A psychologist and educators' collection of stories on 60 years of practice with children, teachers, administrators, and parents. Principles of brain research and cognitive psychology underlie implications for practice.
Stress is a fear of the unknown, and whether we like it or not, part of the human experience. Stress is our response to a perceived threat, and can be either good and bad, depending on how prepared we feel to tackle the threat. Good stress readies students for performing at a high level, be it taking a test, giving an oral presentation, or working with others on a complex problem. Good stress is temporary, and alleviated through resolution of the perceived threat. Bad stress is another story, and unlike good stress, is chronic and contagious. Bad stress lingers, eliciting anxiety and other undesirable outcomes.
Rational or not, a fear of the unknown can debilitate students, rendering some as learner helpless. So what can we as educators do to reduce the “unknowns” in our classes, and lower stress levels for our students? It’s really quite simple. Make the “unknowns” known through rubrics, essential questions, daily agendas, formative assessments, prompt feedback, affirmations, demonstrations, sharing of exemplars, etc… Clearly communicate one’s expectations, and give students ample opportunities to rethink and revise their understandings. Offer retakes on exams, extra credit for extra work, one on one time….
People often do their best work when deadlines loom, and we can thank stress for that. However, people can also do their worst work when deadlines loom and they have no clue for what is expected of them. How did we manage our first years of teaching? Our first classroom observation? Our certification exams? We managed by preparing ourselves for the unexpected, and so it goes for students. It’s our role as educators to remove the uncertainties in our instruction and de-stress our classrooms. To clearly communicate our expectations to students and allow them to see failure as part of the growth process. To add levity and lightness to our classrooms through humor and play. We won’t eradicate stress in the world, but we can certainly make it manageable for our students in our classrooms.
Anxiety is a pervasive problem in today’s society, crossing all demographic lines. It is as ubiquitous as the technologies that drive it, making for a complicated and worrisome world, particularly for children with their developing brains. According to a 2018 Pew Survey, 70% of teens say anxiety and depression are major problem for peers, more so than bullying, drugs, poverty,…. What’s an educator to do? How does one balance students’ social-emotional needs with the content and state assessments within their disciplines? There are no easy answers, but one tried and true approach is through the classroom environment.
Maya Angelou’s oft-cited quote, “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel” is worth heeding when attempting to reduce student anxiety. Most state teaching standards identify the classroom environment as key to effective instruction; Charlotte Danielson’s Framework for Teaching, recognizes The Classroom Environment as one of four key teaching domains; and “Environment” is found across the National Board for Professional Teaching Standards. Setting the appropriate classroom environment is a logical, highly effective way to reduce student anxiety.
Building a culture of trust in the classroom is key to creating a positive learning environment. Other ways include promoting respect and rapport between and amongst students and teachers; getting to know one’s students and their parents; making time for play and laughter in the classroom; organizing physical space so students work together at tables or centers; honoring the brain’s working memory limits through smart planning and preparation; and showing love, forgiveness, and compassion. There are so many ways to create a positive classroom environment, each of which helps lower student anxiety and promote social-emotional well being. Anxiety is something society may be stuck with, but teachers can do their part to reduce students’ troubled minds when in school. Where there’s a will, there’s a way.