The teachers at Romanby Primary School believe that part of the attitude of the pupils arises through the tone of voice of the teachers. This is shown in a situation where if the teacher talks in an enthusiastic and cheery tone of voice, then the pupils may mirror this and be happier and more enthusiastic to work.
GROUP INTERACTIONS
An example of how tone of voice can be used in a group situation at Romanby primary school is if Mrs X was teaching a class of children. In this situation, Mrs X would vary the volume, speaking quietly to draw the children in to what she is saying and making them listen more carefully or speaking in a louder voice to make it so that everyone who is listening could hear what is being said and therefore have a greater level of understanding. She may also change the pitch so as to express feeling within the group. For example, if the group of children were being noisy, then she may change the volume of her voice so as to be heard above them and to show that the level of noise they are creating is not appropriate for inside the classroom.
ONE TO ONE INTERACTIONS
Tone of voice is used in many different situations at Romanby Primary School. An example of this would be in a one to one situation with a particular child Mrs X may talk more quietly so as to keep everything that is being discussed confidential if it is a private matter, which the child may feel uncomfortable with people hearing. She may also change her tone so as to emphasize certain points that the child will notice and pay more attention to. The teacher may also use different facial expressions to help the child with the understanding of the speech that is used. An example of this would be if the teacher was saying something funny she may smile and talk in a cheerful tone of voice to let the children know that what she is trying to say is a joke.
If Mrs X was dealing with a child who had issues with concentration, then she may vary the tone so the child remains interested throughout the whole conversation.
Another example of how tone of voice may be used in a one to one situation would be if Mrs X was telling a child off for misbehaving in the classroom, then she may use a firm tone of voice, pausing to check on the child’s understanding on what is being said. She may also talk in a louder voice and a lower tone than the usual ‘classroom voice’ which will show the child the seriousness of the situation and to put across the feeling of disappointed so that the child will feel guilty for what they have done and will not misbehave again. If the pupil is doing well at their work, the teacher may talk in a higher pitch to show that they are impressed with what the pupil is doing and that they should continue to work at this standard.
TO OTHER STAFF
Mrs X would talk to other staff in a tone that was not seen as patronising or condescending and that would not make her seem as though she is better than the other teachers and has more knowledge. If in Romanby Primary school, Mrs X was discussing with an appropriate member of staff a child that wet themselves and how to sort out the problem, she would talk in a serious tone so as to respect the child’s dignity and to be considerate for how the child was feeling and the embarrassment that may be caused.
Whereas in the staffroom at lunchtime, Mrs X may have a more relaxed and casual tone of voice and talk louder as it is more of informal situation which means that her and other members of staff may feel more relaxed and comfortable talking and they may want to relieve from stress by talking about it if they have had a hard morning at work.
TO PARENTS
In a situation when Mrs X is talking to a child’s parent she may speak calmly and in a mostly even tone so that the image that is being portrayed is a professional one and she makes a good impression on the parents. This will mean that the parents feel more comfortable with their child being supervised with the teacher and they are more relaxed. It also means that they may be more able to share information that is required. Therefore the teacher will be able to meet any particular needs that the child may have. An example of this would be if a child’s grandparent had passed away and the parent felt comfortable sharing this with the teacher then the teacher would know to empathise with the child and not say anything which may upset them. If the child had been misbehaving, then the teacher may talk in a more serious to express the extremity of the situation that has been occurring. This would make the parent feel obliged to try and help the child to misbehave and may be the perfect opportunity to share any drastic changes which have happened at home which could cause this bad behaviour. Tone plays a big impact in parents evenings as it makes the parent aware of how the teacher feels their child is progressing.
FORMALLY
An example of a formal situation could be that Mrs x was testing the children at the end of the year to write her reports. When communicating with the children at this point she may talk in a lower tone of voice so as to show the seriousness of the situation and if she talks in a clear strong voice, it will show the importance of what the task at hand is and the pupils will understand that this is opposite to when the teacher talks in a more casual tone and will therefore concentrate more.
INFORMALLY
In a more informal situation, Mrs X would use a more varied tone so the conversation would flow easier. An example of this would be that when the children are sat on the carpet and discussing ‘weekend news’ then the teacher may talk the pupils in a friendly tone which would mean that the children were more comfortable sharing information about what they did as they will not feel judged and they will feel valued and supported.
Pace of Voice
EXPLAIN HOW THAT PARTICULAR SKILL IS USED WITHIN YOUR CARE SETTING BY DIFFERENT TYPES OF CARERS
Pace of voice is the speed in which a person talks. An example of how this will affect communication is if the teacher speaks fast and then slows down, it will emphasize what she is saying and make the children pay more attention and remember what has been said.
EXPLAIN IN DETAIL WHY THAT SKILL IS IMPORTANT TO THAT CARER AND CLIENT
This skill is important to the communication between the teacher and the client as it can help the client to understand what the necessary points are that are being said and will also make the speech easier to process for the client if Mrs X is talking in a slow voice.
GROUP INTERACTIONS
Pace of voice also comes in very important in group situations such as when the class is being taught by the teacher, Mrs x would use varying speeds to keep the class engaged with what she is saying and slowing down to show what the important parts of what she is saying are. For example if she was talking to the class about animals, then she may talk in a normal pace and then slow down to emphasize any points which may help them in a written activity which they will do after. They will pick up on these points and therefore remember these points as they will pick up on the change in pace.
ONE TO ONE INTERACTIONS
In a one to one situation Mrs X would use moderate speed when talking to an individual, slowing down if necessary to ensure understanding; an example of this would be if the teacher was talking to a pupil while they were doing individual reading exercises, then they may listen to the pupil read and if they misread something, they can repeat it back to them in the correct way in a slow pace so that the pupils understand how a certain spelling is meant to be pronounced. This will mean that they will learn so that they do not make the same mistake again.
Another example could be that if that Mrs X was in a rush, but a child really needed the answer to a question then Mrs X may talk at a faster pace which would mean that even though the message was given, it was done so in a shorter period of time. This would mean that the child may not fully understand the message but have heard enough to grasp an idea of what was being said. An example of this may be that if the children were on their way to an assembly and one child starting asking about what was for lunch that day, the teacher may answer in a rushed pace the options and the child would still be able to pick up on the key words, such as words like ‘chicken’ or ‘pasta’ so therefore they would be able to grasp the menu for that day.
TO OTHER STAFF
When Mrs X was talking to another member of staff, she would talk in a moderate pace and if the listener did not understand then she may repeat it in a slower voice.
TO PARENTS
In a situation when the teacher is discussing with a parent a child’s behaviour, they would talk in a moderate pace so the parents feels comfortable and as though they are not being rushed and that their opinions are being valued and that if they have something important to say and they don’t have enough time to say it, then they feel as though they are welcome to arrange another time to speak and are not wasting the teachers time.
FORMALLY
INFORMALLY
In an informal situation, Mrs X would vary her speed based on what the topic of the conversation was. An example of this maybe that if her class were talking about a story, and Mrs X knew a good joke about the topic of the book, then she would tell a joke slowly followed by a fast punch line. This would mean that the children understood the content of the joke before they got the punch line. This would mean that they would find it funnier if they understood it. Therefore, it would improve their mood as they may laugh and they may be more enthusiastic to communicate with the teacher after that.
Eye Contact
EXPLAIN HOW THAT PARTICULAR SKILL IS USED WITHIN YOUR CARE SETTING BY DIFFERENT TYPES OF CARERS
EXPLAIN IN DETAIL WHY THAT SKILL IS IMPORTANT TO THAT CARER AND CLIENT
GROUP INTERACTIONS
ONE TO ONE INTERACTIONS
TO OTHER STAFF
TO PARENTS
FORMALLY
INFORMALLY
Eye contact is the meeting of eyes between individuals. It can show confidence and interest into what the other person is saying. In certain cultures, eye contact is regarded differently, with religions such as Islam finding eye contact a rude gesture. A person’s eyes can be a stong giveaway about how they are feeling. For exampkle, if a person is looking up it may show that they
In a one to situation ... Mrs x would always use eye contact if possible to engage a child and makke them feeel valued as if she was looking elsewhere it may give the child the idea that the teacher was not interested in what the child was try to say.
Empathising
EXPLAIN HOW THAT PARTICULAR SKILL IS USED WITHIN YOUR CARE SETTING BY DIFFERENT TYPES OF CARERS
EXPLAIN IN DETAIL WHY THAT SKILL IS IMPORTANT TO THAT CARER AND CLIENT
GROUP INTERACTIONS
ONE TO ONE INTERACTIONS
TO OTHER STAFF
TO PARENTS
FORMALLY
INFORMALLY
BIBLIOGRAPHY
LOOK UP EYE CONTACT AND THE FEELINGS IT CAN CONVEY
SPECIFIC EXAMPLES
INDIVIDUAL READING. ONE TO ONE SUPPORT. IF THE CHILD HAD A PROBLEM
by
blu3skies (student)
