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I have used tip 2 of positive praise and Tip 13 of providing the zones of regulation. These strategies have helped with my student's behavior.

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No, I'm not surprised. With parents and some of their state of minds, there's pressure on the kids  and they are pulled in different directions.

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#19, giving space  I don't like to pressure the kids or call attention to them. This  will give the kids to decide on which way they want to go: comply or not.

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Using positive praise that is fact based with students.  Using this in a one on one conversation with students helps to create a realtionship

Giving students the knowledge if what wait time is and how to use it to their advantage.

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It's as if anxiety overtakes executive functioning and and the following kicks in: poor self-regulation, negative thinking, inflexible thinking and lowers social skills. I have a student who is exhibiting these behaviors. Makes sense now.

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Tip 2:  private praise and redirections.  I have starting doing this more with a student that I know doesn't like to be called out and he responds well.

Tip 17: Allowing the student to work with another who maybe upset or stuck seems to give them confidence.

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# 5- I have always given a count down, but never thought of giving, some kids a head start on the countdown

#6 I have already started to implement giving students some social time. At the beginning of the day before the 810, bell at the last 5 mins before Elective start.

#19 is one I have started to apply since reading this article, but I am still struggling with, I am going to start using the post its, and leaving notes for negatives and the Positives. Should attached a tangible reward for the positives to encourage the positives?

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This is an important reminder for educators.

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The statement makes sense to me knowing that when a student is experiencing anxiety their mind cannot focus on the learning that should be taking place even though they have the skills/ability to do the work the anxiety interferes with their ability to complete or learn new information, it is like a road block in the learning process.

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It makes sense that it is not ability, but a road block. Unless the Anxiety is from the lack of ability.

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It does not surprise me that 25.1% are diagnosed with anxiety. The past two years I have been exposed to several students who deal with anxiety.

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It does not surprise me that 25.1% are diagnosed with anxiety. The past two years I have been exposed to several students who deal with anxiety.

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Q1 Not necessarily surprised by the data but it does surprise me that anxiety is higher than ADD and the like.  Why is there an increase in students with anxiety disorders? 

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Q1 Not necessarily surprised by the data but it does surprise me that anxiety is higher than ADD and the like.  Why is there an increase in students with anxiety disorders? 

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I am not suprised by the statistic, but more interested in why there is an increase in these disorders

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I am not surprised because I have been noticing that my students do not know how to plan or manage daily tasks and responsibilities which can easily lead to anxiety. I wish we had more training on how to help lower students anxiety and manage anxiety. 

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I am not surprised because I have been noticing that my students do not know how to plan or manage daily tasks and responsibilities which can easily lead to anxiety. I wish we had more training on how to help lower students anxiety and manage anxiety. 

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I am guilty of sending students to get a drink when they appear upset. Sounds like I need to have them do some constructive thinking for their break.

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Tip 5: Give anxious students the ability to find their own stopping points
Tip 6: Using a novel to transition from recess to reading
Tip 2.1: Give fact-based praised instead of vague praise.

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I like Tip #5- not announcing the time left to complete a task without first telling the student with anxiety that they need to find a good stopping point. Some students are great at producing good work when on the "last 5 minutes" time crunch. Others, as I have found, spend their last 5 minutes freaking out and getting stressed about not finishing or not even getting started in the first place. Some students (especially the ones with anxiety) though create their own countdown, so I'm not sure how to get around that other than covering the clock. I also like Tip #9 where you allow the anxious children to preview the work and assignments beforehand so they know what's coming and can get a head start and feel more confident later after I've taught the lesson to the whole group.

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I would have to agree, however the interference causes the low grades which then look to be academic issues.

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I really liked the idea of trying to get in the habit of asking, and helping kids ask, open ended questions. The example of a student asking to do something  and rephrasing it for "when can I" is a subtle way to re-frame the 

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I really liked the idea of trying to get in the habit of asking, and helping kids ask, open ended questions. The example of a student asking to do something  and rephrasing it for "when can I" is a subtle way to re-frame the 

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Interference makes me think of tip #5, "When teachers want to wrap up a task they often use a countdown. 'Silent reading time is going to be over in five minutes.'" This is a strategy I use often in my class and it was eye-opening to see how something that I thought helped EASE anxiety could potentially add to it.

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I liked that #16 correlated with Love and Logic regarding building relationships with children.

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I liked that #16 correlated with Love and Logic regarding building relationships with children.

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No, it does not surprise me that there are that many kids with diagnoses. We are a labeling society. If these numbers are correct, that does not leave too many in the mainstream to teach. Makes me wonder how many of these diagnoses become exuses.

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These numbers do not surprise me. When looking at the home life of so many students in todays society, it is not surprsinig that so many kids have an anxiety disroder and do not have the strategies to cope with it.

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That statement was very helpful for shaping my paradigm. We often talk about students who "have it one day and don't the next." Turns out, they may still have it, however, there is anxiety interfering with their ability to do it.

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That statement was very helpful for shaping my paradigm. We often talk about students who "have it one day and don't the next." Turns out, they may still have it, however, there is anxiety interfering with their ability to do it.

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I can see myself using Tip #6 in my classroom. I like the idea of giving students an in-between step during their transitions. The article gave the example of giving students a couple minutes of coloring before the spelling test. I could definitely see using this when we transition from reading groups to the spelling test on Friday's.

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I was also surprised by the fact that 1 out of every 4 students is dealing with some form of anxiety. It certainly complicates things that these diagnoses and symptoms often overlap

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I was also surprised by the fact that 1 out of every 4 students is dealing with some form of anxiety. It certainly complicates things that these diagnoses and symptoms often overlap

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This is an interesting statement for sure, and it does ring true for many students now that I've really sat and thought about it. So many kids have the ability to complete the assignments that show what they have learned, but when you throw so much at them at one time, they freak out and just shut down.

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I am a little bit surprised by some of those numbers. I definitely didn't think the percentage of students who have anxiety is as high as it actually is. I would have thought ADD would be much higher than anxiety. I also didn't realize what percentage of students suffered from depression. But after thinking it through, it really does make sense, especially seeing a wide variety of students in my classroom.

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The percentage of students with anxiety disorders is very surprising to me. I didn't know that 1 in four adolescents struggled with anxiety (with the potential for even more students who haven't been diagnosed). The other percentages weren't as shocking to me.

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I was surprised by the percentage of students who have anxiety.  I would have thought the percentage of students with ADD would have been higher than the anxiety percentage.

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I was surprised by the percentage of students who have anxiety.  I would have thought the percentage of students with ADD would have been higher than the anxiety percentage.

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I like the idea of not having the student get right into an assignment in class but have some other activity as a preactivity getting the hour started.

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After reading I was a little more confused about how to handle the anxiety among some students.  They say ignoring may be good behaviors or anxiety may be good for some, but for others ignoring may escelate the anxiety.

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I like the tip of having students preview the work ahead of time to help alleviate anxiety. I also could utilize the positive interactions first thing with students as the enter the classroom. Letting them know a definite time of when they will get more positive feedback from me during that class period.

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I love the idea of passing a note to a student instead of drawing attention to them.
Also, giving a student a leadership role is a great way to build their confidence.
Lastly, the idea of playing a video to get students into the classroom and transition into class mode seems awesome to me.

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As a parent of a child with anxiety, I love this statement. Definitely puts things into perspective.

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Not surprised at all. I think this is probably because there are more diagnosis being made today than in the past.

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Not praising students too much. I often praise students who want negative behavior and this suggests to be careful doing that.

Doodling on the back of an assignment when they are finished so they stay out of trouble.

Leaving the room to alleviate anxiety.

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I think the author's statement makes a lot of sense. When a student is really anxious, I think it would be difficult for the student to focus on something besides his or her anxiety

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I agree with this quote. It reinforces that growth is very possible but the students learning is on pause during a time of anxiety or crisis.

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This makes so much sense. I never thought of that way but I know the students that I have that I know have anxiety issues usually need extra time to formulate their answers. This would help explain why.

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I found the tip about being very specific with praise helpful...don't be so vague with praise..kids will not appreciate it as much. I also have found public praise not to work with many kids this age, so seeing that confirmed in the article worked for me. Praise in a more direct and private way.

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I am surprised that 25% have anxiety. That percentage seems really high. I am not surprised at the other percentages

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I was not surprised by the percentages of student with anxiety. We have seen the number of students who have anxiety increase in our building just over recent years.

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I like the tip about giving leadership roles to the defiant student. I think this gives ownership to the student and see their own success. I also like the tip about deescalating the situation by removing my presence when I give a redirection. Often times, I tend to use proximity to confront bad behavior, but in some cases the lack of proximity might be more productive.

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No, the numbers are not surprising to me- only because I have been covering this information in a college class. It is discouraging, however, that so many of our students have such things to worry about and deal with

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It would be easy to give a different command to end a transition than 1 minute remaining.  I liked the "pick a good place to stop" reference for the fact it implies to the student there was no wrong place to end.

I also like the individual conference early in the year with a student with anxiety to ask them what would be a good way to "praise" or tell them good job.

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I agree with the statement.  It's a great way to explain it.

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I agree with this. The problem is diagnosing it. Kids can be good at hiding it from us here at school, in terms of sharing information and their feelings. They may not be doing their school work, but we may not know that it is due to anxiety issues.

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Anxiety (Stress) does amazing things to the brain. Studies have shown that students' performance suffers when (any) student is under stress. I liked how the author stated anxiety is the brains shut down and not the ability (or inability) of the student to comprehend

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The percentage for students with anxiety is very concerning to me. I feel as though that 25% goes under the radar sometimes when we focus on LDs and ADHD. I wish I was more aware about which students had an anxiety disorder

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I wasn't surprised by the anxiety number at all, looking at the number of children who travel back and forth between homes.

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I wasn't surprised by the anxiety number at all, looking at the number of children who travel back and forth between homes.

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I'm a bit surprised by the 25%.  It's higher than I thought, but I do recognize the increase in anxiety diagnoses in this age group in recent years.

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I was surprised to see the anxiety numbers (25%) so high compared to the ADD numbers (9%). Granted the article did say there may be an untold number not identified, but I would have though those numbers would be reversed.

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The tip about how to handle "wait time" made sense to me.  Most of the behavior problems I have in my room are from students finishing early then disrupting others.
Tip 4 was eye opening. I hadn't thought about how a drink break didn't give the student a break from internal negative thoughts.

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It makes sense - when I am anxious about something, I'm frozen.

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I like this statement because it is so true. Students that have anxiety can be some of our smartest kids but they have this barrier holding them back from doing their best

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Interference causes an inability to focus or concentrate which becomes a great source of frustration

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I like how it was suggested to ease the transition from passing period to beginning class with videos to lessen anxiety. I also tell students when working on problems to skip the ones they don't know and come back to them. I think this is a good tool. Finally, I like the statement, "Looks like you are not initiating. What strategy are you going to use?" I like how this puts it back on the student to find a strategy that works for them.

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I was surprised the percentage of kids with anxiety was that high and higher than students with ADD. ADD is more our "go to" diagnosis.

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Tip 2 - not so public praise
Tip 6 - transition from fun to work
Tip 3 - finish early - something to do

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No. I would think there would be a correlating increase to issues we see in the behaviors of kids comparable to that of the adult population.o

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I like this quote! It's a great way to think about anxiety. Helps me think that maybe a student can come back to the task and find success.

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I would like to use tip #9 with kids that come in early in the morning. I have used this in the past and it does make a big difference. Also I would like to use tip 16 by getting randomly saying kind things to get the student to see that I still care.

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I think more than surprising, it is alarming to think that so many students are dealing with anxiety and depression.

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Yes and no - Sometimes the lack of ability can bring out the anxiety

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Not a surprise by the data

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I was not surprised by the data. Statistics show that more and more parents are getting divorced. I can see a kid being depressed or have anxiety with going between two homes.

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I could use tip 6 -- having a transition step between activities to get compliance and behavior momentum with students who struggle with transitions. I also liked tip 11 -- teaching strategies to get through anxiety triggers.

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The ability is there, but anxiety is like a harness that holds back kids from being able to show what they are capable of. It isn't rational or a choice, so it is really difficult to deal with.

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Basically, 1/2 our kids have some diagnosis that could potentially effect their learning. I thought that maybe 10% of our kids in any given classroom would be effected -- this is much higher than I had thought.

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The data is not surprising to me. I am a statistic and data 'nerd', I remember the numbers from my teacher ed. classes. But the numbers really made little sense until I hit the classroom.

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Of the 20 tips, what 2-3 could you see utilizing with a student in your classroom, and how would you use it?

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What do you think about the author's statement, "Anxiety isn't about ability, its about interference".

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Looking at the percent of kids with diagnosis (25% anxiety, 8-15% LD, 9% ADD, 11% depression), do those numbers surprise you?  Why or Why not?