Stepping into my Microteaching session, I wanted to explore how voice shapes communication—not just through words, but through tone, posture, and movement. Voice and body are deeply connected; tension can weaken delivery, while openness enhances clarity and confidence. In teaching, this interplay sets the classroom’s energy and engagement. This session was a chance to experiment with harnessing it more effectively.
I designed two activities that aimed to bring this awareness to life:
- Vocal Tone & Intent in Classroom Scenarios (a.k.a. The Imaginary Ball Game)
- Exploring Narrative & Voice Through Storytelling (a.k.a. Describing a Peeler)
Activity 1: Vocal Tone & Intent in Classroom Scenario
I introduced the first activity without revealing much about what was coming next. Participants were asked to pass an imaginary ball around while calling out each other’s names. But there was a twist—each time the ball was passed, they had to embody a different intention or emotion:
- Throw it as if you’re angry
- Throw it as if you’re surprised to see someone after a long time
- Throw it as if the ball is very heavy
It was simple, playful, and immediately created a flat-shared experience. Everyone was in the same boat of uncertainty—no one knew exactly what was coming next. This, in itself, was a valuable lesson: when students feel equally unprepared, they tend to loosen up and engage more openly.
This type of warm-up, though seemingly small, serves multiple purposes:
✔️ Building group connection – A great icebreaker at the start of a course or unit.
✔️ Reducing performance anxiety – Since everyone is navigating the unknown together.
✔️ Enhancing voice awareness – As participants become more intentional with their tone and delivery.
Looking back, I realized this activity could have been expanded further. With more time, I would have introduced elements of body awareness, encouraging participants to notice how movement and posture shift when speaking with different intentions. We spend so much time seated at our laptops—why not bring in more physicality, allowing students to feel more comfortable in their bodies while speaking?
Activity 2: Exploring Narrative & Voice Through Storytelling
For the second activity, I shifted the focus to objects—specifically, peelers. (Yes, peelers. Stay with me here.)
I had kept them hidden in my bag all afternoon, so when I finally placed them on the table, there was a moment of surprise. After working with dice, a dramatic box, and artist boxes from the Netherlands, no one expected that their last task of the afternoon would involve… a peeler.
The task was simple: describe the peeler in three different ways to a peer with only one minute. However, I didn’t introduce all three prompts at once—I revealed them one by one, allowing participants to notice how their perception and expression evolved with each stage:
- First minute – Pure Description: Objectively describe the peeler (no personal input).
- Second minute – Personal Commentary: Describe it with subjective thoughts and opinions.
- Third minute – Storytelling & Context: Place the peeler within a bigger narrative.
And then… the interesting part began…
At first, most people kept their eyes fixed on the peeler, even though we all know what a peeler looks like. Holding it in their hands seemed to anchor them—just like how having a script or notes can make us feel more secure in a presentation.
One participant noticed something about the peeler they had never paid attention to before: its waxed skin. A tiny detail that had always been there but had never been consciously observed.
Despite me clearly stating that the peeler now belonged to them, no one peeled or tasted the fruit. Why? This made me wonder—was it politeness? Hesitation? Or simply the ingrained habit of sticking to only what was explicitly asked?
Reflecting on this, I started making a parallel between holding onto objects and holding onto scripts in presentations. When we grip onto something—whether it’s notes, a remote control, or even a podium—how does it affect our body language, movement, and confidence? Would letting go allow us to engage more freely with our audience? Although we didn’t discuss this in the session, it left me with food for thought on how much physical presence impacts vocal delivery.
Final thoughts…
This session reminded me how much we unconsciously rely on certain habits—whether it’s fixating on an object when speaking, sticking to a script for security, or hesitating to push beyond what is explicitly asked. It also reinforced how voice isn’t just about words; it’s about how our body supports them.
I left the session with even more curiosity about the intersection of voice, movement, and presence in teaching. How can we help students (and ourselves) become more aware of how we use our voices—not just in words, but in energy and physicality? And more importantly, how can we create spaces where communication feels natural, confident, and fully engaged?
There’s so much more to explore—so stay tuned for the next step in this journey!