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"Many of our students are walking through our classroom doors in a chronic survival mode, where everyday stress is a waking part of their lives. We know that stress shuts down learning -- there is a definitive cognitive collapse. Perceived stress is as individual as our thumbprints, and its direct impact on the our brain's limbic system directly affects our ability to learn and remember "

Testing time can be very stressful not only for students but teachers as well. At this time of the year, I would imagine that many teachers are also in "Survival mode". I feel that it is best to realize that teachers have a passion to teach and are doing their best throughout the year. We must realize that we can only 'control the controllables" in any situation. I will remain positive and promote a sense of well being and calmness during this time for myself and the students by letting them know that tests do not define who they are or me. We are better than that, and move on.

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I plan to use the ideas suggested in the reading. I want to remove the stress level for the student.

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Remember, emotions are contagious, and how we feel at any given moment can be subconsciously mirrored by our students. Be aware of your moods and feelings, and of how these directly impact the dispositions and overall enthusiasm of your students. We are wired to model behaviors even subconsciously, and with awareness, we can shift our perspective, our emotions and our behaviors.
I always try to remember the above in all situations but especially during testing.  If I am calm and feeling prepared, that radiates to the majority of my students.  They too feel calm and prepared.

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Share more stories with students about personal experiences. Find more ways to model positive behaviors and reactions. (I like the brain breaks that include music!)

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Giving the students an opportunity to learn while moving around. I will try to incorporate some activities in my lesson where students don't have to sit to learn. They are going to sit for long periods of time during testing, so giving them an opportunity to move around will greatly beneficial. Hopefully, they are not too loud to disrupt others in the school :).

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Writing down fears or concerns they have with testing.

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I like the activity of students writing their test fears down before the test.  I believed that would have just moved the fears to a more prominent part of their brains, but if Science says it doesn't, I believe it helps!

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I like the activity of students writing their test fears down before the test.  I believed that would have just moved the fears to a more prominent part of their brains, but if Science says it doesn't, I believe it helps!

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I will revisit prior talks/lessons with students about the importance of sleep, how stress affects performance, and how the brain organizes learning. Then refocus efforts to connect to students, as I feel that those connections really build confidence and a safe place to learn and perform.

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I will do my best to take the information from the article and apply it to coaching football. The purpose of this is to impact learning in a stressful setting.

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Encourage, reinforce, show positivity, smile.

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Encourage, reinforce, show positivity, smile.

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emotions are contagious, and how we feel at any given moment can be subconsciously mirrored by our students. Be aware of your moods and feelings, and of how these directly impact the dispositions and overall enthusiasm of your students

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Encourage students to write down their fears and concerns about the test and then throw them away. 

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Encourage students to write down their fears and concerns about the test and then throw them away. 

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I like the idea of sharing the nervousness that surrounds testing with students. Growing up, I struggled with standardized tests, so I can use that experience to make connections with students and help them feel more comfortable with testing.

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I will have love and patience with my students. This is what they need as well as support. I will try to help them be as stress free as possible.

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I will have love and patience with my students. This is what they need as well as support. I will try to help them be as stress free as possible.

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Stress shuts down learning.  Try not to stress the students out with my stress about the testing.  The test does not define them.  Try to get them to relax.

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Stress shuts down learning.  Try not to stress the students out with my stress about the testing.  The test does not define them.  Try to get them to relax.

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I think story telling would hit the emotions of my students in math class. I will use this strategy in class.

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I will start having students draw what I teach to promote retention....also, before taking tests, have students write their concerns on a slip of paper and then toss it in the trash!!

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I will start having students draw what I teach to promote retention....also, before taking tests, have students write their concerns on a slip of paper and then toss it in the trash!!

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intentional planned brain breaks as a test proctor.

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intentional planned brain breaks as a test proctor.

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"Remember, emotions are contagious . . ."

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"Remember, emotions are contagious . . ."

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I totally believe this. My attitude in the classroom is mirrored in my students. I must keep a positive outlook on things.

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I will have the students write down worries, concerns and then trash them.  I also like brain breaks like "mindful minute."

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I will have the students write down worries, concerns and then trash them.  I also like brain breaks like "mindful minute."

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Mitchum: I think one area I will put emphasis in is sharing my thoughts and feelings with my students to validate their feelings. 

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Mitchum: I think one area I will put emphasis in is sharing my thoughts and feelings with my students to validate their feelings. 

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I will be demonstrate empathy for students' stress and anxiety by sharing personal examples and anecdotes to encourage them to replace negative thoughts with confidence and positivity

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I will be demonstrate empathy for students' stress and anxiety by sharing personal examples and anecdotes to encourage them to replace negative thoughts with confidence and positivity

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What are we planning as a school to promote positive emotions, social connections and engagement from our kiddos? With "testing season" taking up so much physical and mental space, this seems like an important issue for both our students and staff.

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I have noticed that my attitude is absolutely reflected in the classroom environment with my students. Just yesterday, a couple of girls were asking if things were okay, because I seemed stressed. I need to take a deep breath and remember that kids absorb and imitate what they see from us as adults, and I can do a better job of focusing on the small positive things throughout the day.

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I strongly believe that as teachers we strongly affect students.  How we feel about testing will be demonstrated by students.  We set the bar.  If we go in with positivity and as cheerleaders for our students than they perform better than if we show negativity about testing. 

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I strongly believe that as teachers we strongly affect students.  How we feel about testing will be demonstrated by students.  We set the bar.  If we go in with positivity and as cheerleaders for our students than they perform better than if we show negativity about testing. 

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Sierra Walker: I like the idea of writing down worries and/or sadness on small sheets of paper and having the students toss them in the wastebasket.  This allows for students to get up and move, express their thoughts privately, and take ownership of not letting negative thoughts control them!

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I have never considered having them write their worries or concerns on a piece of paper and throw it away. It's a great idea to get those feelings out and then move on.

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I need to do a better job in connecting content to my students lives."Placing emotional connections into the content being taught helps to alleviate the stress response in children and adults. When we weave emotion into the content standards through stories, our own enthusiasm increases as well as that of our students." With my content, it is sometimes difficult depending on the topic of learning, but I think it is absolutely necessary to do so in order for my students to buy in and retain what is being taught. 

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I need to do a better job in connecting content to my students lives."Placing emotional connections into the content being taught helps to alleviate the stress response in children and adults. When we weave emotion into the content standards through stories, our own enthusiasm increases as well as that of our students." With my content, it is sometimes difficult depending on the topic of learning, but I think it is absolutely necessary to do so in order for my students to buy in and retain what is being taught. 

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-M. Dean

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I love the idea of focusing on kids' own expertise.  While that expertise might not be highlighted much on the actual testing, I will try to plan activities in class around the testing season that are more centered around our kids' lives in hopes of creating some confidence during an otherwise deflating time. 

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I love the idea of focusing on kids' own expertise.  While that expertise might not be highlighted much on the actual testing, I will try to plan activities in class around the testing season that are more centered around our kids' lives in hopes of creating some confidence during an otherwise deflating time. 

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I will give students the opportunity to collaborate, discuss, and reflect to help reduce stress as we review standards prior to testing

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I will try to take a few brain breaks to help students relax. I am in a great place to do that in my subject and there are so many fun options. 

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I will try to take a few brain breaks to help students relax. I am in a great place to do that in my subject and there are so many fun options. 

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"Share your concerns and stories that invite empathy, letting students know that "you are not alone in your thinking and feelings." This strategy is extremely effective when the dialogue is respectful and neutral with regard to tone and disposition. For example, you might say, "I know how nervous you must have felt before the first part of the test yesterday, as I remember taking my college entrance test, and my hands were so sweaty I could hardly grip the pencil." 

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"Share your concerns and stories that invite empathy, letting students know that "you are not alone in your thinking and feelings." This strategy is extremely effective when the dialogue is respectful and neutral with regard to tone and disposition. For example, you might say, "I know how nervous you must have felt before the first part of the test yesterday, as I remember taking my college entrance test, and my hands were so sweaty I could hardly grip the pencil." 

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I plan to give them the feeling that everyone is under the same feelings of pressure/stress/performance (in different ways), and that it's normal - not odd - to find a question challenging or puzzling.  The key is how to sort through those moments of confusion to feel a sense of confidence and ability to at least maneuver a list of personal strategies.

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Self: I will try to not be annoyed with the children's attitude as I know they are stressed, too, like my own children. I invest in my own children's well-being in a positive way and I should do the same at school--like, writing notes for them, hugging them when they are sad or upset.

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Self: I will try to not be annoyed with the children's attitude as I know they are stressed, too, like my own children. I invest in my own children's well-being in a positive way and I should do the same at school--like, writing notes for them, hugging them when they are sad or upset.

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I have not thought about letting the kids write down the things that they are worried/nervous/or anxious about. I like the idea of letting them get it out, throw it away and then move forward. I like that it teaches them that you can voice your worry but that you still have to keep moving forward.

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I have not thought about letting the kids write down the things that they are worried/nervous/or anxious about. I like the idea of letting them get it out, throw it away and then move forward. I like that it teaches them that you can voice your worry but that you still have to keep moving forward.

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I agree that praise goes a long way and a comfortable testing environment is good for students.  

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I agree that praise goes a long way and a comfortable testing environment is good for students.  

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Paige Randall: I will try to do a better job of praising the positive behaviors. With some of my "tough students" I will create a positive tracker to send home.   I might even do this with my lowest level class (my toughest class). 

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Paige Randall: I will try to do a better job of praising the positive behaviors. With some of my "tough students" I will create a positive tracker to send home.   I might even do this with my lowest level class (my toughest class). 

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"We can encourage and notice every small effort or action that is positive, no matter how insignificant. Create a sheet for positive, on-target behaviors that you notice in each student, and send it home every day during the weeks of test prep and testing."

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"Researchers from many higher education institutions are sharing the knowledge that "how" we are currently teaching and "testing" is the exact opposite of how the brain is wired to learn. Dr. John Medina, developmental molecular biologist with the University of Washington School Of Medicine speaks of brain rules, principles for how the brain naturally learns, processes and retrieves information. We did not have this research 30 years ago, but we do now."

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"Researchers from many higher education institutions are sharing the knowledge that "how" we are currently teaching and "testing" is the exact opposite of how the brain is wired to learn. Dr. John Medina, developmental molecular biologist with the University of Washington School Of Medicine speaks of brain rules, principles for how the brain naturally learns, processes and retrieves information. We did not have this research 30 years ago, but we do now."

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I refuse to teach to the test.

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I need to do a better job in noticing the positive behaviors.  I don't know I will go so far to create the sheet for each student, but I can at least notice & acknowledge the positives.  FROM THE ARTICLE -- -- We can encourage and notice every small effort or action that is positive, no matter how insignificant. Create a sheet for positive, on-target behaviors that you notice in each student, and send it home every day during the weeks of test prep and testing.

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I need to do a better job in noticing the positive behaviors.  I don't know I will go so far to create the sheet for each student, but I can at least notice & acknowledge the positives.  FROM THE ARTICLE -- -- We can encourage and notice every small effort or action that is positive, no matter how insignificant. Create a sheet for positive, on-target behaviors that you notice in each student, and send it home every day during the weeks of test prep and testing.