Washington, D. C. May 25, 2016 — Teaching is an occupation with a high risk of developing vocal problems — teachers have more than twice the voice problems than people in other professions, as the voice is the major tool in classroom instruction and is often used for long periods of time and in noisy environments. Additionally, females face a significantly higher risk than men of developing long-term vocal problems. Therefore female teachers, the predominate population of teaching workforce, face a dual risk for developing prolonged voice problem. In a collaboration between Harvard Medical School and the Gould Voice Research Center, researchers displayed that the cost of teachers’ voice injuries to the U.S. economy is estimated at US$2.5 billion per year. As a result, many scientists have worked on finding the physiological causes to help teachers prevent and treat voice problems.
Vocal fatigue is a common complaint among teachers and one of the most debilitating conditions that can lead to vocal damage. The typical symptoms include hoarseness, vocal tiredness, muscle pains and lost or cracked notes. However, the actual physiological mechanism of vocal fatigue is still being explored, and it is often difficult to accurately diagnose the cause as the patients’ vocal folds may look normal during an exam.
Now, a group of researchers from Michigan State University and the University of Utah have found a potential link between pulmonary function and the symptoms of voice fatigue unique to women. The study proposed a common, simple, low-cost tool that could aid medical experts in detecting potential voice fatigue at an early stage, which would help teachers to better prevent and treat voice problems. The researchers will present this work at the 171th Meeting of the Acoustical Society of America (ASA), being held May. 23-27, 2016 in Salt Lake City, Utah.
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ACON, Georgia (41NBC/WMGT) – The Bibb County School District plans to put cameras in every middle school and Veterans Elementary next year.
Ballard-Hudson Middle School tested the new audio/visual system this year. Teachers received their classroom cameras and speakers in October.
It took some time for 6th grade teacher Doneshia Gordon to get used to her new accessory.
“When it first came in, it was very hard to remember to put it on, to charge it before you leave. I even got to the point where I was like I don’t even need this mic! You can hear me,” said Gordon as she gestured to the teardrop shaped microphone hanging from her neck.
The new teaching tool is now a staple in Gordon’s daily routine.
“It’s called audio enhancement and what ends up happening is there are speakers in our room so it enables [students] to be able to hear better,” explained Gordon.
She said it’s especially helpful for students who sit in the back of large classrooms.
“Some students can’t hear if you have a lot of students talking, if you’re trying to get everyone quiet. When they start hearing you through the speakers it’s like oh, okay, I can hear everything she’s saying,” said Gordon.
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Based on gains in student achievement and teacher effectiveness many school districts across the country now include audio reinforcing technology in every classroom. Most of us can relate to conferences in large hotel rooms where the presenter fumbles with a wireless microphone questioning “Can you hear me now?” until someone in the back of the room acknowledges the volume is satisfactory. We have all been frustrated when a member of the audience states a question that no one hears and the presenter answers without repeating it. As adults we ask for presenters to speak up, adjust equipment or repeat the question because we are there for a purpose and the information is important to us.
Though the audience in a school classroom knows the information is just as important, the confidence and skill set needed to speak up and ask the teacher to do anything different is not likely to exist. If there is background noise, if the teacher speaks in low tones, speaks while facing the board, has an accent or talks fast, or if some children are hearing impaired; it is possible some students will not receive the information. Unlike adults, it is unlikely the child will complain they
cannot hear or make a request for the teacher to repeat information they did not hear.
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When teachers are able to see themselves teach in the classroom, everyone stands to improve.
That’s the notion that guides a new initiative unfolding in the Georgia, where Cayanna Good, Deputy Director of Innovation and Strategy for the Governor’s Office of Student Achievement (GOSA), is spearheading a statewide program that aims to bring video observations to more classrooms across the state.
Georgia utilizes a contest called the Innovation in Teaching Competition, which began as part of a Race to the Top plan to recognize and reward Georgia teachers who embraced creative strategies in the classroom.
Taped video recordings of those high-performing educators is available on the Georgia Department of Education’s offshoot website GeorgiaStandards.org, so other teachers can watch and learn from their peers. The videos are supplemented with unit lesson plans and other resources.
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Over the past few months, many Duncanville ISD students and staff have expressed their excitement about the new technology being implemented in classrooms across the district. Currently, about 85% of all eligible classrooms are fully equipped with the district’s standard equipment. The remaining 15% are scheduled for installations during the 3rd implementation phase beginning in April.
Hyman Elementary staff members have reported that they have seen a major difference in how students are learning since the arrival of our district’s technology classroom ecosystem. “My students think it is the coolest thing ever!” says Hyman teacher Claudia Galvan. “It has increased engagement in my classroom as well as participation from students who were previously reluctant to share their thinking.”
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One Bibb middle school is piloting a program that would bring overhead cameras to every classroom. It might look like an ordinary middle school classroom, but there’s something looming up above.
“It’s not like a Big Brother thing. I felt that way initially, but not anymore,” Ballard-Hudson Sixth grade English teacher Maya Boston said. She’s talking about the new camera and audio enhancement system that’s now a part of her regular day.
“It’s a great tool to monitor growth of students and develop teachers,” Boston said.
All a teacher has to do is push the record button on their microphone and then, instantly, a video starts recording of their lesson, a discipline problem, or an emergency situation.
“Teachers give me access if I request it, so I can assist them by looking in and seeing some things they may not be seeing because their backs are turned as they’re delivering instructions,” Principal Eclan David said. He said along with the cameras the audio amplifiers make sure each student can hear the teacher.
“I don’t have to use my teacher voice anymore. I can simply talk in a comfortable tone, and all I have to do is press this button, and now my voice is amplified and everyone can hear me at the same decibel,” Boston said.
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From the cacophony of day care to the buzz of TV and electronic toys, noise is more distracting to a child’s brain than an adult’s, and new research shows it can hinder how youngsters learn.
In fact, one of the worst offenders when a tot’s trying to listen is other voices babbling in the background, researchers said Saturday at a meeting of the American Association for the Advancement of Science.
“What a child hears in a noisy environment is not what an adult hears,” said Dr. Lori Leibold of Boys Town National Research Hospital in Omaha, Nebraska.
That’s a Catch-22 in our increasingly noisy lives because “young children learn language from hearing it,” said Dr. Rochelle Newman of the University of Maryland. “They have a greater need for understanding speech around them but at the same time they’re less equipped to deal with it.”
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I have recently gained a new appreciation for classroom sound amplification. What do I mean by this? I am talking about having the teacher and classroom wired for sound so that every student in the class can hear the teacher clearly wherever the teacher goes in the class. Even a simple microphone and a speaker will improve student learning, comprehension, and behavior. It also helps the teacher remain calm and in control.
For some of you, wiring a classroom for sound amplification may seem like overkill — or even unnecessary — because of the “teacher voice” that teachers develop over the years. I was one of those teachers that thought I did not need my voice amplified until I moved to a classroom that was wired for sound, albeit old infrared technology, but it works. Since I began using the sound system in my daily instruction, I have seen a change in the student behavior and in my behavior, and I am now a firm believer in enhancing a teacher’s voice.
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Gary Shattuck thought he knew a bad idea when he heard one. In 2011, Shattuck, the director of technology and media services for Newton County Schools in Covington, Georgia, put microphones on some of his teachers to see if amplifying their voices improved instruction. It did, and it created a bigger impact than he or his colleagues had ever imagined. But when a partner of the 23-school district suggested Newton raise the bar on its experiment by adding video cameras to classrooms, Shattuck’s first reaction was “No way”—teacher concerns ranged from privacy and vanity issues to worries about being disciplined for every misstep.
With less than a month left in the school year, Shattuck agreed to a small pilot. The results surprised him. Teachers—who had been given total control over what to record and whom to share the videos with—were amazed by the differences in their classes, mentioning specifically how discipline changed for the positive.
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