As I started thinking about my upcoming Microteaching session, I kept circling back to one question: How much do we actually consider the way we use our voice?
Voice is something so natural, so automatic, that we often take it for granted—until, of course, we find ourselves struggling to be heard, misunderstood, or simply ignored. Whether in everyday life, at work, or in the classroom, the way we use our voice can shape interactions, influence perceptions, and determine outcomes. Yet, so often, we misuse it, or worse, fail to use it effectively at all.
Take the classic example of team projects. How often do we see one proactive student taking on most of the work while others coast along? Frustration builds, tensions rise, and yet, many students struggle to voice their concerns in a way that is constructive and effective. The ability to set boundaries, to express frustrations without alienating others, and to assert oneself with confidence is a skill that should be actively encouraged—not just in students but in all of us.
This got me thinking about assertive communication and how it plays a crucial role in teaching. It’s not just about speaking up—it’s about using our voice intentionally to set the tone, to guide discussions, to encourage participation, and to establish authority without resorting to dominance.
Scott (yes, let’s bring in some academic backing!) suggests that assertive communication helps navigate difficult conversations, reduces stress, and prevents resentment from creeping into interactions. We’ve all had those moments where we hold back what we really want to say, only to overthink it later. But what if we had a simple, structured way to handle these situations in real time?
That’s where I came across the DESC method, a powerful yet straightforward tool for assertive communication:
D – Describe the situation clearly and objectively—stick to the facts.
E – Express how you feel using “I” statements to avoid sounding accusatory.
S – Specify what you would like to happen instead—be direct and clear.
C – Consequences—outline both positive and negative outcomes if things do or don’t change.
I’ve been observing this pattern for a long time—students often struggle with group work, regardless of the course or context. However, the Collaborative Unit at MA Innovation Management (CSM) has been a particularly interesting setting to analyze these dynamics more closely. Bringing together students from two different courses to work in teams highlights the same recurring challenge I’ve seen time and time again: some students naturally step into leadership roles, while others remain passive, waiting to be directed. But what if we equipped them with the skills to navigate these group tensions with assertive, confident communication?
This brings me back to my Microteaching session. The more I reflect on this, the more I realize how fundamental voice is in the teaching context—not just what we say, but how we say it.
How do we use our voice to command attention without intimidating?
How do we encourage discussion without losing authority?
How do we shift between assertiveness and warmth to create an engaging learning environment?
I’m beginning to see voice not just as a tool, but as a powerful instrument—one that can influence everything from student participation to classroom energy. And if voice is this powerful for us as educators, can you imagine the impact it could have if students mastered it too?
So, my Microteaching session will focus on using and mastering voice as a powerful tool in teaching. I want to explore how educators can refine their voice for clarity, impact, and engagement—whether it’s in delivering a lecture, moderating discussions, or guiding students through their own learning journeys.
Excited to dive into this! More reflections coming soon…
References
Scott, S.A. (1983) Assertiveness: How to stand up for yourself and still win the respect of others. California: Impact Publishers.