The teacher has not definitely planned the lesson and consequently uses the rising inflection too often.
The teacher does not demand definite and clear thought from pupils.
The teacher accepts slovenly work.
The teacher grows calloused to the sound of the inflection because of its never ceasing recurrence.
Is it not a lamentable fact that our schools have not given the proper attention to eradicating this common and inexcusable fault? Even in business and society the cultured ear is continually annoyed by the common use of this abomination.
It is almost unbelievable that, out of twenty-five teachers recently examined, but two were able to distinguish the good and bad qualities of their own voices. Few teachers have ever given serious thought to their own voices as invaluable instruments in the carrying out of their duties.
At one time one of the authors made a careful study of the effect of the teacher’s voice upon pupils. He visited the same grade at the same hour on the same day in two different weeks and in two different school-rooms. This is what he found.
In the first room the children were extremely nervous, restless, unhappy and irritable. In the other room they were quiet, restful, obedient and happy. In the first room the teacher used a hard metallic tone, and usually spoke in quick, short “jabs” of speech. There was little modulation of voice and she seemed to be talking continuously, for when she was silent her harsh tones seemed to continue reverberating in his ears.
In the second room the teacher had splendid poise and a pleasing, well-modulated and natural tone. Her voice as well as her general manner had a soothing effect upon the children, for, at the end of the day, they, as well as herself, were not tired.