[Workshops] Educational Workshops: Action and Performance in the Classroom

Workshop "The Teacher's Voice", with Leonor Melo

"USE, EXPRESSIVENESS AND VOCAL HEALTH IN AN EDUCATIONAL CONTEXT"

The voice is the teacher's main working tool, being fundamental not only for the transmission of content, but also for the creation of meaning, management of oral interaction, phonetic modelling and construction of pedagogical presence. This workshop aims to provide trainees with technical knowledge and practical skills that promote effective, expressive and healthy vocal use in the classroom context.

Workshop objectives

The overall objective of this workshop is to develop awareness, communicative effectiveness and sustainability in the use of the voice in future teachers, integrating anatomical, technical and expressive knowledge applied to teaching practice.

By the end of the workshop, participants should be able to:

• Understand the basic functioning of the vocal apparatus
• Use breathing to support vocal projection
• Project their voice clearly and audibly without effort
• Recognise and prevent behaviours that pose a risk to vocal health
• Adjust their voice to different teaching functions (explaining, questioning, correcting, managing)
• Use expressive voice resources in teaching activities
• Integrate theatrical techniques into classroom communication

--

Skills to be developed

> Technical skills

• Control of diaphragmatic breathing
• Coordination of breathing, phonation and articulation
• Vocal projection appropriate to the space and the group

> Communicative and pedagogical skills

• Clarity and intelligibility of oral speech
• Expressive use of the voice in communicating content
• Vocal adaptation to different moments of the lesson

> Personal and professional skills

• Body and vocal awareness
• Autonomy in vocal health management
• Confidence and communicative presence

Conteúdos programáticos

1. A voz do Professor (introdução)

• The teacher's voice (introduction)
• The voice as a pedagogical tool
• Specificities of voice use in teaching

2. Teacher vocal health

• Main vocal problems in teaching
• Vocal hygiene and protective habits
• Vocal warm-up and cool-down
• Management of vocal fatigue in the teaching context

3. The vocal apparatus and speech production

• Breathing: function and vocal support
• Phonation: vocal folds
• Resonance and articulation
• Relationship between physiology and linguistic intelligibility

4. Vocal projection and articulatory clarity

• Effortless projection
• Direction and focus of sound
• Rhythm, pause and accentuation
• Clear articulation in the mother tongue and foreign language (if applicable)

5. Communicative performance in the classroom

• Body, posture and presence
• Using the voice to:
  • Explain content
  • Give instructions
  • Read texts
  • Interact orally
• Introduction to theatrical techniques applied to teaching
• Simulations of real classroom situations
  • Theatrical games

Workshop "Stand up and speak! Orality in the classroom", with Carla Marques

Abstract

Formal oral communication is a part of everyday academic life: presenting research papers, sharing conclusions, discussing results, giving a presentation, delivering a lecture, defending a dissertation or thesis are all steps that are part of the academic journey. Teaching, in its daily practices, also requires a competent command of oral expression. Nevertheless, public speaking is a skill that is often associated with manifestations of glossophobia, which can become a clear limitation to the sharing of knowledge and the fair assessment of individual effort. Through knowledge and conscious mastery of the plans involved in oral production, it is possible to develop successful practices in the field of oral communication. This session aims, on the one hand, to promote an analysis of the constituent plans of oral communication and its semiotic action. On the other hand, it will propose strategies that can be adopted in different communication situations so that the speaker can control the disruptive elements of the oral sharing of positions or knowledge and consciously explore verbal and non-verbal communication strategies.

Specific content

> January 28

1. Unblocking/self-awareness exercises
2. Primary and secondary plans for oral communication
   1. Secondary plans
   2. Kinesic plan
   3. Paraverbal plan
   4. Articulation of paraverbal and kinesic plans with elements of the secondary plan
3. Practical exercises

> January 29

1. Main and secondary plans of oral communication
   1. Text plan
      1. Expository text
      2. Argumentative text
   2. Articulation of the textual plan with the secondary plan
   3. Construction of the ‘elevator’ presentation
2. Analysis of practical cases
3. Practical exercises