“I tell them it’s okay to be a little nervous because school is a big deal. Please pay close attention to your research,” said Jennifer Louie, a clinical psychologist at the Center for Anxiety Disorders. Child Mind Institute“But put everything in perspective and ask yourself, ‘Is my anxiety level appropriate for the situation?'” Even though it’s just a test, does your body react like you’re being chased by a lion? “
A common misconception about anxiety in children is that parents and teachers must fully address anxiety. “If you give in to anxiety too much, it actually makes things worse,” said Louis. Teachers and parents can look for signs of severe anxiety, such as disturbances in eating and sleep, and excessive crying, and make adjustments as needed. However, accommodation should be temporary.
“We don’t want that to happen in the long run. We want them to be constantly striving to challenge themselves,” Louis said. If you are very nervous about your presentation, you may be permitted to record and submit a video of your presentation. Next time, students can present to the teacher only, and eventually to the entire class.
Reconstructing understanding of student competence
University of Illinois researchers Orson and Larson interviewed 27 educators to understand their strategies for helping learners with PBL-related anxiety. One of her educators, identified as Kathy in the investigation, found a student cast in the lead role crying in the bathroom while doing a play with a middle school student. Even though they had been practicing for weeks, a student named Katara didn’t think she was good enough for such a big role.
Orson and Larson wrote that performance-related anxiety usually arises when students try something new. Clear signs that students are experiencing this type of stress are lower self-confidence and increased negative self-talk. You can help your students by reminding them. Orson tells his MindShift that teachers might say “I saw you do this” or “I saw your ability” when assuring students that they are ready to take on a challenge. said no.
For example, Cathy helped Katara think about her skills in new ways by reminding her how much she had rehearsed and prepared for her role in the play. To calm down, Cathy provided her outside perspective, including examples of how Katara excels in the role and why she was chosen to play the part.
Additionally, teachers can help students who are anxious about PBL understand that they can learn new skills from the challenges they are experiencing. For example, if a student is constantly trying to fail, a teacher can use Carol Her Dweck’s method. growth mindset A framework for convincing them that they are on their way to learning something new.to avoid Misusing the growth mindset framework By praising efforts just to make children feel good when they don’t succeed, teachers can channel praise to their students’ effective learning strategies.
Reframe the student’s understanding of the task
Orson and Larson’s research highlights another reframing strategy used by Illinois educator Desiree. During a mural project, Desiree’s student, Delphi, was using her spray paint for the first time and was having trouble drawing eyes on the figures on the mural. After many attempts she got to her frustration and anxiety.
Orson and Larson write that because students are just getting started in project-based learning, they usually don’t anticipate possible failures. When students face obstacles, educators provide students with detailed information about the materials and scope of the project so that they understand what they can and cannot control. “They’re not saying, ‘Let’s make this easier,'” Orson told his MindShift. “It’s like they [giving students] A different perspective on the challenge. “
For example, Desiree helped my students understand that spray paint works differently than their more familiar art-making tools and may not look as expected. She told Delphi to step back from her own work and see what her mural was meant to look like – from a distance. A new perspective on assignments allows students to adjust their expectations and the work appears more manageable.
Reconstructing the student’s emotional experience
research Emotions, even negative emotions such as guilt, anger, and anxiety, have been shown to be useful feedback mechanisms. Emotions are deeply entwined with learning at every stage of life,” Orson said. “Emotions help alert you to information that helps you understand your world a little more.”
Orson and Larson interviewed Vivian, an educator in a youth robotics program, about how she dealt with her students’ anxiety while building a catapult in her class. Vivian’s student Mateo became so frustrated when the catapult didn’t work the first time that he stopped trying it altogether. Instead of getting mad at the students for wasting their time, Vivian talked to them about their frustrations in the catapult and urged them to focus on the details of the situation that made them feel that way.
Vivian normalized her feelings by saying it’s okay to feel frustrated when trying to solve a difficult problem. She also helped Mateo understand that his emotions weren’t a reason to check out, but rather help him identify where he could start solving problems.
Emotional reconstruction is useful when students hit unexpected roadblocks, such as one of their project partners being absent, or an expert they wanted to talk to suddenly canceled. They learn that dealing with surprises is part of the process. As students do more project-based work and are supported through assignments, they: learning Reconfigure your own emotions.
Improve conditions for project-based learning
Teachers can put structures in place that reduce overwhelming anxiety. “Fear of being judged is a great fear of adolescence,” Orson said. relationship building exercise To maintain a positive social environment in the classroom throughout the year. “It’s really important to foster a really supportive interpersonal environment where it’s okay to not know and to ask questions and make mistakes.”
If students are new to PBL, teachers can also limit the scope of the project and allow for surprises. “Some students are struggling, so slow down. Or they’re just not ready for their first project, so you have to help them fix it,” says PBLWorks’ Bob Lenz. . “It’s better to do a small project that succeeds than a big one that doesn’t finish.”
Teachers can reduce assessment-related anxiety by setting clear expectations and providing rubrics for producing quality projects. “Sometimes the standards are generated by the students,” he says Lenz. “It can also be influenced by experts.” For example, if the class is making a public service announcement, you can ask her director of commercials to talk about what a good product is.
Once the project is finished, teachers can leave time for students to reflect. Lenz suggested questions such as, “What was the process like to complete this project?” and “What would you change next?” Opportunities to reflect individually and with others It helps students better understand themselves as learners and monitor their growth.
