MSHA 2013

The Michigan Speech Language and Hearing Association conference was this weekend. I really enjoyed myself. The first year I went (2011), I was alone, brand new to the graduate program, and all of the presentations were way over my head. This year, a whole group of my classmates were there and I actually learned substantially from the sessions.

Some highlights from the conference:

• Running into one of my mentor SLPs, for whom I was a regular substitute teacher during 2009-2010 school year. Working with her one was of the more important experiences that led me to getting an SLP degree. 
• Lunch with some EMU SLPers Friday. 
• The Michigan Common Core Standards session, which got me very excited for my public school internship in the Fall. 
• The Graduate Student Roundtable session. We got tons of information about job searching, interviewing, resumes, certification, licensure, and work settings. It made me very excited to start my job search. 
• I really can't wait for ASHA in Chicago this November!

In other news, I'm halfway to having my placements for my Summer and Fall internships. Happy! 

Thoughts/Reactions on Voice Disorders in Teachers

This ASHA article about the presence of voice disorders in the teaching profession got me thinking about my own experience in the classroom as a student teacher and long-term substitute in my local districts. I  developed hoarseness every so often, a problem that I've dealt with since high school (another story for another day). I observed other teachers overusing their voice or yelling over their noisy classrooms or on the playground, and now that I am learning more about healthy vocal behaviors and the prevention of voice disorders, I think it would be great to be able plan and implement a short inservice for classroom teachers.

Here are some thoughts I have about teachers and their voices:

1. I once observed an elementary teacher who had deliberately developed what I like to call a "culture of quiet" in her classroom. Students remained silent during independent work times and, when the teacher addressed the entire class, she practically whispered and made sure everyone was listening. Voice preservation aside: What a supportive environment for developing auditory comprehension and discrimination skills (especially since half of this particular class were English language learners). There was no background noise, no yelling. Instead, the classroom is a comfortable, calm space where students could hear their own thoughts.

2. As wonderful as the aforementioned classroom sounds, sometimes extraneous factors limit the ability of a teacher to develop a culture of quiet. For example, I've met several students with developmental disorders and/or communication disorders who yell instead of using an "inside voice" or who frequently yell or scream when they are agitated. In this case, portable voice amplification systems might be a better option for classroom teachers. I've used this myself while subbing in a kindergarten room and found it to be effective once I broke my habit of yelling while amplified. I don't suggest that.

3. With the exception of vocal music instructors and the like, I wonder: How much talking should a classroom teacher really be doing? How much direct lecturing should s/he be doing? Is it necessary for a teacher to be talking throughout the entire day? If I've learned anything in my clinical practicum (and from expert teachers!), it's the concept of "Less is more". The less we chatter and chatter, the more meaningful our speech. Silence can be a great classroom management tool, if used correctly. I wonder if changing our attitudes about classroom instruction might be a possible solution to the voice strain/fatigue that many teachers face.

I'm excited to learn more about vocal function exercises this semester in my Voice class, and I'm excited to get into my public school internship, where I can share my new knowledge with some of the hardest working individuals in this country: teachers.