By Zen Tharani, BC H&V Board Member
Our child started using the Roger system in the classroom a few years ago, and while
the benefits were clear, the learning curve was real. This wireless microphone system,
often provided through the school and paired with hearing technology, can open up
access for deaf and hard of hearing (dhh) students, especially in noisy classrooms or
when teachers are moving around.
But it takes more than just turning the device on and clipping it to a lanyard. It takes
collaboration, experimentation, and communication between families, teachers,
audiologists, and the students themselves. If you’re just starting out or looking to
improve how it’s going, here are some tips that have worked for our family and might
work for yours too.
Note: This article is not sponsored or endorsed by Phonak or any manufacturer. It’s based on our lived experience and shared to help other families.
Start the Year with a Team Conversation
If possible, set up a short meeting at the beginning or before the school year with your
child’s teacher, the Teacher of the Deaf and Hard of Hearing (TDHH), and anyone else
on the school support team. Bring the Roger equipment and walk through how it works,
and how to mute and unmute it. Discuss how your child’s equipment or hearing needs are
during different parts of the day.
This isn’t about training anyone to be a tech expert but about getting on the same page
and building confidence for everyone involved. A few minutes of hands-on time can help
avoid weeks of frustration later.
Teach the Teacher about the Mute Button
Teachers often wonder if they must wear the mic all day. The short answer is yes, and
it’s also okay to mute it during private conversations or breaks. In fact, it’s encouraged.
What matters is that the teacher remembers to unmute it when they begin speaking to
the class again. Your child may not always feel comfortable interrupting, so creating a
gentle reminder system like a hand signal or polite verbal cue can be helpful.
Involve Your Child Early
One of the most empowering things we’ve done is help our child understand how the
system works and give them language to advocate for themselves.
Knowing what the different lights on the mic mean, when it’s muted, or how to ask a
teacher or guest speaker to wear it has helped our child feel more in control and less
dependent. We are now at a point that our child is the one showing their teacher(s) how the system works. This has also helped build confidence for navigating real-world
situations, like sports practices or community events.
Plan for Substitutes, Gym, and Group Work
Some of the trickiest moments for dhh students are when routines shift: a substitute
teacher shows up, there’s a group activity, or gym class gets loud.
Explore creating a laminated one-pager that stays with the mic, explaining what it is,
how to use it, and how it helps. Teachers can/should leave notes for substitutes about
the hearing equipment, and another school staff member should be trained by the
TDHH so there is always someone available to make sure it’s being used properly.
One especially tricky situation is when group work and teacher instruction happen at the
same time. For example, when the teacher is giving instructions to one group while
others are working independently, it can be hard for a student using Roger to hear
clearly and stay engaged.
Here’s what worked for us: our child, who uses bilateral cochlear implants, worked with
the audiologist and TDHH to connect only one CI to the Roger system during these
moments. That way, they could still hear the group around them with the other CI. It’s a
small adjustment that gave our child more control and reduced the feeling of being cut
off from peers.
Daily Care Matters
Roger mics need to be charged every night and stored somewhere safe. Since the
school-based system can’t leave campus, we don’t bring it home to charge. Instead, the
teacher and in collaboration with our child has found a consistent spot in the classroom
to keep it charged and ready each day.
Label everything if possible and talk through a simple routine with your child and their
teacher. When there’s a clear plan, it helps everyone take shared responsibility for
keeping the equipment working properly.
Stay in Touch
Check in regularly with your child and with the school team. Ask your child how things
are going not just technically, but socially and emotionally. Are they able to follow
conversations? Do they feel left out during certain parts of the day? What works for
them and what changes would they like to see?
When we notice something isn’t working, we reach out to the teacher first and the
TDHH to ensure they are in the loop also. Everyone’s learning, and a spirit of
collaboration makes a big difference.
Final Thoughts
The Roger system has helped our child access more of what’s being said in the classroom and participate more fully. But it’s not magic, it’s a tool. And like any tool, it works best when people know how to use it and feel supported doing so.
If you’re a parent just starting out, know that it’s okay to ask questions, to tweak things, and to speak up when something’s not working. It’s even better when we encourage
our kids to be advocates and that it’s okay to tweak things and ask questions.
© BC Hands & Voices. Infographic generated using AI and adapted from original content.
If you’ve found tips or solutions that helped your child, we’d love to hear them. The more
we share, the better it gets for all our kids.
Have ideas or questions? Reach out to us at info @ bchandsandvoices.com
