Testimonial from Richmond Primary School South Australia 2/4/09 We have four classes with sound field systems and the teachers in those rooms wouldn’t be without it now. They are thrilled with the instant attention gained effortlessly as they speak to the class in normal conversation. The children stay focussed for longer, understand instructions immediately and stay on task because they can hear so clearly and feel part of the lesson. Our school has open classrooms adjacent to each other. The sound field systems eliminate competing noise. Teachers comment that group work is much easier to manage. They can be working with a group and without raising the volume, quickly instruct a group across the room to keep them on task. (The ‘voice from above’ is a great adjunct to the ‘eyes in the back of the head’). Children love to use the microphone when presenting for the class. Teachers report that it really supports children with quieter voices and results in a more confident, articulate presentation style as students rise to the occasion of being amplified. Some comments from teachers ‘I don’t go home so tired and with a sore throat any more’ ‘I think it’s brilliant. I wish my child’s childcare centre had one’ ‘I think every class should have one’ And the kids say ‘When the teacher uses the microphone you pay attention and so you know what to do’ ‘You can even hear when she’s in the corridor’ ‘It’s so easy to listen’ We can certainly notice a difference in student engagement and understanding in lessons. I can see there’s no going back. We will gradually work towards every class in the school having a system in the future. Lindy Brooke Principal Richmond Primary School
Improving the Classroom Environment:
Classroom Audio Technology
By Christie Blazer—Supervisor, Research Services Assessment,
Research and Data Analysis, Miami-Dade County Public Schools
The rationale underlying the use of classroom audio systems in general education is simple: how well children hear their teacher affects how well they learn. Recent research has demonstrated that this simple technology is no longer just for students with hard of hearing issues, but students with normal hearing ability benefit from the use of classroom audio as well. The research synopsis by the Miami-Dade County Public Schools should be a “must read” for every educator in the country.
Recent research has demonstrated that students with normal hearing ability benefit from the
use of classroom amplification systems. Amplification systems allow teachers to control, stabilize, and equalize the classroom acoustical environment so their voices are clearly audible over background noise at all locations within the classroom. Studies have found positive effects for students in amplified classrooms, including improved academic achievement and speech perception and increased on-task behaviour. Positive outcomes using amplification systems can only be achieved when the existing classroom instruction is effective. In other words, if students are not being provided with strategic instruction, the introduction of classroom amplification systems will not increase their levels of academic achievement or classroom engagement.
Teacher benefits include reduced vocal strain and voice fatigue and the ability to move more
freely about the classroom. Schools using classroom amplification systems have reported
significant decreases in teacher absences due to voice-related problems. School staff, students, and parents have responded positively to the use of amplification systems.
Although classroom amplification systems have long been used to help hearing impaired students, recent research has demonstrated that, as a support to an effective classroom teaching and learning environment, students with normal hearing ability also benefit from the use of these systems in their classrooms. The rationale underlying the use of classroom amplification systems in general education classrooms is simple: how well children hear their teacher affects how well they learn (Cole, 2006; Ross & Levitt, 2002). Dahlquist (1998) estimated that 75 percent of the school day is spent engaged in listening activities. Students can achieve at higher levels when they can hear clearly and don’t have to strain and guess at what the teacher is saying. Positive outcomes using amplification systems can only be achieved when the existing classroom instruction is effective.
In other words, if students are not being provided with strategic instruction, the introduction of classroom amplification systems will not increase their levels of academic achievement or
classroom engagement. While this information is not intended to restructure our understanding of the developmental learning sequence, it can certainly be a foundation for the delivery of good instruction.
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