Powerfully Speaking!

As I sit here, contemplating on my second blog post, I begin to think about some features of my topic: voice. What are some features in a teacher’s voice that can make an impact in the classroom? One thing came to mind: POWER in the tone of voice. There is much power in a teacher’s tone of voice that can engage students and make an impact for the future of learning. For Chory and Goodboy (2010), their research on power examines perceptions of instructor power and instructional outcomes. The scholars provide us with bases of power in the classroom: coercive, reward, legitimate, expert, and referent. As each base of power displays positive or negative effects to affective learning, each power correlates its results with a tone that is used to display that power. Thus assisting its results with affective learning.

Confused? Allow me to clarify.

Once I had an instructor that displayed coercive power as he went over the syllabus on the first day of class. He blandly explained the various policies, almost mimicking Ben Stein’s character, “Bueller…. Bueller” on Ferris Bueller’s Day Off. Throughout the semester, he practiced coercive power by passing out the roll sheet for the students to sign each class period, as well as reminding the class that he does not accept late work before an assignment was due.

For me, I wasn’t sure whether the instructor was actually enforcing the rules, but I knew the class was not taking the instructor seriously because of all the empty seats each day. Even my friend wouldn’t show up to class and just asked me to write her name down on the roll sheet. I’m sure if the instructor weren’t so monotone-ish ((not sure if that’s a word, but I’m using it anyways)), the class environment would have been different and he probably would have been taken seriously.

Compared to other instructors who enforce attendance and late work policies, but can still teach with a smile on their face can change a classroom environment. Chory and Goodboy (2010) state that coercive power is “related negatively to affective learning” (p. 182).

But is it really negative to affective learning? The attendance and late work policy is all part of the learning experience, especially an experience that is needed in the working/professional world. The policies also assist in keeping the classroom managed. Teachers must teach to prepare us for the world around us, whether they’re preparing us to become future educators or employers. Either way, instructors need to display a certain power in the tone of their voice to help students listen and deeply care about their education.

#letsgetloud

#powerfullyloud

D. L. Fassett & J. T. Warren (Eds.) (2010). The Sage Handbook of Communication and Instruction (Chapter 10) Los Angeles: Sage.