Gloria Filax, Athabasca University
One of my first realizations that in some situations what I had to say was less important than how I was perceived to have said it occurred in grade two. I had asked my teacher to let us practice our numbers at our desk instead of at the board because, I offered, we could practice without being watched by our friends. She gave me a withering look and said, “I don’t like your tone of voice, young lady.”
I knew not to say, “But what does my tone of voice have to do with wanting to practice at my desk instead in front of...