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Growth Mindset, Learning is an ongoing process - 'Not Yet' . Jamie

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Growth Mindset, Learning is an ongoing process - 'Not Yet' . Jamie

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Establishing expectations on testing through practice tests. Students will acclimate to the testing environment and result in lowered levels of anxiety towards their environment during final testing.

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Stimulating a growth mindset through a focus on future possibilities, rather than present failures.

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Stimulating a growth mindset through a focus on future possibilities, rather than present failures.

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- Paddy

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Starts with encouraging effort over results - having a go is more important than getting everything right

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·  Inbuilt classroom/ whole school reward systems: tokens, awards, free time

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Giving students clear instructions on what to expect and the rules set in any test or exam can alleviate test anxiety or insecurity. Throughout the year, it would also be beneficial if teachers gave constructive feedback and compliments for each student, so students can identify what needs improvement and what they are doing well. Giving students time by answering questions or staying back to help them can also be a way to motivate students and make them feel less stressed or anxious about upcoming tests or exams

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Giving students the tools, knowledge and experience they need to succeed

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Teacher uses stories of positive role models, or models own success to motivate students to learn to make their own success story

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James Clear's (Atomic Habits, 2021) proposal that habit building must be based on an identity rather than an outcome in order to drive success into the future rather than just to a point in time - Identity based mindset

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talking about a wide range of topics to let students explore their interest

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Showcase clear associations between effort and result so negative/false attributions are not created. Provide students clear feedback so they can make the correct attribution

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Encouraging positive responses to failure, framing them as an opportunity to improve. The "Not Yet" principle. Attributing success to effort.

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I believe that by creating an inclusive approach to testing and evaluation can reduce stress levels and anxiety amongst students.
A group approach can help alleviate stress by setting the class the task of working together .

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Reducing the risk of poor grades (reducing external motivation) by creating tests designed purely to assess growth and increase learning (internal motivation). Elevating the opinion of learning for its own sake reduces anxiety of poor performance, as individual ability can grow without the fear of failing. Ashley

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Teaching 'executive functioning' skills, e.g. preplanning, using a calendar/ diary to complete tasks on time

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Encourage students to challenge themselves. Emphasise that it is more important to learn and grow rather than get good grades. Make learning relevant and significant to students lives

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Encourage students to attribute success or failure critically.

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Encourage students to attribute success or failure critically.

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Students may fall victim to a false attribution bias. Teaching students to think about how they are attributing will help them perceive their underlying biases. (Meta-cognitive skill)
-Paddy

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Internal motivation can be fostered in the classroom through increase choice and relevance of content. This creates a culture of learning.

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Motivate students to get through the assessment period with an event or activity after the exams/assessment is complete.
-Caspian

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Think about what stimuli are in your classroom that could be adding to the anxiety, try and create a more quiet and soothing space and always discuss with the student about what may work best for them - Beth

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Think about what stimuli are in your classroom that could be adding to the anxiety, try and create a more quiet and soothing space and always discuss with the student about what may work best for them - Beth

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Establish clear expectations, but word them positively rather than negatively. Eg: 'Walk', rather than 'do not run'

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Establish clear expectations, but word them positively rather than negatively. Eg: 'Walk', rather than 'do not run'

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Promote intrinsic motivation my helping the students become interested in what they are learning therefore creating self motivation.
By highlighting a connection between the topic and the student we can help create a pathway to intrinsic motivation.

The environment should be inclusive and have a positive attitude towards team work and inclusivity.

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encourage students to plan their own approach to a task/assignment. finding a way to connect to learning objectives through meaningful content and subject matter will likely motivate students.

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Fostering an awareness of erroneous thinking

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provide regular low/zero stake testing to become accustomed to test scenarios and how students respond so they can refine their tactics
Martin

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If students feel that the content is worth learning they will be more motivated to engage with it
- ChinWooi Hong