Body- and Brain-Friendly Classrooms and Testing Environments
Strategies to Reduce Stress Related to Schedules, Time Pressures, and Constraints Students will feel less stressed when they can count on schedules and routines. If changes occur, there are some prevention strategies teachers can employ that will help ease the disruption. • If there will be schedule changes during the test day, rehearse the changes several days in advance. Post, review, and practice the new routine that will be used on test day. Multiple rehearsals will create mental programs of expected protocols. • In the weeks leading up to the test, orchestrate some classroom tasks that students complete independently and with a time limitation. Give students opportunities to experience what forty minutes of quiet work time feels like. Elementary students, who may be used to a flexible schedule, can especially benefit from practicing with a limited chunk of time to get a sense of how much time it is. • If the test will be conducted in a different location, practice going there with students and setting up where they will be sitting. Check seating and desks for correct adjustments ahead of the test day. (Desk and chair height should be measured to optimize comfort.) • Throughout the year, start classes with a daily agenda to help students understand the game plan for the day or class. Post and review a calendar to provide a visual of when big events, such as tests, will be happening.
Chaos and Confusion Surprises. Not the brain’s favorite thing. Although the brain positively responds to novelty—something interesting, curious, or fun—new changes that may appear as
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Everyone reacts to situational stress differently. When taking a test, some students may become angry and show their frustration (fight). Others may try to avoid the confrontation and hide or withdraw (flight and freeze; Gregory & Kaufeldt, 2015). For some, it is the perfect opportunity to blame the limited time allotment as the reason for their lack of success. During class assignments, when students realize that they are not going to make a deadline, some will claim that the teacher didn’t give correct directions or didn’t provide enough time or materials. Others will blame their partners or teammates for ruining everything. The response becomes “I could have done this, but . . . .”
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