ABSTRACT
When students come to record their voices, they usually prefer to read into the microphone, for there is security in the printed word and comfort in the presence of ready-made ideas. But practice in reading alone is not enough to help the student to overcome his difficulties in the classroom. He also needs to hear what he sounds like when he is talking to a class. The students are encouraged to make their own comments when the recordings are played back to them, but no ‘therapeutic’ or training measures are undertaken during the half-hour session in which the recordings are made. The student who lacks confidence, if he appeals to the speech specialist for help and advice, is likely to do so in private rather than as a member of a group. Being as diffident with his fellow students as he is with his pupils he shuns the self-revelation of the speech training class.
