Vocal Awareness and K-12 Education: A Qualitative Research Study

Abstract

ABSTRACT In a K-12 setting, a student’s ability to process spoken language can be hindered by vocal dysfunction in their teacher’s voice; however, voice training and vocal hygiene are rarely components of K-12 teacher training in the United States, despite a high rate of dysphonia among teachers. A teacher’s ability to connect emotionally with students may have a direct impact on student learning. One way for teachers to connect emotionally with students is through their voice, yet educating teachers in vocal emotional communication is broadly absent from pre-service teacher training. This study explores the potential value of using the Linklater Voice Method to increase K-12 teachers’ awareness of their voice. This study’s participants were all trained in the Linklater Voice Method prior to this study. They self-reported increased awareness of their voices and recognized that this awareness allowed them to use their voice as a teaching tool, giving them the ability to improve classroom management and create a greater emotional connection with students. This increased vocal awareness as a teaching tool was also observed in a classroom setting.