Thank you for recording the first set of sentences. We would now like to share some of our most recent research findings with you. Please just read through our findings and think about them briefly. We will ask you to share some of your thoughts around them on the next page. Thank you.
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- Controlling sounding voices lower student well‑being and trust: Students exposed to strict, pressuring tones report lower self-esteem, decreased psychological need satisfaction, and view teachers as less trustworthy
- Controlling sounding voices are picked up rapidly by our brains: Physiological responses suggest listeners immediately react to harsh sounding voices, possibly via a stress response. While pressuring sounding voices are attention-grabbing, they have been shown to negatively impact students’ wellbeing and compliance.
- Excessive reliance on stern tones impacts students feelings of closeness and autonomy in the classroom. It also undermines cooperation. A balanced, softer sounding voice works better for compliance without emotional cost.
- Neutral sounding voices work well for neurotypical students but have been shown to elicit negative responses in neurodiverse students. Speaking in an interested, student supporting way helps neurodiverse children feel better and open up to teachers.
- Supportive sounding voices enhance relational connection and autonomy: A warm, encouraging tone increases students’ feelings of relatedness, autonomy, and overall well‑being. It also encourages a creative learning style.
- Supportive sounding tones foster trust and openness: Supportive, encouraging and interested sounding voices promote a sense of being heard and understood, encouraging self-disclosure and positive engagement.
- Everyone can easily change the way they speak but just thinking about how they want to come across. For example, listeners can recognise if speakers had the intention to sound “interested” or “autonomy-supportive”, suggesting that subtle mind shifts before we speak can help get our point across.
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