Question 1

COURSE OBJECTIVE

Accepted Answer

Help teachers understand how to use their voice effectively in the classroom to improve classroom presence and enhance learner engagement. Minimise the likelihood of vocal problems. Offer advice on what to do should voice problems arise.

Question 2

COURSE CONTENT

Accepted Answer

Use and Care of Voice for Teachers develops understanding of voice production, vocal variety and vocal health. There are practical exercises and reflection opportunities throughout the course. A number of optional links mean each learning journey can be personalised according to individual professional development needs. Section 1  |   Voice production Section 2  |   Posture and breathing Section 3  |   Audibility and vocal variety Section 4  |   Non-verbal communication Section 5  |   The impact of the physical environment Section 6  |   How to avoid vocal fatigue Section 7  |   What to do when voice problems hit

Question 3

WHO SHOULD TAKE THE VOICE CARE COURSE?

Accepted Answer

The online Care of Voice for Teachers training is particularly suitable for classroom teachers however educators in all sectors, from early years to higher education institutions, can benefit. This Voice Care for Teachers training can also be helpful for private tutors and people who work with children and young people in informal settings, such as sports clubs, dance class and after school clubs.

Question 4

CERTIFICATE

Accepted Answer

Once you have engaged in the final reflection activity, a completion certificate is available to download. You can purchase a hard copy of the certificate, that will be posted to you.

Question 5

IMPORTANCE OF LOOKING AFTER YOUR VOICE

Accepted Answer

A study from Greenwich University found that 50% of NQTs suffer from voice loss in their first year in teaching (Martin, 2003). However, it’s not just new teachers who are affected, many experienced teachers suffer voice problems too. For example, a survey conducted by the Royal National Institute of the Deaf found that teachers in almost 60% of schools complained of vocal problems (Paver, 2011). As a result, staff absence has a cost of around £15 million a year. It is well recognised that voice training is important for new teachers, however this is currently only addressed by some initial teacher education programmes. Also lacking at present is an affordable and accessible refresher course for experienced teachers – something that the National Union of Teachers has identified as necessary to support teachers in protecting their voices. Designed by a teacher for teachers, this course addresses that gap.

Question 6

WHAT YOU WILL LEARN

Accepted Answer

Use and Care of Voice for Teachers supports learners in developing their understanding of how the voice is produced, including the importance of breathing and posture. Audibility and vocal variety are explored, along with the importance of non-verbal communication. How to avoid vocal fatigue is a key focus throughout, and the course offers advice on improving vocal care. Optional links and exercises allow learners to personalise their learning journey in response to their own professional development needs.

Question 7

ADMINISTRATION

Accepted Answer

The Care of Voice course can be emailed to colleagues.  Simply purchase the required number of licenses above.  If you colleagues don&#8217;t have email address or require a number of courses you can purchase training credit. Training credit can be used to assign colleagues on any Echo3 Education courses.

Question 8

REFERENCES

Accepted Answer

Martin, S. (2002) An exploration of factors which have an impact on vocal performance and vocal effectiveness of newly qualified teachers/lecturers. Available at: http://gala.gre.ac.uk/8761/5/Stephanie%20Parke%20Martin%202003%20-%20redacted.pdf[Accessed: 23/09/18]. National Education Union (2019) Voice Care. Available at: https://neu.org.uk/site-search?search_api_fulltext=voice [Accessed: 14/03/19]. Paver, C. (2011) Can you hear me at the back? Available at: http://.catherinepaver.com/20110121.html [Accessed: 23/09/18]. van Houtte, E., Claeys, S., Wuyts, F. & van Lierde, K. (2012) ‘Voice disorders in teachers: occupational risk factors and psycho-emotional factors’ in Logoped Phoiatr Vocol. 37(3).

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