Noticing that how we say something can change its meaning, not just the words.
Hearing how Hermione stresses certain sounds to make her point.
Exploring how tone of voice can show feelings like annoyance or confidence.
Thinking about how the same words can sound kind or unkind depending on the tone.
Considering how tone of voice changes the way a message is received.
The students are in their Charms class. Professor Flitwick teaches them a spell to make a feather float. Ron waves his wand and says the spell, but nothing happens. Hermione tells him he is saying it wrong, and shows him how to say the words. Hermione says the spell with the right sounds, and her feather floats into the air.
• What did you notice about how Hermione spoke to Ron?
• How do you think Ron felt when Hermione corrected him?
• What in Hermione's voice told you how she was feeling?
• How can the same words sound different depending on the tone of voice?
• When has someone's tone of voice changed how you felt?
• How did Hermione's tone make her sound?
• What could Hermione have done differently?
• How might a message be misunderstood because of the tone it is said in?
• What could help if your tone of voice was taken the wrong way?
The questions within this guide are designed to open dialogue and facilitate discussion around the relevant topics. It is up to the user to adapt as needed to best suit the person they are supporting. A neuroaffirming approach was central to the design of these resources and remains essential to their application. This means recognising and respecting the diverse ways people think, communicate, and experience the world, ensuring all conversations are led with curiosity, respect, and without judgement. These resources are a starting point. Trust your knowledge of the person you are supporting to shape the conversation from there.
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