Strong Voice

TLAC Technique 56, page 412

  • Affirm your control through intentional verbal and non-verbal habits, especially at times when you need control (eg: start of a low-level disruption moment)

Six Principles of Strong Voice:

  1. Formal Tone

  1. Square Up / Stand Still

  1. Exude Quiet Power

  1. Economy of Language

  1. Do Not Talk Over

  1. Do Not Engage

1) Formal Tone

  • Sometimes, delivering an important message in a casual tone can ultimately undercut the formality of the message

  • A formal tone ensures students understand the importance of the message and causes a purposeful attentiveness in the listener

  • A simple way to describe this is when a teacher drops into their ‘no nonsense’ voice when giving whole class instructions or managing a low-level disruption. There is a distinct change compared to their tone when teaching subject content (a more casuals, lightand bright tone)

Formal Tone Summary

  • Do the joyful and academic part of teaching in whatever balance of casual and formal tone that is ‘you’.

  • When you need to get a response in a potentially tricky situation, drop noticeably into a formal tone

2) Square Up & Stand Still

  • Stop moving and stop anything else you are doing at that moment as a teacher because there is nothing more important than the direction you are about to give

  • This says to the class or student, ‘I need to listen to this instruction’

3) Exude Quiet Power

  • When you get nervous or sense your control slipping away your first instinct is to talk louder and faster. This can show that you are visibly anxious and nervous to the class.

  • Even though it goes against your instincts, become slower and quieter when you want control. Drop your voice so students have to strain to listen

  • Exude poise and calm

4) Economy of Language

  • Fewer words are stronger than more when dealing with behaviour issues

  • It shows that you are prepared and know why you are speaking

  • Be clear and crisp - use the words that best focus students on hat is important. Do not dilute your urgent issues with things that can wait

  • Creating your own micro-scripts for your responses to predictable problems in your class can help

5) Do Not Talk Over

  • Before beginning any instruction, wait until there is no other talking or rustling to ensure your voice never competes for attention

  • Why? If you have to repeat 10 instructions per day that last 30 seconds, you will lose two full days of school er child over the course of an academic year

  • If needed, using the ‘self-interrupt’ technique can help you re-start an instruction quickly and make it obvious you require silence. You can male it obvious by stopping halfway through a word

  • Adding a formal posture as well as using Stand Still, Radar and Be Seen Looking can increase its effectiveness

6) Do Not Engage

  • When discussing behaviour with students avoid engaging with other topics until you have satisfactorily resolved the initial issue

  • Refusing to engage establishes a tone of focused accountability in your classroom. Students cannot change the topic

  • Students need to act first and explain later at an appropriate time for the teacher when instruction/feedback is not happening.

  • Until the request has been followed, there is no other conversation

Videos

  1. Formal Tone Clip 67: Drops into her Formal Tone combined with a ‘self-interrupt’ and a countdown. ‘Inappropriate time’ (Do Not Engage) and redirects/transitions out of formal tone with a question and ‘light and bright’ voice.

  1. Strong Voice Clip 68: Uses the ‘self-interrupt’ and Be Seen Looking techniques to re-focus individual students successfully and immediately

  1. Strong Voice Clip 69: Self-interrupts with specific ‘what to do’ instruction - ‘look up here, please’

  1. Strong Voice Clip 67 Field Guide: Calm, poise. Clear ‘what to do’ directions. Combined with Radar (to see if everyone gets to work immediately) and Perch

  1. Strong Voice - Self Interrupt Clip 68 Field Guide

  1. Strong Voice, Strong Work: Formal tone for correcting behaviour, more casual and light voice for academic instruction. Using Radar and BSL techniques. Always returns to her Perch to give whole class instructions/questions before circulating

  1. Strong Voice - Stand Still: Stand Still to ensre student pays attention. Smiles after instruction – non-confrontational. Addsa ‘thank you’ on the end – civil!

  1. Strong Voice - Exude Quiet Power Montage

  1. Strong Voice - Self Interrupt Montage