The document discusses the teacher's use of voice in classroom management and provides tips to prevent voice problems. It notes that voice is a key means of communication to inform, persuade and connect with people. Some potential causes of voice problems are discussed such as respiratory infections, vocal abuse, and growths on the vocal cords. Signs of an unhealthy voice and exercises teachers can do to check their voice are also outlined. The document concludes by recommending teachers follow tips like hydrating, limiting throat clearing and alcohol, and doing regular vocal warmups to prevent damage to the voice.

1. UNIVERSIDAD PEDAGÓGICA EXPERIMENTAL LIBERTADOR INSTITUTO PEDAGÓGICO DE CARACAS DEPARTAMENTO DE IDIOMAS MODERNOS CÁTEDRA DE LINGÜÍSTICA METODOLOGÍA ILE Por: MELÉNDEZ, Patricia Caracas, junio de 2007 CLASSROOM MANAGEMENT: TEACHER'S USE OF THE VOICE

8. 2. Maximum Phonation Time Maximum phonation time is a measurement of respiratory and sound control. Using a watch with a second hand, hold an “ah” for as long as you can and record the duration in number of seconds. Adults should typically be able to hold a quiet sound for 15 – 20 seconds; time significantly less than this may indicate vocal fold pathology (Boone, 1991).

9. 4. Vocal Fold Efficiency or S:Z Ratio Hold the hiss of a soft “ssss” sound for as long as you can on a single breath. Measure the duration in seconds. Repeat with a soft “zzzz” sound and compare the two durations. This measures how efficient the vocal mechanism is by comparing voiceless (open vocal folds) and voiced (closed vocal folds) sounds. Ideally, one should be able to hold each sound for an equal duration, indicating that the vocal folds are valving air effectively.. If the two durations are very different, this may be an indication of vocal fold pathology. For example, if a person could hold an /s/ for 20 seconds and a /z/ for 10 seconds, the vocal folds are inefficiently closing, wasting air.