It would be wonderful if we could have perfect results when we are learning a new skill but we all know that it doesn’t work that way. It takes patience and practice. This is obviously true for children as they learn to become clear, confident and expressive speakers. Why is it that some students show improvement quickly while others take much longer? Read on to find out.
For many years I taught students between the ages of 6 to 18 speech, drama and effective communication skills. At one point a new parent to my lessons asked, “How long will it take?” He meant how long would it take before his son would be a clear, effective communicator. You may wonder this about your own child.
The answer is a difficult one as each student is different. One child will grasp the techniques quickly and put them to use comfortably and confidently. Another is less sure of himself and requires more support and more time before his friends and family notice a significant difference in his communication skills. Why is this?
Many aspects of speaking have become habits. They are part of how we behave and of who we are and habits can be hard to break. We are used to them. If an individual, of any age, doesn’t see a reason to change their style of communication then it can be difficult to bring about that change. If they aren’t comfortable with the way they sound when they speak louder, slower or more expressively, then it is also difficult to make a change to their new way of speaking. If they don’t understand why a change in their communication style will make a positive difference in their life they are also likely to be resistant to altering their way of speaking.
Whatever the reasons for why a child progresses more slowly, it is possible to say that there can still be progress. It may take weeks, months or even, in some cases, years, but there will be a growth in skills. Everyone can improve their communication skills, adults as well as children, but there needs to be positive support, practice and perseverance.
Structured lessons can make a huge difference but encouragement at home is also essential as is a willingness on the part of the student to engage in those activities where he or she needs to improve. This may be actively participating in conversations and discussions, reading aloud, and/or giving presentations, for example.
