Students
Need an Emotional Road Map for Test-Taking
Get Ready
It was Henry Ford who said, “Before everything else, getting ready
is the secret to success.” With this adage in mind, it’s important
to remember that there are two sides to the test-preparation equation.
Students
not only need to study the material that will be tested, but they need
to get ready emotionally for taking the test. Knowing the material
and knowing that tests are naturally anxiety-ridden situations are
both major parts of winning the battle. Having both the material and the
emotions mapped out ahead of time makes the test-taking journey much less
stressful.
Get Set
Our January 24, 2006 issue
of Sleek eNews featured a contribution from
one of our readers, Penelope Carver, that discussed how test anxiety
affects students and how you can help them. Ms. Carver suggested that
you lead your students through what she called “stress rehearsals” so that
they can “rehearse” the actual feelings that will likely arise
on test day. These stress rehearsals are great cartographers when it
comes time to make those emotional road maps for test-taking.
As may be expected, students who have studied under circumstances that
mimic the actual test as closely as possible will find that their test-day
struggles will not be as difficult as those who may not have studied
the material in such a manner. In addition, when a student also
realizes that the struggles she will face on test-day are about much
more than the tested material she can begin to prepare in that manner
as well.
Such preparation means creating her own emotional road map before the
test-taking journey begins. William Shakespere once wrote, “All things
are ready, if our minds be so.” Making an emotional road-map allows
a student to get her mind ready. It allows her to have a path for tempering
the emotional responses that she will likely have during the exam.
Go
No matter how carefully a student has mapped out his emotional responses
ahead of time, his stress may start escalate once the test begins.
Students should be encouraged to create a “rest stop” on their
emotional road maps so that they can stop, breathe, and regain perspective.
If the student has prepared with the proper tools and he or she has
taken the time to map out his own emotional responses then a gentle
reminder to himself that he has done what he can is usually very effective.
The key is for students to have some sort of plan for their test-taking
topography, complete with speed limits to keep them from getting lost
on the detours caused by their own anxiety.
Tuesday, April 4, 2006
Grade 5 – Math
Grade 5 – Spanish Math
Tuesday, April 18, 2006
Grade 3 – Math
Grade 3 – Spanish Math
Grade 4 – Math
Grade 4 – Spanish Math
Grade 6 – Math
Grade 6 – Spanish Math
Grade 7 - Math
Grade 8 – Math
Grade 10 – Math
Wednesday, April 19, 2006
Grade 4- Reading
Grade 4 – Spanish Reading
Grade 6 – Reading
Grade 6 – Spanish Reading
Grade 7 - Reading
Grade 8 – Reading
Exit Level – Math
Thursday, April 20, 2006
Grade 5 – Science
Grade 5 – Spanish Science
Grade 8 – Science
Grade 9 – Math
Grade 10 – Science
Exit Level – Science
Friday, April 21, 2006
Grade 8 – Social Studies
Grade 10 – Social Studies
Exit Level – Social Studies
Thanks to Sheena Kennedy from Titusville, Florida for submitting
this super easy recipe! Sheena wrote:
“My husband
is an avid NASCAR fan and I always like to make him something to snack on those
Sundays when he’s
watching the race. These are really easy too!”
INGREDIENTS:
1 pound bulk breakfast sausage
8 ounces finely shredded cheddar cheese
3 cups biscuit baking mix
1/2 teaspoon of Italian seasoning
1/2 teaspoon of garlic powder
PREPARATION:
Combine all ingredients and mix well. Shape into small balls and place on an
ungreased cookie sheet. Bake at 350° for 12 to 15 minutes, until browned
on bottoms.
Homero Garcia, Interim Superintendent for Santa Maria
ISD in Santa Maria, TX, registered to win an iPod Shuffle at our 2006
TASA Mid-winter Conference booth in Austin, Texas. He is the lucky
recipient of the highly prized Apple item.
Congratulations Mr.
Garcia! We hope you enjoy your new iPod!
10
Ways to Overcome Math Phobias |
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| 1. | Have a plan. Know what triggers your math fears and have a plan to respond to them. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 2. | Study the material. Knowing the material breeds confidence. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 3. | Create your mathematical autobiography. Where did it all start to go wrong? Determining this will help you realize how many self-defeating messages you’ve been giving yourself about math. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 4. | Redefine yourself. Have you defined yourself as math illiterate? Well, define yourself as someone who CAN do math and is ABLE to do math. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 5. | Create a creature that you call Math. You already have, but you haven’t given it a face. This time, give it a face and make it funny, friendly, silly, or ridiculous looking so that it takes a single, non-threatening shape in your mind. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 6. | Do the problems you’re sure of first when test-taking. This will build your confidence and wake up your mind. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 7. | Go back to the basics. Often math phobias start from a simple misunderstanding of a basic mathematical concept. Being absolutely comfortable with the basics gives you a firmer foundation upon which to build your courage. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 8. | Do “real” math with real life situations. Make mental math problems regarding your own life and play with them in your mind with while you’re driving, exercising, showering, etc. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 9. | Talk to others with math phobias. Knowing that you’re not alone helps you realize that you’re not defective when it comes to math. Find others with the same fears and compare coping mechanisms. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 10. | Practice. Not only does practice make perfect but it builds confidence as well! | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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"It's not the will to win, but the will to prepare to win that makes the difference." Coach Paul "Bear" Bryant
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Principal, Bud Remynse
Elementary Seeing children recognize the letters that make a word, watching them read for the first time, and helping them publish their first “book” all remind her of what makes being an educator so special. In reflecting on today’s students, Madonna finds their enthusiasm for learning and their quest for knowledge inspiring. As a principal, Ms. Kennedy must not only see to the children’s education, but the supervision of the teachers as well. She feels this role allows her to have a greater impact on more students, and therefore a bigger influence on society as a whole. Part of that management process is to help the students and teachers handle the stress imposed by state-mandated standardized testing. Madonna’s suggestions to alleviate the stress are to hire qualified staff, to analyze the TEKS for each grade level, work on areas where they have received low TAKS scores, and pray. Her students and teachers are certainly fortunate to have such a dedicated principal. Madonna Kennedy’s passion for learning and motivation to support the students and staff is a gift to not only those at Bud Remynse Elementary, but to us all! |
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