Teachers have a voice. There’s a voice to advocate. There’s a voice to speak up during lesson planning. There’s a voice that says, “Enough. Go home.” There’s also a voice that says, “Stop. Go chit-chat and eat lunch with your colleagues.” But don’t forget the teaching voice in the classroom. Consider that this is part of your classroom management.
How does this help someone who wants to teach? How can this help make a difference in lives? Compassion, empathy, or “making a connection” are almost always answers to the situation. One thing about learning to teach is what is not taught in college courses. Producing a voice. Every teacher needs to find their “voice”. Think of the influential teachers in your life. Think of the teachers whose “voice” discouraged you and made you wonder if you were good enough. Sometimes it’s hard to block out negative stuff. If you conquered comparing yourself to what you thought was the standard for ” a teacher”, you have a voice.
Part of the foundation for my voice comes from a combination of military readiness, a strict mom, and a lot of shows/movies that dealt with women’s independence. Also, I want to voice that not all men condemned women to a patriarchal code. There were plenty of men in American myth, aka, evening television shows, where the writers and actors were turning the page to a new chapter of women’s true worth in American society. Some may call it feminism. I call it acknowledgement of a whole gender eliminatimg the patriarchal rulebook.
Looking back, the sexism? Geez, that was some shady crap. Childhood in the 1970s and 1980s was filled with shows that had a “standard” of what a woman HAD to look like, sound like, and what her designated roles in society were. The conscious and unconscious influences from those shows and actresses have a direct link to how I guide students in the classroom to achieve their potential, even when they don’t want to see that they have potential. My voice is part of my classroom management. I don’t mess around. I don’t have a soft voice or a timid demeanor. My voice has been successful for 4 consecutive years.
Consider what you want to do with your voice. Ask yourself the following questions: How will my voice guide students? What strengths do I have with my voice? Are you afraid that if you are too strong, you will bring fear, intimidation, or apathy? Producing your teaching voice in the classroom can be the same as, or best suited to, the planning meetings, community meetings, and one-on-one meetings with your administrators, parents, and office staff. Teachers have many roles beyond being the director in the classroom. Here are some guiding suggestions.
Question 1: How will my voice guide students? I strongly support writing things down. Be objective in your writing. The only ones who will see it will be you and whoever you choose to receive feedback from. I teach middle school. At this time in a person’s life, the hormones have kicked in, the brain is not close to being mature, and families are a cornerstone of behavior in class. Guidance is all day, every day. What about elementary? I was a substitute for a number of years. I substituted every grade from Pre-K to 12th grade. I didn’t modify the job, but instead adapted to the grade. My voice was still strong. A key note in guidance was that I needed to step in and continue in the assigned teacher’s place. My adaptation was a “How-to guide little kids without missing a beat and, at the same time, being aware of some pretty smart kids who wanted to manipulate the classroom vibe”. Adaptation will happen year to year. Some years your voice will be stronger than others. Remain focused on the goal: guide students. Give yourself some time to reflect at the beginning of the year. My experience is that within about 3 to 4 weeks, I have a feel for each class. Using notes helps. Fine-tune as you continue. I remember the excellent t.v. show, Designing Women. Dixie Carter’s character was Julia Sugarbaker. And sometimes, I reflect on Mrs. Cunningham from one of my absolute favorite childhood shows, Happy Days. There was strength in both characters. They guided people. They lifted people up and put limits on bad behavior and attitudes. Reflect on characters whose influence guided you and utilize them towards guiding your classes.
Question 2: What strengths do I have with my voice? I remember a teacher who was so nice. She was one of the sweetest teachers from my childhood. She was petite. Long brown hair. And she looked like the women in my neighborhood. But that sweetness was a problem. She never really got mad. She never really “put her foot down”. She had a daily handful of horrible behaviors with some of the guys I grew up with. Then, there was another teacher who was also petite, looked sweet, but, man! Her voice commanded all of us. Considering teaching today with special education, 504, IEPs, and behavioral plan students, I think my former choir teacher saw all of us as one. There was one way to behave in her class. There was one way to be a productive and successful student. She didn’t care much for inequality. She was going to be respected by everyone. And she was respectful to us. Reflect on your outside voice. There will be times you will sound like a drill sergeant or a nun in church, or like Captain America, or like Jack Black in School of Rock. As you teach and grow with your students, don’t limit your strengths, especially when your voice is a guide to maintaining order.
Question 3: The Fear Factor: If the voice is too strong, will it bring fear, intimidation, or apathy? As a new teacher being assigned your first class, there is a feeling of hope and excitement. Students come in, and some think it will be like a hit Broadway show with hip songs and dance. The reality is you have students making farting sounds, sneezing all over the place, getting up to sharpen their pencil for the 50th time, or things being thrown across the room. It has been known for teachers to yell, slam things down, or make phone calls on the spot due to behaviors that violate the student code of conduct. Students will adapt to the teacher’s actions and fall into categories. Fear, Intimidation, or apathy. From my personal experience, apathy is the hardest to turn around. Fear and intimidation can be worked with daily. Trust must be gained with sincere actions and consistent reminders of the teacher uplifting students. But apathy is when a student has given up and does not care one way or another regarding other students, personal work, group work, projects, or themselves. To a student who grips to apathy, life in the classroom is a waste of time. One day I wrote those three words with a brief definition on a sticky note paper. I kept it on my desk. Here is what I put for apathy: a-without or lack of. Teachers are human beings. I have been there. I apologized to my students. There is grace, being humble, and forgiveness. Students need to see that. After all, we lead. And when you lead with your voice, your actions, your style, and your commitment, students tend to commit and become loyal to you, but more importantly, to life. Leaders admit mistakes.
Producing your teaching voice in the classroom will take time. Remember, you are not to be run over by anyone. The classroom is a safe place for everyone to learn. Don’t be surprised if, on some days, you will learn something. Apologies can be seen as a way to bring the teacher down. Don’t let that happen. Some of the best teachers in my life as a kid, teen, college student, and student teacher did not yell or use threats. They did not hit or insult. They were strong, demanding, and held me accountable. Now, I am strong, demanding, and hold students accountable. I can use a soft voice. But that’s not me. That’s not my style. You, someone who wants to teach, will find your voice. Your voice should never be used to isolate or hurt someone. And, don’t let someone use their voice to hurt or disrespect you. Teachers are guides. Thank you, Mr. Miyagi.
