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.
Testing Visual Fields by Confrontation: The nurse and patient should be approximately at an eye to e
Model of a longitudinal study in which 983 students were surveyed in 1984 and then again in 1985, 19
Sea-Level Rise
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Foundations of American Education: Becoming Effective Teachers in Challenging Times
Children's behaviour rating scores on measures of aggression and anxiety