Do I need it?

Tired of struggling to be heard? So are most teachers. Some have found a solution in amplification systems.

Teachers - particularly those who are naturally soft-spoken - face a daily struggle to crank up the volume. In trying to do so, teachers may overtax structures not meant for this daily burden.

Raising the voice once in a while is probably not harmful, but a constant, unnatural vocal pattern may be destructive over the long haul.

So how can an amplification system help? Put simply, a voice amplification system is an artificial way to reduce the distance between the student and the teacher. The result: the teacher can speak at a comfortable volume yet be heard in noisy environments.

Another benefit: amplification systems equalize sound. Thus, the teacher's voice is distributed equally to each student.

Dueling systems

In broad terms, there are two categories of amplification systems: portable, which are attached to the teacher; and wireless systems built into the classroom.

A few pros and cons between systems:

A portable system travels with the teacher (classroom, playground, etc.);

Portable are less expensive than wireless systems;

Portable systems - although lightweight - must be worn;

Teachers must remember to charge the portable pack each day;

A wireless system installation requires permission to alter the classroom;

Schools can elect to alter all classrooms simultaneously, making the project more economical and possibly preventing other teacher's voice problems.

Portable systems require a wire between the mic and amplifer.

Will I squeak and squeal?

Here's the feedback on feedback. It's caused when sounds coming out of the speaker get recycled through the microphone, creating a disagreeable, high-pitched noise.

To prevent feedback, make sure the original sound (your voice) only goes through the amplification system once.

How?

Use only as much amplification as needed. Volume can be controlled on portable systems by the twist of a knob.

Keep the microphone away from the speaker equipment. For fanny-pack systems, keep the speaker pointing outward or possibly even a bit downward. With built-in systems, avoid walking in front of the speaker.

Keep the microphone close to the lips. Manufacturers recommend placing head-mounted mics a mere 1/4-inch away from the lower lip.

Who will pay for it?

With the limited salaries of teachers, even a portable amplification system may be out of reach. Suggestions for financial assistance include:

Contact vendors. Mention that you are a teacher. One vendor reported that he gives his deepest discount to school teachers.

Involve your doctor, and ask for a prescription for a "Voice Prosthesis." Most insurance policies cover prosthetic devices.

Ask your parent/teacher organization to help raise money to supply amplification systems for the entire school.

Seek corporate sponsors. A local civic organization or business may find this to be an excellent way to help the community.

Educate your school board and administrators. Wages for just two days of substitute teaching will pay for a portable system.

Nuts, bolts, woofers and tweeters of amplification

An amplification system requires just a few basic parts:

1. Microphone to pick up the sound of your voice (and if the mic is wireless, a receiver is also needed);

2. Amplifier that increases the level of sound;

3. Speaker to distribute the louder sound to the surrounding area; and

4. Power sources to keep the system running.

These components come in a variety of different forms. The ideal unit for you depends upon your particular preferences and needs.

All about mics

A microphone that keeps the hands free to do other tasks (like write on the blackboard) usually works best. Another priority: many teachers say they'd prefer NOT to be confined to a podium.

You will probably prefer a microphone worn on the body. Dozens of models are available, and manufacturers are constantly creating lighter, more comfortable units.

Considerations for decision-making:

Lightweight models may be more comfortable, but less durable.

Head-mounted mics pick up the voice well but may interfere with glasses or hair styles or may be uncomfortable for people sensitive to pressure on the head.

Lapel or lavalier mics may be more comfortable for daily wear but tend to pick up more body noises — such as swallowing or tummy growls — compared to a mic worn near the mouth.

Project the voice

Once a teacher's voice signal is captured by the microphone — or the microphone and its receiver in a wireless system — it is made louder (amplified) and distributed by the system's amplifiers and speakers.

Your choice of systems relates to practical matters. Technology has created systems small enough that the amplifier and speaker can be worn like a fanny pack around the teacher's waist. Other more powerful systems are the size of a suitcase and can be carried much like a laptop computer.

Portable amplification systems are designed to be primarily used by one person, and thus, the teacher will probably have at least some influence in the selection.

If entire classrooms are altered to accommodate a wireless system, however, the school system's facilities managers must be involved, as these systems require alterations to classrooms.

Juice to the system

All amplification systems require energy. How they get it depends upon the model you select.

Some microphones have a separate power source, often a small battery. Others plug into the amplifier and draw power from that system.

Many portable systems come with rechargeable batteries designed to hold enough power to get you well through the school day, extracurricular activities, after-school meetings, etc. All you have to do is remember to plug it in so it will be ready for the coming day. The battery packs are similar to those of a laptop computer or digital camera.

With the built-in (FM) systems, of course, the power source has been considered and installed by the acoustic technicians. The wireless mics either are recharged overnight in a portable docking station or run by a battery.

The numbers don't lie

Selected statistics about teachers and voice:

- Teachers are about 4% of the U.S. workforce, yet are almost 20% of the patient load in voice centers.

- Teachers spend an average of 49.3 hours per week on teaching duties.

- Nearly 15% of students (ages 6-19) show signs of hearing loss.

- Teachers are almost twice as likely as other professionals to be concerned that voice problems will impact their future employment.

- According to a recent study, 76% of people with voice problems report that the disorder will adversely affect their future job functions.

- In a study comparing teachers to non-teachers, about 20% of teachers (but only 4% of non-teachers) said they've missed work due a voice problem.

- When those with voice disorders were surveyed, about two-thirds reported depression.

- Voice disorders caused by abuse and overuse are the most common, but also the most preventable, types of voice problems.

Voice studies

How researchers are trying to help you:

A number of investigations prove one thing: voice disorders are no stranger for those in the teaching profession. What they're working on, however, is the who, what, why and how to fix the problem.

Would you like to learn more about recent research studies about teachers and voice?

This list is not comprehensive-many new studies are currently underway-but it should give you some idea of how researchers are trying to help you take care of your voice.