What It Feels Like to Be Judged on Stage — A Student’s View

Introduction

Taking the stage to be judged — whether in a Quran recitation, public speaking contest, poetry performance, or talent audition — is a deeply significant experience for students. From school events to national competitions, students are often invited to perform in front of panels made up of judges, teachers, or community members. While such opportunities offer invaluable experience and growth, the act of being judged publicly introduces a unique combination of emotions, challenges, and insights. This article provides a clear exploration of what it feels like to be judged on stage from a student’s perspective, offering educational value for mentors, organisers, and students alike.

The Anticipation Before Going on Stage

In the moments leading up to a performance, students often experience a mix of excitement and nervousness. This anticipatory phase begins long before stepping onto the stage. As the event approaches, key concerns typically centre around performance quality, potential mistakes, audience reactions, and judge assessments.

• Nerves and self-doubt: Even well-prepared students may experience anxiety. Thoughts such as “What if I forget my lines?” or “Will they like my voice?” are common.
• Physical symptoms: Sweaty palms, a racing heart, and butterflies in the stomach represent the body’s physiological response to stress and anticipation.
• Cognitive overload: For some students, the pressure of being evaluated may impact concentration, causing them to revisit their piece over and over in their minds.

Building up Expectations

Students often enter competitions with personal or external expectations. These may come from teachers, parents, or peers. While encouragement can be motivating, it can also raise the stakes, heightening the fear of disappointing others.

The Moment of Performing

Stepping onto the stage is a turning point. The attention of the audience and the formal atmosphere often intensify awareness of being scrutinised.

• Heightened awareness: Students become acutely conscious of their posture, expressions, and delivery.
• Judges’ presence: Sitting in designated seats with score sheets or electronic marking pads, judges usually exude professionalism. To some students, however, this can feel intimidating or impersonal.
• Pressure to be perfect: Learners may feel the need to display flawless performance. In contexts like Quran recitation, additional layers of focus — such as pronunciation, tajweed rules, and melody — increase cognitive demand.

Situational Factors Affecting the Student’s Feelings

Reactions vary depending on the specific context and student experience. Factors such as the size of the audience, familiarity with the venue, or even the formality of the event can impact emotional response.

• First-timers: New participants often feel overwhelmed and lack reference points for what to expect, which adds to the unpredictability.
• Experienced students: Those with prior experience may feel more in control but can still be subject to performance anxiety, especially if new judges or expectations are introduced.

Understanding the Role of Judges from a Student’s Perspective

To students, judges often appear as figures of authority — individuals who have the power to assign scores, give feedback, and determine rankings. From their vantage point, judges may seem distant and emotionally neutral, even when their assessments are fair and constructive.

Perceived Authority

The visual signals of authority — such as formal attire, placement at the front, or strategic silence while scoring — may increase the student’s sensitivity to judgement. Students often note that they rehearse their work with much more comfort in informal settings, but the ‘official atmosphere’ of being watched changes their mindset.

Concerns About Bias or Interpretation

Students sometimes wonder whether their accent, tone, cultural background, or even facial expressions may influence judge perception. This may not reflect actual bias but can affect the confidence with which a student performs.

• “Will they understand the dialect I’m reciting in?”
• “Do they prefer a particular style?”

These concerns are more pronounced in judged performances involving personal expression or interpretation, such as free speech, poetry, or Quranic tafsir explanations.

The Weight of Feedback and Scoring

After the performance, students often await feedback or scores. This moment can be emotionally intense, particularly in competitive settings.

Interpreting Scores and Rankings

Students are naturally inclined to associate their score with their self-worth or future potential. While experienced competitors may contextualise scores more healthily, younger or new participants could view results more emotionally.

• High scores: May bring feelings of relief, pride, and validation.
• Middle-range scores: Can trigger confusion (“What went wrong?”) or mixed feelings.
• Low scores: Frequently lead to disappointment, discouragement, or self-doubt, especially without constructive feedback.

Verbal Feedback and Constructive Criticism

Some competitions provide commentary on performance. Students frequently appreciate comments that are specific, balanced, and phrased in supportive language. Feedback that is vague or overly critical, however, may be counterproductive.

For example, a student may find “You rushed through the High Madda letters” helpful, while a comment like “Your tone lacked warmth” could feel subjective and unclear.

The Emotional Impact on Students

Being judged publicly can significantly influence a student’s confidence, interest in pursuing further performances, or willingness to take risks.

• Positive experiences: Can enhance students’ self-efficacy, motivation, and sense of achievement.
• Negative experiences: May result in withdrawal, fear of failure, or reluctance to engage in future performance opportunities.

Peer Comparison and Social Pressure

Beyond judges, fellow students in the audience or online may also contribute to how one feels judged. In some cases, comparisons with peers or social media sharing of performance outcomes can increase vulnerability.

Teachers and organisers often strive to create inclusive, safe spaces for these events, but it is important to support students in managing competitiveness and external opinions healthily.

Opportunities for Growth and Learning

Despite these challenges, being judged on stage offers numerous educational benefits. Through preparation, performance, and reflection, students gain valuable life skills including:

• Resilience and emotional regulation
• Public speaking and presentation abilities
• Time management and discipline
• Receiving and using feedback constructively

Many students report increased confidence after repeated exposure to judged events. Even those who initially experience setbacks often find long-term benefits in their academic and personal lives.

Supporting Students Through the Judging Process

Teachers, parents, and mentors can play a crucial role in helping students engage with judged performances positively. Some helpful strategies include:

• Preparation beyond content: Providing mock judging sessions during rehearsals can help familiarise students with performance conditions.
• Normalising nerves: Explaining that nervousness is a common and manageable part of public performance can ease pressure.
• Focusing on growth: Emphasising effort, consistency, and improvement over rankings fosters a healthier relationship with competition.
• Reviewing feedback together: Going through judges’ comments constructively can make the learning process clearer and more encouraging.

Conclusion

Being judged on stage is a powerful educational experience that balances pressure and potential. From pre-performance nerves to the outcome and reflections that follow, students navigate a complex emotional journey. Understanding this experience from their perspective can guide educators and event organisers in creating environments that encourage growth, resilience, and authentic expression. When supported thoughtfully, the act of being judged transforms into much more than a score — it becomes a stepping-stone towards maturity, excellence, and self-awareness.

If you need help with your Quran competition platform or marking tools, email info@qurancompetitions.tech.