Here is the synopsis of our sample research paper on Vocal Difficulties in Teachers
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Essay / Research Paper Abstract
This 5 page paper discusses vocal difficulties encountered by teachers because of environmental, psychological, organic and other factors. Bibliography lists 5 sources.
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5 pages (~225 words per page)
File: D0_HVvocprb.rtf
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Unformatted sample text from the term paper:
others are also part of this group, and they often have vocal difficulties. This paper concentrates on the problems encountered by teachers and what can be done to help in
these cases. Discussion The importance of the voice to a teacher can hardly be overstated. A teachers voice is one of his or her most important tools; it is used
for "classroom management and teacher-pupil relations as well as the business of importing/sharing information and facilitating learning" (Fairfield and Richards, 2007, p. 409). The teacher uses his voice to express
feelings, ideas and thoughts and if he is having problems, his expression will not be clear and students may be confused (Fairfield and Richards, 2007). In addition, the teaching environment
is demanding, requiring that the teacher project his voice "across acoustically poor rooms and above a lot of environmental noise" (Fairfield and Richards, 2007, p. 409). Since the proper
use and care of the voice is so important to a teacher, its surprising that there is little or no attention paid to helping student teachers develop "good vocal habits
within the professional environment of teaching" and what training there is appears to be inconsistent (Fairfield and Richards, 2007, p. 409). In addition, the amount of training teachers receive varies
with the result that "due to both the demands on their voice and poor environmental conditions in classrooms ... among other factors, teachers are a group at risk of developing
voice disorders: (Fairfield and Richards, 2007, p. 409). Compared to the population at large, teachers make up a large percentage of those referred to "speech and language clinics for voice
therapy" as well as having a much higher risk of developing a voice disorder in the first place (Fairfield and Richards, 2007, p. 409). Interestingly, it appears that teachers, more
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