by Linda Adams

A few years ago toward the end of a year of teaching 6th grade math and science abroad I had a very big Aha moment. My students were about to take the NWEA MAPS test and were very stressed out about it. As I dug into why students were feeling so stressed I heard them say they were worried about having to concentrate for longer periods than they thought they were capable of, they were worried about not knowing or understanding the material and as a result, failing. In some cases the stress caused students to have physical symptoms, including stomach and headaches. 

So I decided to try a small experiment. Of the two classes I taught, half of the students would be testing all week with me and the other half would be testing with my teaching  partner. The classes were pretty comparable in skills, ability and diversity. First, I decided to try and reframe the stress. I shared with my students how stress works in our bodies. We learned about how the amygdala works and how hormones like cortisol and adrenaline change how the mind functions. I introduced them to mindfulness techniques and “moving to learn” strategies. We practiced these while learning in our regular day BEFORE the big test. 

Then on the day of the test I used every mindfulness technique I knew to make the climate of our class a soothing environment. I used aroma therapy, I had soothing photos of the beaches and mountains displayed on the screen, I played soft classical music and even had students do some breathing exercises beforehand. I also encouraged students to drink water and to move every 15 minutes (stretch or do a yoga pose). 

Okay, it was just one class but the students who tested with me had appreciably better results AND most importantly they were a lot less stressed; I even caught a few students humming or smiling as they worked. I also felt the students who really did have a tough time focusing for lengths of time did so much better (no impulsive quick clicking) when they knew they could get up and move, get a drink or go to the bathroom when their brains needed a break. Students who needed to also used fidget gadgets to help concentrate and students could sit or stand while they worked.

 “When you change your mind about stress you can change your body’s response to stress”.

Well, I followed up my Aha moment with some research on how and why those ideas may have worked. If you want to know more, first check out this approximately 15 minute Ted Talk on reframing stress, that is, making stress your friend.

Second, choose from a couple of short readings from Edutopia that give concrete ideas for helping you and your students understand and reduce stress anxiety due to testing.

• The Science Behind Student Stress
• Reducing Test Anxiety With Simple Strategies
• Brain-Based Strategies to Reduce Test Stress
• Helping Students Beat Test Anxiety

Finally, don’t be afraid to try some of these strategies in your classroom prior to the testing during times where students are focusing on individual work. Also, if you are interested in how our brains operate most efficiently check out John Medina’s  “Brain Rules (Updated and Expanded): 12 Principles for Surviving and Thriving at Work, Home, and School.

Wishing you and your students much less anxiety this time of year.