The lecture introduces the key findings of a research project about “Acoustic Ergonomics of School” carried out by the Institute of Interdisciplinary School Research of the University of Bremen. The main topic of this interdisciplinary examination was less the physical properties of the classroom than the holistic depiction of teaching reality in everyday school life. The investigation shed light on the topical educational trends and the associated teaching methods and communicative behaviour in the classes based on two primary schools with different basic pedagogical approaches.

In the first place was analysed how different teaching methods (direct teaching vs. student centred teaching) affect basic (LA95) and working sound pressure level (LAeq) in the classroom based on recordings of 175 lessons. In the second place the effect of altered room acoustic learning conditions (reverberation time and speech intelligibility) on the sound levels was investigated in the context of each teaching method.

Therefore a methodology with an extended data set was developed, theat enabled not only to assess average lesson values but also to look directly into teaching phases which are dominated by certain pedagogical characteristics. The results provide the basis for further questioning about stress and work load in teaching:  Is it correct to speak in general of “noise stress” or is this stress more an emotional reaction to the kind of work in which teachers are engaged?

The project figured out how room acoustic conditions influence the teachers’ measurable physiological load in relation to classroom events, teaching method and shares of speech. Hence it is possible for the first time to consider classroom events and their effects on the teachers as a process.