Teacher voice

Why taking care of teachers’ (literal) voices matters for student learning

PHOTO: K. Teets
A vocal therapist works with a colleague.

For Rebecca Nicholson, a second grade teacher at Soda Creek Elementary in Steamboat Springs, the most glaring sign that something was wrong was a series of headaches.

“It was not a ‘these kids are driving me crazy’ headache,” she said. “I love my kids…There was just a strain. My voice would start to wane by the end of the day. ”

Nicholson had always had a raspy voice, but she thought it was normal—just a consequence of her natural chattiness.

“I’ve always been a talker,” she said. “I had a rattle that said ‘mighty mouth.’”

But when she went to the doctor for a check-up soon after giving birth, the doctor said she should investigate the raspiness.

It turned out Nicholson had a cyst on one of her vocal folds—part of the “voice box” that lets us speak.

Nicholson is not alone in her struggle with her voice, or in not knowing that there was a problem in the first place.

The most well-known examples of voice problems involve superstar singers. Think about the reaction when Julie Andrews announced that her famous singing range had been diminished, or when Adele canceled tours to avoid permanently hurting her voice.

But being a classroom teacher is responsible for more vocal injuries each year than professional singing.

It should come as no surprise. Teachers spend hours talking every day, often in a loud, projected voice. A teacher’s voice is, like a singer’s, his or her instrument and tool.

The difference is that while (most) professional singers know how to tend to their vocal cords and are on the look-out for the slightest irregularity or strain, most teachers have received no training at all in how to use their voices.

And very often, teachers assume that it is normal, and certainly not something to complain about, when their voices grow hoarse or tired.

“When you look at all the most common voice disorders, teachers have more voice problems than any other profession,” said Amanda Gillespie, an assistant professor of otolaryngology at the University of Pittsburgh.

“A lot of teachers think hoarseness is part of their job,” Gillespie said. “But hoarseness is never normal.”

Consequences for students

When a teacher’s voice is hoarse or injured, students suffer too.

Things teachers can do to take care of their voices:
• Do a vocal warm-up, like buzzing your lips, before you start teaching. See video below
• Hydrate: If your classroom or house is dry, use a humidifier. Drink lots of water.
• Don’t talk over students.
• Keep in mind that hoarseness is not normal. If you are regularly hoarse by the end of the week or the end of the day, see a doctor, ideally a laryngologist or voice specialist.
• Listen to your voice. If your voice is tired, figure out a way to give it a break. Don’t try to power through.
• Get lots of sleep.
• Do your best to stay healthy. (Wash your hands!)
• Watch for any sudden changes in voice. Sudden change can be a sign that there’s something seriously wrong.

One study showed that 20 percent of teachers had missed at least one work day due to vocal problems in the previous year, while no one from any other profession had missed work because of voice issues. That researcher deemed teachers at “high risk” for voice disorders.

Other research indicates that students actually find it harder to process information presented in a hoarse or raspy voice. A yet-unpublished study from a group of researchers at Towson University shows that it takes more processing time and cognitive work to understand a hoarse or injured voice.

“You’d hope it’d make teachers and administrators sit up and say, ‘Hey, we should really pay attention,’” said Gillespie.

Potential Triggers

Teachers’ intense day-to-day schedules are part of what puts them at risk. Speech therapists recommend vocal breaks—stretches of quiet—throughout the day. But teachers often use their voices even when they’re not giving instruction—while they’re on bus duty or lunch duty, for instance. Schools are also often dry, and it’s hard for teachers to get enough water over the course of the day.

Certain specialties and situations can exacerbate the challenge, said Juliana Litts, an instructor and vocal therapist at the University of Colorado School of Medicine at the Anschutz Medical Campus.

Teachers who work in louder environments, including music, drama, chemistry, or physical education teachers, are more likely to develop vocal problems.

Being stressed also doesn’t help. “Most people who come in will say, I get so much tension in my neck and shoulders,” Litts said. “Well, all those muscles are connected to systems that control the voice.”

Neither does struggling with student behavior. “A lot of vocal health has to do with classroom management,” she said. “I understand that you teach a bunch of first graders and they’re rowdy, but you can’t talk over them.”

Female teachers are also more likely to develop problems than men, due partly to physiology. (Women’s vocal cords hit each other twice as many times per second than men’s, which means they’re more likely to develop calluses or certain other problems).

Things schools can do to help teachers’ voices:
• Consider a short training on voice use for teachers.
• Provide amplification for teachers, especially in classrooms that have a lot of ambient noise (such as a music, chemistry, or gym class).
• Create schedules that allow teachers to have down time where they do not have to use their voice, ideally spread throughout the day.

But teachers receive very little training in how to use their voice.

“Nobody tells teachers, okay so this is a really good way to use your voice in your classroom. So teachers go by how they’ve always talked,” Litts said. “And a lot of times that gets them into trouble.”

“The teachers we see are usually to the point where they literally cannot function as a teacher anymore,” she said. She said some need surgery because they have waited so long. Others leave the profession or enter administration to avoid strain.

Under the Radar

Nicholson had one surgery to address vocal problems in 2012, and then another this fall with Matthew Clary, an assistant professor in the department of otolaryngology at the University of Colorado School of Medicine at the Anschutz Medical Campus. Each surgery required time off work and a period of rehabilitation.

Now, she uses an amplification system to teach. She said technology like smart boards and online lessons helped her keep kids’ attention, especially when her voice is hurting. When she knows she has long days, like during parent-teacher conferences, she plans for classes that require less talking.

“It’s definitely challenging, especially when your voice is waning,” she said. “I have core subjects at the end of the day and I don’t have a choice but to teach them.”

Nicholson has recently embarked on a new regime of vocal therapy with Litts, in which she’ll learn to use a healthy “resonant speaking voice” when delivering lessons and tips about “vocal hygiene”—how to keeping her voice rested and well.

“All teachers want to have different ways to get their kids’ attention. It’s about being creative and not using your voice as much,” she said.

“If your voice is waning or if you’re getting fatigued in your voice, it’s worth checking out,” she said. “You might have voice issues and not know it.”

Potential Solutions

But there are signs that even a little bit of knowledge and preparation can go a long way in helping teachers take care of their voices.

Below: Litts, a vocal therapist, demonstrates some exercises teachers can do in the morning to help warm their voices up for the day. (If you’re self-conscious, she says, just do them in the car or in another space where you can be alone.)

Amplification systems like the one Nicholson is using have been shown to have a positive effect on students’ learning and on teachers’ voices. A study by Nelson Roy, a professor of communication science and disorders at the University of Utah, found that when teachers used amplification, it had a marked positive impact on their voices. Teachers often use amplification systems to aid students with hearing challenges, but they can make it easier for all students to understand, Litts said.

Early results from a five-year study of teachers and voices led by Katherine Verdolini Abbott, a professor of communication science and disorders at the University of Pittsburgh, shows that a short training seemed to help teachers who had voice troubles.

In the University of Pittsburgh study, now in its fifth year, teachers who identified as having a voice problem were given a short “voice therapy boot camp,” Gillespie said.

Those who received the training showed more improvement in their vocal health than a control group that had not.

Gillespie said having such trainings early could help catch problems before they cause teachers to miss time in school or students to struggle to understand instruction.

“It might only take a one-day voice seminar to help the voices of teachers who are already starting to experience some voice problems,” she said. “Having a voice problem doesn’t mean they have to have a lot of medical visits.”

Litts said her Denver-based practice was hoping to conduct in-service trainings for teachers about healthy voice use.

She said that in the end, having a healthy voice means more than the ability to do a job.

“Ultimately what brings people in is that they feel like they can’t be person they are because their voice is limited,” Litts said. “Voice is so much part of your identity.”

How I Teach

Crazy contraptions, Chemistry Cat, and climbing stories: How this Colorado science teacher connects with kids

PHOTO: Courtesy of Shannon Wachowski
Shannon Wachowski, a science teacher at Platte Valley High School, holds a toothpick bridge as a her students look on.

Here, in a feature we call How I Teach, we ask educators who’ve been recognized for their work how they approach their jobs. You can see other pieces in this series here.

Shannon Wachowski once started a parent-teacher conference by sharing that she was concerned about the student’s lack of motivation. The boy’s mother quickly began adding criticisms of her own — alarming Wachowski enough that she started defending the teen.

It was then the student’s behavior began to make more sense to Wachowski, who teaches everything from ninth-grade earth science to college-level chemistry at Platte Valley High School in northeastern Colorado. She realized that school, not home, was the boy’s safe place.

Wachowski is one of 20 educators who were selected to serve on the state Commissioner’s Teacher Cabinet. The group provides input to officials at the Colorado Department of Education.

She talked to Chalkbeat about how she uses parent conferences and classwork to learn students’ stories, why making Rube Goldberg contraptions boosts kids’ confidence, and what happens when she raises her hand in the middle of class.

This interview has been condensed and lightly edited.

Why did you become a teacher?
Originally a practicing chemical engineer, I became a teacher because I wanted a more fulfilling career. I had tutored chemistry in college and really enjoyed it.

What does your classroom look like?
Because my students work in teams 90 percent of the time, my tables are arranged so that students can sit in groups of four. I wrote a grant last summer for standing desks so each two person desk raises up and down. They are convenient for labs or when students need a change of scenery. My walls contain student-made license plates (an activity I do on the first day of school) and other student work from class, including various Chemistry Cat memes!

Fill in the blank. I couldn’t teach without my ________. Why?
My heart. Initially I became a teacher because I loved my content. I soon realized however, that while content is important, developing relationships with students is paramount. No learning will happen if positive relationships are not established first. When I am frustrated with student behavior, I try to put myself in their place and respond in a caring and compassionate manner.

What is one of your favorite lessons to teach?
One of my favorite lessons is when my students build Rube Goldberg devices. It gets somewhat chaotic because they are working in teams and materials are everywhere, but every single student is engaged. In the end, they can apply what they know about energy to design a multi-step contraption. I have seen very low-confidence students excel at this activity, and it is very rewarding to see them experience success in a science class.

How do you get your class’s attention if students are talking or off task?
One strategy I’ve recently started using came from my experience leading professional development for other teachers. I will be somewhere in the middle of the room (usually not the front) and raise my hand. When students see me raise my hand, they will raise theirs and pause their conversation. Then other students see those students and raise their hand, etc. Once everyone is quiet, then I’ll make my announcement. Like all other strategies, I need to practice being consistent with it.

How do you get to know your students and build relationships with them? What questions do you ask or what actions do you take?
I always plan the first couple of days for “get to know you” activities. My students design their own paper license plates using whatever letters, numbers, or design they would like. They then have 30 seconds to talk about their license plates.
I noticed that in some of my more challenging classes I needed a way to better connect with my students. At the beginning of most class periods I share some sort of funny story about what happened to me the evening prior — for some reason, I am never short of these stories — or a picture of my dog, or my latest climbing adventure. Sharing this information does not take long and eventually, students will ask if I have a story to share if I haven’t done so in a while. This also leads to them sharing stories with me, and finding that we may have more in common than we think.

Tell us about a memorable time-good or bad-when contact with a student’s family changed your perspective or approach.
At parent-teacher conferences one year I had a parent come in with their student. This student was not the most motivated individual — not disrespectful, just did not seem to want to do anything with his time. As I was explaining this to his parent, the parent started talking very negatively to and about the student, so much so that I found myself trying to defend the student and bring up positive qualities about his character. This interaction helped me to understand some of the student’s behavior in class, as well as realize that for some students, school is their safe place. There are often lots of reasons for a student’s behavior that I may not be aware of, which is why it is important to get to know each student and their situation as best as possible.

What are you reading for enjoyment?
When I have time outside of school, one of the things I enjoy doing is throwing pottery. I am currently reading “Science for Potters” by Linda Bloomfield. It combines my love of science and art into one book.

What is the best advice you ever received?
Since I teach a variety of levels, I often have one class that challenges my classroom management skills. This can be frustrating as I am the type of person that would like to achieve perfection in every circumstance. When I have a discipline issue in my class, I often see it as a personal failure. My husband often reminds me that “You can’t control other people’s behavior, you can only control your response to it.”

behind the music

‘We just wanted to help the movement’: Meet the NYC teacher whose students wrote a #NeverAgain anthem

PHOTO: Kyle Fackrell

Among the many creative displays of protest that stood out during Wednesday’s national student protest against gun violence was an original song by Staten Island students: “The truth: We need change.”

The song, uploaded to YouTube Wednesday morning, features John W. Lavelle Preparatory Charter School students in a soaring anti-gun counterpoint, led by seniors Jerramiah Jean-Baptiste and Aeva Soler.

“Don’t run away from the truth,” Soler sings during one exchange. “If we don’t act now, what should we do?”

Jean-Baptiste picks up where she leaves off: “We need change in this time of doom. It shouldn’t be the case that we’re losing lives too soon. I shouldn’t feel afraid inside my school. We need change.”

We checked in with Kyle Fackrell, Lavelle Prep’s longtime music teacher, who has worked with Jean-Baptiste, Soler, and their classmates for nearly five years, since their introductory eighth-grade music class. Here’s what he told us about the song, his students, and their ambitions.

How the song came to be: “I knew that my students were very passionate about this subject. When I learned about the walkout coming up and that it would be coming up soon, I was aware of these students and their songwriting abilities, and I suggested the idea of writing a song. They really just ran with it.”

What the process was like: “We’ve worked together a lot and have made a lot of music together. When I proposed this idea it was like clockwork. It was really exciting to see how fast Jerramiah could come up with the ideas.”

On the students’ goals: “We just wanted to help the movement. I was having that conversation with my students today, should the song get the success we hope it gets, that would be great, but really want we to maintain our genuine interest in making a difference with the song. I’m just supporting them.”

What the reaction has been: “It’s been very positive. … Everyone who hears the song is blown away. It really is thanks to the talent of the young students that I’m blessed to be helping them develop.”

On what motivates his students: “None of them were coming at it from knowing people who were in a shooting. They’re just very aware and intelligent students. I think the point that the students in Florida are making is that a lot of people underestimate kids and youth, and I think these students are also underestimated — about how much they are aware of what’s going on in the world, and that they should have a say.”