Lessons are lost when students can’t hear
In today's classrooms, it can be difficult for students to hear what their teacher is saying with sounds bouncing off hard surfaces, the emphasis on students collaborating with one another and all the other ambient noises in classrooms, gymnasiums and multipurpose rooms.
There are several different strategies to address the problem, but many educators in B.C. are turning to the FrontRow audio system. "There are two types of teachers," said Anna Crosland, teacher-librarian at Georges Vanier Elementary School in Surrey, "those who have never tried a FrontRow system and don't know what all the fuss is about and those who have used it and would never teach without it."
Research shows that as much as 25 per cent of what a teacher is saying can be lost to students sitting in the front of the classroom. By the time you get to the back of room, the place where students having trouble usually gravitate to, that reduction in speech perception can jump to 50 per cent.
Crosland was a district resource teacher for children who are deaf and hard of hearing for 20 years. She used amplification at that time and continues to do so even in her new role. She's such a proponent of the FrontRow system that she agreed to demonstrate the equipment for a video news release that the company wanted to shoot in January.
Crosland wears a pendant around her neck—along with a boom mike (although it's not essential)—all the time that she's teaching. Infrared sensors in the two speakers and a receiver that are installed in her classroom pick up its signal. The kit also includes a student microphone, which takes the role of a talking stick.
Only one of her students is hard of hearing but, as with all good teaching, everyone in the classroom benefits. Principal Antonio Vendramin stressed that nothing replaces good teaching but he is impressed with the system.
Crosland admitted she has had one complaint. A student told her, "I can't NOT pay attention."
FrontRow provides portable and permanently installed systems, but more schools throughout the province are choosing to install systems in as many classrooms as they can afford. The system also works seamlessly with Smart boards, computers and projectors. Primary school educators have been quick to embrace the technology, said Leanne Duncan, regional sales rep. "Phonological understanding is important in the younger years. You can't just use your 'teacher voice,'" she said. "The Ss, THs and Fs are lost when you speak louder." Obviously, there are clear benefits for children with special needs and those who speak English as a second language as well. However, it's easy to see how the technology will be finding its way into classrooms at all grade levels and even corporate boardrooms and the community.
ERAC promoted a FrontRow's matching grant offer for ERAC members from May to December 2011. Interest far exceeded expectations. In the end, nine grants were awarded. Those schools have also been invited to participate in a York University national research project.
Among the grant recipients is Summerland Middle School, serving 320 students in grades 6 to 8. Over the winter break, systems were installed in all 16 classrooms. A few weeks later, the gym, multipurpose room and band room were wired. In-service was scheduled for Jan. 16, but many teachers didn't wait and put it to use right away.
A few adjustments had to be made. You have to remember to recharge the equipment overnight so that it's ready to use the following day and a little experimentation was required to ensure the infrared sensors in the speakers and receiver were optimally placed.
"Anything new is, at times, scary," said Principal Jason Corday. However, he gives full credit to the school's teachers and district support staff who are fully behind this. "This is good for the kids and teachers too," he said. Now Corday and the vice-principal wear the pendants when they visit classrooms. "There's no switching. It's all automatic.
"It's like night and day," he added. "You don't realize how much acoustical interference there is until you mask it.
"I was in a class yesterday and after the first four or five minutes, the teacher forgot about it," Corday related. The pendant features a mute button to allow a teacher to talk to a student one-on-one. While Corday was observing the class, a student put up his hand and told the teacher, 'Your sound field is muted.'" New language comes with new technology.
"It's surround sound," added Corday. "It's not louder. It's just more clear and better amplified. Everyone just sits up and focuses better."
Crosland said students notice the difference right away. The most timid children quickly adapt to using the mike because they know they'll be heard, she said.
Crosland said she also appreciates that she's not as tired at the end of the day, she doesn't have to raise her voice and she doesn't have to repeat herself.
Crandell, Carl. and Smaldino, Joseph. Language, Speech, and Hearing Services in Schools Vol. 31: Classroom Acoustics for Children With Normal Hearing and With Hearing Impairment. Rockville, MD: American Speech-Language-Hearing Association, October 2002
