As teachers, we can probably best help students keep anxiety at a facilitative level by:
a. downplaying the importance of education; putting less emphasis on working hard and more on relaxing and having fun.
b. allowing them to work at whatever subjects they like best until they feel ready to tackle other, perhaps more difficult subjects.
c. communicating to them that they can succeed with effort, and that mistakes can be corrected.
d. reminding them how important it is that they demonstrate mastery of the school district's instructional objectives for the year.
Question 2
In fifth grade last year, Elena was a happy, easygoing student. Now that she's moved to junior high school and begun sixth grade, she's becoming increasingly anxious and uptight. Three of the following are probable reasons for her growing anxiety. Which one is least likely to be true?
a. It's harder to get the good grades she was used to getting in elementary school.
b. Her junior high school teachers want to know more about her than her fifth-grade teacher ever did.
c. Now that she's reached puberty, she's uncomfortable with the many ways in which her body is changing.
d. She is finding that she has to compete with her peers, both for grades and for a place on the girls' basketball team.
The structure of skin (a) and epidermis (b) at the microscopic level.
Students rated their grandparents on a scale from 1 to 4 based on emotional closeness, time spent ...
The level in the coolant recovery system raises and lowers with engine temperature.
Impacts of rising sea level
Solow Model with Saving Dependent on Income Level
Average real hourly wages (2010 dollars) by education level, full-time workers aged 17 to 34 in 2011