Here I mean the different level of stress, when the listeners (or students) of the public lecture are not listening, they interrupt, criticize, ignore, insult and try to unbalance the lecturer in every possible way.
Have you ever read any articles that would analyze similar situations? It would be great if you could share.
Dear @Jolita, please find attached a paper ORALTESTS: STRATEGIES FOR TEACHERS AND STUDENTS TO GET RID OF ANXIETY along with test examples and applications!
http://www.encuentrojournal.org/textos/6.5.pdf
Dear Jolita Vveinhardt :
While the speaker gives a public lecture, if we (others) do a face reading of the readers and check how they receive the lectures, whether they look bored or interested or taking notes (or sending SMS in mobiles), we can figure out how effective the public lecture is. A pin-drop silence in the hall, interaction with good question, exchange between the speaker-audience, laughter in the hall when a good joke is delivered, prompt replies to questions, doubts asked by audience, and questions after the lecture gets over - all these are good signs of a good lecture. In addition, a feedback response sheet may also be collected from the audience for records. A video-recording of such lectures may be added to Digital Library of the Institute as well.
Dear @Jolita, please find attached a paper ORALTESTS: STRATEGIES FOR TEACHERS AND STUDENTS TO GET RID OF ANXIETY along with test examples and applications!
http://www.encuentrojournal.org/textos/6.5.pdf
Results indicated that when listening to speech with correct primary stress, the participants recalled significantly more content and evaluated the speaker significantly more favorably than when primary stress was aberrant or missing. Listeners also tended to process discourse more easily when primary stress was correct, but the result was not significant. These findings provide insights into how using primary stress affects international TAs' intelligibility. They also provide empirical support and suggest new ideas for current pedagogical practices that emphasize suprasegmentals in teaching pronunciation.
http://www.hawaii.edu/eli/resources/listening/readings/Hahn%202004.pdf
About a decade ago, I was given the task to teach a 32 lectures course in a lecture theater for 92 students plus visitors. There was just one "brave" student who used to interrupt but each time he did it, the students used to laugh (i.e. no stress) with good spirits. The stress for me used to occur when the loudspeaker did not work or its batteries were expired; in such situation, I used to raise my voice to its limits & at the end of the lecture there was a case of near exhaustion.
Here is a possible answer, dear Jolita!
http://www.cmha.ca/mental_health/whats-your-stress-index/
During a public lecture is very hard to measure unless you fix electrodes on certain muscle groups and measure activity with skin temperature remotely. However, there are many kinds of stress test either by questionnaires or by actual stress on a treadmill as cardiac test which is really different than what you want.
Teaching is regarded as an aid activity and view from the public as a privileged condition, where doctors and psychiatrists underestimate the resulting " stressogenic component"
In a study of Pithers and Fogarty, the authors propose a tool called the Occupational Stress Inventory (the acronym corresponding 'OSI) that specifically measures stress at work (at school) and Coping Strategies of the subject.
In a study conducted in Spain with 724 teachers of primary and secondary school, a fact particularly significant is that that teachers perceive as barriers to the performance of their work high levels of stress and anxiety. Such dysfunction at the level of psychic functioning, create great difficulties in carrying out their work tasks (including meetings, work plans, organizing inter-departmental). Teachers are forced, in the absence of other resources, often to base on levels of self-efficacy (more often than not, however, inadequate to their role) and or often ineffective coping strategies.
Dear All
I am agree with dear @Eraldo, and I ad keep calm and use our logic
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