work.

8.  References:
Harmer, J. (2007). How to teach English. England: Pearson.
Wessels, C. (1987) Drama: OUP
Veira, I. ( 2013). The Teacher's Voice. Retrieved from:
http://pearsonclassroomlink.com/articles/1110/1110_0502.htm