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COVID-19 and the Teacher's Voice: Self-Perception, the Role of Speech Therapy in Voice and Communication

Abstract

Marcia Zenari*

The COVID-19 pandemic has disrupted the educational landscape, forcing teachers to adapt to new teaching modalities and face various challenges. Amidst these changes, the impact of the pandemic on the teacher's voice and communication abilities is often overlooked. This article examines the effects of COVID-19 on the teacher's voice, explores the self-perception issues that arise, and highlights the vital role of speech therapy in addressing voice and communication challenges. The shift to online teaching and the use of masks in physical classrooms have presented obstacles for teachers in projecting their voices clearly and effectively. Moreover, the increased use of video conferencing platforms and recorded lessons has led to heightened self-perception concerns among teachers, leading to self-doubt and a loss of confidence in their communication skills. Speech therapy emerges as a crucial intervention for teachers during these trying times. By working with speech therapists, teachers can receive guidance and support in addressing voice-related issues, improving speech clarity, enhancing vocal projection, and acquiring effective communication strategies tailored to online and hybrid teaching contexts. The goal is not only to help teachers regain their confidence but also to enhance their overall teaching effectiveness. By acknowledging and addressing the impact of the pandemic on the teacher's voice, educators can receive the necessary support to excel in their profession and continue providing high-quality education to their students. Speech therapy plays a significant role in helping teachers overcome self-perception challenges, develop effective communication skills, and create engaging learning environments, ensuring that education remains uninterrupted even during challenging times like the COVID-19 pandemic.