Heavy thoughts bring on physical maladies; when the soul is oppressed so is the body. By Martin Luther Find out about Anxiety Teaching Sheets
Tips For Effective Praxis Study
Passing a Praxis exam successfully can be your ticket to a highly rewarding teaching career. Not only that, the Praxis test series can also cement your reputation as an educator. That is why it's important you don't take chances with the study preparation for your Praxis tests, considering that proper study is key to passing the test and securing your future. Here are some tips to help you get ready for that Praxis test:
Know which Praxis test to take.
There are 3 Praxis test series you will need to take depending on the licensure and requirement you have to fulfill. Know what your specific test is and what type of tests to expect.
Study ahead of time.
Schedules for Praxis tests are posted on the websites of the Department of Education and the Educational Testing Services. Know how much time you have to study for your Praxis test by checking out the schedules online.
Familiarize yourself.
It would be a very helpful study strategy to familiarize yourself with the format and layout of the Praxis exam. Knowing how the test booklet will look like, where the questions will be found and how you will be using the answer sheet will not only save you time during the test but also help lessen your anxiety and pre-test jitters.
Know what kind of test content and question types to expect and find out what specific teaching skills each test will measure. Another important consideration during your Praxis study is the time limit, so you'll know how to pace yourself when you're taking the exam.
You might also want to check out some resources that can provide you with information about past Praxis tests. There are plenty of resources online that will familiarize you with the common methods and questions used in the tests. Don't expect these to actually appear on your testing day, however. Praxis tests are reviewed and changed regularly so what you find online or offline may not appear on the actual test.
Study and study hard.
While a good number of test takers don't study for their Praxis tests and still pass, there's also a high percentage among failures who did not bother to prepare themselves. Remember that the Praxis test is an assessment of your knowledge and skills, many of which were obtained over your many years of study. The Praxis test series will not measure your interest or disposition in teaching so it will be necessary that you study all relevant material to help you pass the exam.
You might want to design an effective study schedule to help you gradually sort through and review your study materials. Read about case studies, do classroom observations and practice teaching. Learn how to identify specific information in questions to help you cut reading time.
Practice.
Learn about your pacing by taking practice tests from online sites. You'll be able to observe your speed and accuracy by doing so and still be able to come up with corrective measures. If you're confident about multiple choice tests, spend more time on constructed response tests to improve your score. Most importantly, keep track of the time you spend reading questions and writing your answers.
Should I use the services of a professional study center?
If you think you'll need extra help with your Praxis study, go ahead. Just make sure to pick a reputable group to work with. Ask about their methods, rates of success and if you prefer, reviews from former students.
About the Author
Mario Churchill is a freelance author and has written over 200 articles on various subjects. For info on passing the Praxis II
and studying for the Praxis exam
checkout his website today.
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Anxiety Meds?
Well i have bad anxiety and my mom took me to this counsler who didnt help at all. He said anxiety meds are only for peopel who are depressed to is this true?. So he gave me a sheet a paper taht teaches me how to think happy thoughts... this is suppose to stop me form having anxiety attacks? I think this is a big waste of money, but my mom says to just not be anxious, OH WOW HAVENT TRIED TO DO THAT BEFORE. I wouldnt need a counsler if it was as simple as that.
Ya lol, i mean the breathing techniques are relaxing, but i cnat lie on my back and close my eyes and take huge breaths in the middle of class
you need an actual doctor not a "counselor" that is such idiotic advice... there are plenty of meds out there for you.... SSRI's, Buspar, Inderal, etc
If you feel anxious most of the time, you're not alone. About one in three people your age struggles with feelings of worry, fear, and panic. And the scary thing is, if you don't find a way to cope with anxiety, it can get worse as you get older...
It is the little bits of things that fret and worry us; we can dodge a elephant but we can't dodge a fly. By Josh Billings Find out about Math Anxiety Teacher
I've Never Been Good at Reading
“I’ve never been good at reading.” “I can’t help my kids at all with their reading homework. Reading was always my worst subject.” “Anything after middle school English, forget it – I’m terrible.”
Have you ever heard a parent utter these statements? Of course not, because to make a statement such as, “I’m not that good at reading,” is socially unacceptable among the averagely educated, involved parents of school aged children in our society. Which begs the question of, why then, is it socially acceptable to make such statements about math? Parents will, almost proudly, say things to me like “I was terrible at math so I’m not surprised that little David is having so much trouble with math.” Further, not only is it acceptable to make such a statement, it is practically a badge of honor for some parents when making such a claim. Would this same parent, proudly, say the same thing to little David’s English or reading teacher, or so proudly wear their ignorance of Reading like a badge of honor? Of course not because it is not socially acceptable to “not be good at” reading. Why is this the case? I’m not exactly sure but what I do know is that parents with school-aged children, who were not raised and socialized in our American culture, do not make such claims. Parents who were socialized in Asian, Indian, Caribbean or African cultures just to name a few do not make such claims about themselves or their children’s lack of mathematics ability or aptitude. This type of thinking in my experience is a uniquely American phenomenon. And the implication being in all of this is the assumption that a person is either inherently good at math, or not. Either a person has the illusive “math gene” or not. So by extension does this mean there is a reading gene as well? Why wouldn’t there be? If there is a math gene, then there must be a reading gene as well. Perhaps there is, but if this reading gene does, in fact, exist parents do not invoke or acknowledge its existence as readily and as proudly as the reason why little David may not be a good reader. Not being a good reader is unacceptable in our current educational system and in our society. Reading is now infused “across the curriculum” as any American teacher knows. Schools have implemented strategies such as nightly homework reading requirements and the popular 100 book reading challenge as ways to help students improve reading. When it comes to reading actual practice is the norm as to addressing reading issues not the invocation of genetics. As a high school math teacher, I have become very weary of hearing the myriad of excuses that parents and students alike make to explain poor math performance. As with reading, there are two main things that we as a society and we as a collective American educational system need to adopt in order to address the math deficiencies of our students. First, we need to change our mindset about one’s ability to learn mathematics. Just as we believe with reading, with math one becomes proficient through practice, time on task, the expectation of success and the belief that learning math is within everyone’s grasp. The math gene theory needs to be retired as our national scapegoat regarding our children’s performance in math. We need to stop giving our kids permission to give up on a topic that can be learned and mastered with practice, perseverance and the proper “can do” mindset. Let’s support our kids with a positive attitude towards math and encourage them to succeed in mathematics instead of making up excuses and being tacitly complicit in their failure.
About the Author
Wynne Stovall-Johnson is currently a secondary mathematics teacher at Lower Merion High School in Pa. At Lower Merion she has taught all levels of mathematics from consumer math through standard level Calculus since 1993. Before teaching high school, Wynne taught middle school for 3 years in NJ. Wynne holds a Masters of Arts degree in Mathematics Education from Teachers College - Columbia University, a Bachelor of Science degree in Mathematics from Spelman College and her Principal Certification from Cabrini College. She currenty lives in suburban Philadelphia with her husband and two children.
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What do you suggest that I do. Im ignored completly ignored by my math teacher. PLEASE HELP ME?
today while I was in Algebra 2 I recieved one of my tests back and I noticed that I only got a 30 percent on it. I was furious!! Whenever I fail a test I have to do remediation which is doing the same problems over again with the teacher. but the problem was it that she sat behind me with my other peers who failed the test and they did it together, and I wasnt aloud to join them. I raised my hand to ask if I could, and she complety ignored me, just like always. She knows that I cant say anything to another teacher about it. I have a Emotional disability because of socail anxiety disorder. I really dont know what to do!! If i dont pass the class this year I dont graduate. What do I do. I am trying the hardest I can, But nobody believes me!!
Im sorry that it is hard to fallow.
Even teachers can be bullies. This teacher you have is bullying you. You must report her to someone higher. Or leave the whole bloody school.
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Why Teachers Suck
Math Curse
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Did you ever wake up to one of those days where everything is a problem? You have 10 things to do, but only 30 minutes till the bus leaves. Is there enough time? You have 3 shirts and 2 pairs of pants -- can you make 1 good outfit? Don't worry -- it's just the Math Curse striking! An amusing book about dealing with numbers in everyday life.
Drawing on the author's extensive teaching experience and background in statistics and mathematics, this book is designed to promote reader success while maintaining the integrity of subject matter. The author's main goals are to generate and maintain reader interest, promote reader success and confidence, and provide extensive and effective opportunity for practice...
The first calc study guides that really give students a clue. Bob Miller's student-friendly Calc for the Clueless features quickly-absorbed, fun-to-use information and help. Students will snap up Calc for the Clueless as they discover: Bob Miller's painless and proven techniques to learning Calculus Bob Miller's way of anticipating problems Anxiety-reducing features on every page Real-life examples that bring the math into focus Quick-take methods tht fit short study sessions (and short attention spans) The chance to have a life, rather than spend it trying to decipher calc!
The way you overcome shyness is to become so wrapped up in something that you forget to be afraid. By Lady Bird Johnson Find out about Anxiety Teaching Activities
A phobia, or anxiety, of public speaking is common to most people throughout the world. Many of us would rather communicate by email or phone than in front of a group of people. Whether it’s large or small, standing in front of a group of people is psychologically difficult and it can often lead to physical discomfort, excessive sweating, and a rapid heartbeat.
There are many reasons why you might develop public speaking anxiety, which include low self-confidence, a lack of preparation, and fear of failure. However, public speaking is a basic requirement for many jobs from sales, to public relations, to teaching. If you don’t learn to deal with this anxiety, you’re likely to create excessive work stress, which can jeopardize your career. Fortunately, there are many ways of overcoming your public speaking anxiety.
1. Take care when planning your speech. Your presentation should be tailored to your audience and it should answer the question, “what’s in it for them?” Don’t try to stuff too much information in the speech; if it’s 10 minutes long, don’t fit in more than three main points. Finally, be sure to include a clear beginning, middle and end to the speech.
Don’t be afraid to repeat yourself; it helps listeners hear the main points. You can experiment with a variety of different vocal techniques and body language, and use anecdotes to illustrate various concepts.
2. Prepare emotionally and mentally. Meditation or yoga can help you to prepare physically and can help you learn to quiet your mind. This helps control your public speaking anxiety. It will also help control your breathing, which is critical for a confident and clear speaking voice.
3. Practice every chance you get. This doesn’t just include reading your speech in front of a mirror. That definitely helps, but there’s more you can do in everyday life. Whenever have to talk to someone, such as a waiter or sales clerk, practice controlling your breathing and speaking with confidence. Once you’re able to interact one-on-one with various types of people, you’ll begin to feel more confident speaking in front of larger groups and be well on your way to overcoming your public speaking anxiety.
Public speaking can be a powerful activity that can transform you. As you increase your confidence making speeches, you will feel a heightened sense of pride and accomplishment, and the benefits of this will spill over into other areas of your life.
Excessive stress can be a critical factor preventing you from having the confidence to overcome public speaking anxiety. Learn to defeat your stress and take back control of your life using Stress Handbook.
I have some of the traits of social anxiety and some traits are at the other end of the spectrum. I work in sales so meeting new people, cold calling, and general interaction with strangers is a very common day for me.
My trouble is outside of work. Very low self-esteem is one of my problems but it is compounded with the thought that I am being judged by others. I have a huge fear of embarrassment which keeps me from doing most social activities outside of work.
My question is if anyone else has this type of mild social anxiety. If so, did you go to a behavioral Therapist? Can you let me in on some of the processes you were taught to break the cycle of anxiety?
Thanks in advance for your help.
Stop-think practices, which are basically what it sounds like. You stop thinking whatever negative or anxiety-inducing thought you're having and replace it with something positive.
If you were thinking "I can't believe I said that stupid thing" you'd stop and go, "I'll get that new movie I wanted to see today" or whatever works for you. Another way to do that is to wear a rubber band around your wrist and snap it hard enough to sting whenever you are having the negative thought (though this didn't work for me, I started wondering if everyone was staring at the little welts.)
Meditation helps you learn to control your breathing, which can help reduce the severity of symptoms.
Even switching to a healthier diet can have positive effects with this.
Key to reducing anxiety: get a full night's rest. I cannot stress this enough.
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x IM i SSY & ITS MiLkBoNe 2v2 #1 Vs zX Anxiety Xz & oOX Cross XOo
This 1950s film, sponsored by the American Association of Health, Physical Education and Recreation, uses the individual story of a worried mother and her son Paul to advocate schools hiring certified gym teachers...
This book describes techniques for improving mental abilities. Some of the things it can help you to achieve include the following: Depending on circumstances, use different lifestyles that improve one or another mental function...
First, the bad news: your teenage years are some of the most stressful of your life. Up to 70 percent of teens say they're stressed out, and with pressure about grades at school, parents who just don't seem to get it, and friends who drive you crazy, it's no wonder...
Math Curse
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Did you ever wake up to one of those days where everything is a problem? You have 10 things to do, but only 30 minutes till the bus leaves. Is there enough time? You have 3 shirts and 2 pairs of pants -- can you make 1 good outfit? Don't worry -- it's just the Math Curse striking! An amusing book about dealing with numbers in everyday life.
There are people who have an appetite for grief; pleasure is not strong enough and they crave pain. They have mithridatic stomachs which must be fed on poisoned bread natures so doomed that no prosperity can sooth their ragged and dishevelled desolation. By Ralph Waldo Emerson Find out about Anxiety Teaching Strategies
Soccer Psychological Coaching - Techniques and Strategies
With the individual and team goals set, the actual training begins. Physical training is not to be undermined but the important cognitive skills to be emphasized include relaxation techniques and task concentration. Handing down specific relaxation techniques such as breathing exercises and progressive muscle relaxation is more effective than just telling them to relax. Equipping them with applicable means to follow your instructions instead of just expecting them to comply on every command is more effective.
Relaxation technique is crucial to performance because stress and anxiety is inevitable in every competition so the individual members should learn to handle this. Many distractions also arise in actual games so the members should learn how to block out unnecessary factors including negative feelings from inside and just stay focused on the actual task. They have to learn not to try controlling the uncontrollable factors during the game and not to put too much emphasis on winning or losing as this is the root cause of most of the players’ stress. These require paramount mental effort and so, an adaptation of appropriate mind set is necessary. Staying positive about one’s abilities and having faith in his teammates is one. Teaching the “here and now” rule is another which basically means anything that is not part of the task should be set aside. Learning the connection between stress and level of performance would probably be helpful too. The higher your stress is, the lower your performance goes.
A good coach should also be able to help the players understand that there is nothing to lose by trying instead of opting to be paralyzed with anxiety. And last but not the least, conditioning the athlete’s minds to view adversity in a positive way, however difficult, will ease the transition from being a novice player to a more professional and successful athlete.
About the Author
The article was produced by Alex Kauffman from grandessays.com, who has many years of vast experience in Custom Term Paper and Custom Essay writing. Check out more info on our website
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Can I take a low dosage of simply sleep pills every night?
I got my first teaching job and am having trouble sleeping at night. It is I'm guessing from anxiety-my mind races at night processing all of the things I have to do the next day.
I have tried nighttime calming routines, strategies, etc. and nothing works.
The recommended dose of Simply Sleep is 2 pills at bedtime. I have cut it down to 1/3 of one pill (so 1/6th of a dose). Is this amount safe to take 5 days a week until summer break hits?
It seems like such a low dose and I am not taking any other meds, nor do I drink a lot of alcohol...
Are there safer med that a Dr. can prescribe?
Does one-third of a pill help? Or is a psychological effect? I don't think you should take the pills every night. The package says only a few days and then consult your doctor, right? You should talk to a doctor and see what they they can do. Maybe you'll calm down and be able to sleep after a few weeks and you're more relaxed about your job. Summer break is a long way away!
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Assessment Techniques and Treatment Strategies Part I
It's easy to tell your children "Just relax and stop worrying so much!", but this is rarely effective in reducing their feelings of stress and anxiety. Relaxation strategies such as progressive muscle relaxation and visual imagery have been shown to be extremely effective treatment components for child anxiety, and also can be great general stress reducers for children...
This book describes techniques for improving mental abilities. Some of the things it can help you to achieve include the following: Depending on circumstances, use different lifestyles that improve one or another mental function...
This must-have resource will teach you how to use a simple 5-point scale to help students understand and control their emotional reactions to everyday events. This book shows how to break down a given behavior and, with the student's active participation, develop a scale that identifies the problem and suggests alternative, positive behaviors at each level of the scale...
A leading clinical expert in the fields of child cognitive behavior therapy and anxiety disorders, Dr. Tamar Chansky frequently counsels children (and their parents) whose negative thinking creates chronic or occasional emotional hurdles and impedes optimism, flexibility, and happiness...
The greatest mistake you can make in life is to be continually fearing you will make one. By Elbert Hubbard Find out about Language Anxiety Teacher
A Quantitative Study of the Interaction Between the Learning Situation and the Proficiency of Efl Learners in Their Productive Skills
Introduction
The learning situation or the classroom essentially plays a momentous role in the learning of the foreign language since the learner has no access to the target language beyond the classroom door (Brown 2001). That is, it is the classroom where the foreign language (FL) learner receives the input from the teacher, practises the target language skills with the teacher and the fellow learners and shows his/her performance in the language before his/her teacher and classmates.
Gardner (1985a) notes that for the FL learner the language classroom might be the only place in which the learner encounters the target language and the teacher might be the prime user of the language. He then maintains – ‘consequently, the course and the teacher can become closely associated with the language material, and attitudes toward them could thus become highly influential’ (1985a: 7). He accordingly predicts that where learner reaction to the learning situation is positive, other factors being equal, the learner will have a pleasant experience with the target language and will be encouraged to continue. Besides, Haque (1989), Gordon (1980) and Naiman et al. (1978) reveal significantly positive associations between indices of learner attitudes towards the teacher and the language course and proficiency in the target language.
Moreover, as a teacher of the English language, I have had the opportunity to observe that there is some degree of interaction between the factors of the learning situation – the teacher, the course, the fellow learners and the prevailing atmosphere – and the proficiency of the learner of English as a foreign language (EFL), especially in his/her productive skills – writing and speaking.
However, the findings of the studies conducted by Maniruzzaman (1998), Parkinson and Howell-Richardson (1990), Kleinmann (1978) and Chastain (1975) are found to be inconsistent with those of the investigations carried out by Haque (1989), Gordon (1980) and Naiman et al. (1978).
Hence, the present study was designed to examine the interaction between the learning situation and the proficiency of Bengali-speaking EFL learners in their writing and speaking skills. To carry out the investigation, three hypotheses were formulated:
H1. The learner’s classroom anxiety would have significantly negative impact on his/her proficiency in writing and speaking.
H2. The learner’s attitudes towards his/her teacher would have significantly positive relations to his/her proficiency in writing and speaking.
H3. The learner’s attitudes towards the language course would have significantly positive associations with his/her proficiency in writing and speaking.
This study was conducted with 41 tertiary level students – 25 males and 16 females – learning the English language in the Language Centre at Jahangirnagar University. Though the subjects were from the different departments of Jahangirnagar University, they possessed some features in common – belonging to a similar age group, already having twelve years of formal instruction in EFL at the rate of about four hours every week and studying throughout in the Bengali medium.
Instrumentation
To test the hypotheses of the present study, three major predictor variables were determined – EFL classroom anxiety, attitudes towards the teacher and attitudes towards the course. The major criterion variables in the study were the subjects’ scores on a structure test, a vocabulary test, a composition test and a speaking test.
To ascertain the subjects’ association with the learning situation consisting of classroom anxiety and attitudes towards the teacher and the course, a questionnaire was modelled on the relevant items of the Attitude/Motivation Test Battery originally developed by Gardner (1985b) and next modified by Maniruzzaman (1998). The questionnaire has four parts:
Part-I following “General instructions” has some levels that elicited information from the learners about their names, roll nos., etc.
Part-II consists of ten items using the Likert Scale (1932). It measured the subjects’ discomfort and tension while participating in the EFL class. A high score on this test (maximum = 70) reflected a subject’s anxiety in the classroom.
Part-III has four subtests related to the attitudes of the subjects towards their teacher:
i) English Teacher Evaluation. The ratings on ten evaluative scales were summed to reflect the subjects’ general evaluative reaction to their teacher. The items were scored in the direction indicated below such that a high score (maximum = 70) indicated a positive evaluation. The scales are– friendly-unfriendly, unreliable-reliable, inconsiderate-considerate, good-bad, pleasant-unpleasant, efficient-inefficient, polite-impolite, insincere-sincere, dependable-undependable, and cheerful-cheerless.
ii) English Teacher Rapport. Teacher-learner rapport was measured by five scales keyed in the “rapport” direction – trusting-suspicious, insensitive-sensitive, unapproachable-approachable, impatient-patient, and disinterested-interested. The higher the score (maximum = 35) was on this measure, the greater the perceived rapport and warmth of the teacher would be.
iii) English Teacher Competence. The subjects’ perception of the teacher’s competence was measured by five scales – organized-disorganized, industrious-unindustrious, unintelligent-intelligent, incapable-capable, and competent-incompetent. A high score (maximum =35) was perceived as indicating that the subjects rated the teacher competent.
iv) English Teacher Inspiration. On this five item test – colourful-colourless, unimaginative-imaginative, exciting-dull, tedious-fascinating, and interesting-boring, the subjects rated the extent to which they felt that their teacher inspired them to learn EFL. High scores (maximum =35) indicated high levels of inspiration and interest.
Part-IV is composed of four subtests concerned with the subjects’ attitudes towards their course:
i) English Course Evaluation. The learners’ general evaluation of their course was assessed with ten items scored such that the higher the score (maximum =70), the more positive the evaluation. The items are good-bad, disagreeable-agreeable, pleasurable-painful, satisfying-unsatisfying, awful-nice, pleasant-unpleasant, enjoyable-unenjoyable, unrewarding-rewarding, worthless-valuable, and appealing-unappealing keyed positively.
ii) English Course Difficulty. Ratings on five scales – simple-complicated, elementary-complex, effortless-hard, clear-confusing, and difficult-easy – were summed to provide an estimate of the perceived difficulty of the course. A high score (maximum = 35) indicated that the course was easy while a low score indicated that the course was difficult.
iii) English Course Utility. This subtest comprises five scales – educational-noneducational, meaningful-meaningless, necessary-unnecessary, useless-useful, and unimportant-important. A high score (maximum = 35) was associated with a high level of perceived utility of the course.
iv) English Course Interest. Five scales – fascinating-tedious, monotonous-absorbing, interesting-boring, exciting-dull, and colourful-colourless – were summed such that the higher the score (maximum = 35) the more interest the subjects had in the course.
Both Part-III and Part-IV were assessed by means of a Semantic Differential Format postulated by Osgood et al. (1957).
This investigation also required an assessment of the proficiency of the subjects in their writing and speaking skills. The proficiency of each of the subjects was ascertained by a four-part test reflecting the objectives of the syllabus of the course they were taking. The proficiency test used in this study was constructed by the present researcher and validated and standardized on samples of students participating in the same course earlier. That is, the test had sufficient validity, reliability and practicality. The four parts of the test are as follows:
Part-I being constituted of Structure Test-I and Structure Test-II has 30 multiple choice items covering the structures the students at the tertiary level are supposed to have mastered. In this measure, the objective test format was used, and an effort was made to put the test items in the context of a short narrative cum conversation so that language in use would, as mach as possible, be tried out.
Part-II embodies Vocabulary Test having 20 multiple choice items. This test was designed to show the range of vocabulary the learners at the tertiary level had mastered. The vocabulary items in the measure were selected on the basis of the assumption that the subjects had already learned them.
Part-III includes Composition Test designed to assess the subjects’ linguistic competence in organizing and presenting relevant ideas in writing. Controlled compositions are error-provoking while free compositions are error-avoiding. In this investigation, spontaneous prediction procedure was followed, and the subjects were asked to write a free composition on any one of the topics – “Your future plan”, “Importance of English” and “Family life”.
Part-IV is made up of three types of speaking tests. Speaking Test-I was used to determine the subjects’ ability to express different attitudes, feelings and emotions. Speaking Test-II and Speaking Test-III were exploited to ascertain the subjects’ competence in communicating in real life situations.
Data collection and analysis
The questionnaire for tapping the subjects’ association with the learning situation was translated into Bengali so that the subjects could overcome the difficulties caused by the English version. After an explanation of the purposes of the study and preliminary instructions, the questionnaire was administered. The different parts of the proficiency test were given at different times as normal class tests.
The data collected by using the questionnaire and the proficiency test were first scored by hand. Total scores were then computed on each of the subtests for each individual subject. The analysis of the data taken from those subjects who had responded to both the questionnaire and the proficiency test was performed by using the Pearson’s product-moment correlation coefficients available in the SPSSX (Statistical Packages for the Social Sciences) programme module. The level of significance set for the statistical tests in this research was at the *p<.01 level.>
Findings and interpretations
Three hypotheses related to the interaction between the learning situation and the proficiency of the subjects in their writing and speaking skills were formulated to interpret the findings of the statistical analysis of the data.
H1. The learner’s classroom anxiety would have significantly negative impact on his/her proficiency in writing and speaking.
To test the hypothesis, a Pearson’s product-moment correlation was computed between classroom anxiety and the dependent variables. The Pearson’s product-moment correlation coefficients have been shown in Table 1:
Table1: Pearson’s product-moment correlation coefficients computed between classroom anxiety and the measures of proficiency in writing and speaking:
According to the finding displayed in Table 1, Classroom Anxiety had negative associations with Structure Test r being -.44, Vocabulary Test r being -.46, Composition Test r being -.42, and Speaking Test r being -.49. All the correlations were significant at p<.001 level. hence the hypothesis learner classroom anxiety would have significantly negative impact on his proficiency in writing and speaking was accepted.>
This finding discloses that the subject having a greater amount of classroom anxiety had less proficiency in their writing and speaking skills, and is consistent with those of the studies conducted by Bailey (1983), Horwitz (1986), Trylong (1987), Haque (1989) and Walker (1997). The result also lends support to Krashen’s (1981, 1982 and 1985) postulate that as a mental block anxiety resists learning. It, moreover, corroborates the argument that ‘studies have consistently shown that anxiety is one of the best predictors of success in the second language’ (MacIntyre and Gardner 1991: 96). Nonetheless, the present finding contradicts those of the investigations carried out by Chastain (1975), Kleinmann (1978), Parkinson and Howell-Richardson (1990) and Maniruzzaman (1998).
The current finding may be attributed to a number of factors commonly found in the foreign language classroom in Bangladesh: mostly untrained teachers, the teacher-dominated classroom atmosphere, problems with the selection and grading of the teaching/learning items, irrelevant and inadequate materials, the deductive teaching process, insufficient involvement of the learner, the defective testing system and little use of modern equipment. These factors compel the learner to have a phobia about achieving the target language skills as well as showing optimal performance in the productive skills.
H2. The learner’s attitudes towards his/her teacher would have significantly positive relations to his/her proficiency in writing and speaking.
To examine the hypothesis, a Pearson’s product-moment correlation coefficient was run on the independent variable related to the teacher and the dependent variables. The Pearson’s product-moment correlation coefficients have been demonstrated in Table 2:
Table2: Pearson’s product-moment correlation coefficients computed between the variables related to the teacher and the measures of proficiency in writing and speaking:
Predictor Variable s Pearson’s product-moment correlation coefficients (r)
Structure
Test
Vocabulary
Test Composition
Test Speaking
Test
English Teacher Evaluation .35**
.30**
.29**
.36**
English Teacher Rapport
.32**
.31**
.30**
.33**
English Teacher Competence
.36**
.34**
.28**
.36**
English Teacher Inspiration
.32**
.35**
.31**
.31**
N = 41 Level of Significance *p<.01>
**p<.001>
As shown in Table 2, English Teacher Evaluation, English Teacher Rapport, English Teacher Competence and English Teacher Inspiration had significantly positive correlations with Structure Test r being .35, .32, .36 and .32 respectively, with Vocabulary Test r being .30, .31, .34 and .35 respectively, with Composition Test r being .29, .30, .28 and .31, and with Speaking test r being .36, .33, .36 and .31 respectively. Therefore, the hypothesis that the learner’s attitudes towards his/her teacher would have significantly positive relations to his/her proficiency in writing and speaking is deemed to have been accepted.
The finding can be supported by the conclusions drawn by Neidt and Hedlund (1967), Burstall (1970), Gordon (1980) and Haque (1989). Neidt and Hedlund (1967) in a study among the students of German at the University of California, Burstall (1970) in an experiment with some students in Britain, Gordon (1980) in an investigation with Belizean ESL students, and Haque (1989) in a study with the ninth grade students of Dhaka city revealed significant and positive associations between the measures of the subjects’ attitudes towards the teacher and their proficiency in the different skills of the target language.
The present result that the learner’s attitudes towards the teacher significantly predict his/her proficiency in EFL may be explained by pointing to the fact that the teacher is the only person who provides the learner with the input, with whom the learner practises the skills of the target language, and whom the learner mainly shows his/her performance in the productive skills.
H3. The learner’s attitudes towards the language course would have significantly positive associations with his/her proficiency in writing and speaking.
To try out the hypothesis, a Pearson’s product-moment correlation coefficient was run on the independent variables concerned with the course and the dependent variables. The Pearson’s product-moment correlation coefficients have been exhibited in Table 3:
Table3: Pearson’s product-moment correlation coefficients computed between the variables concerned with the course and the measures of proficiency in writing and speaking:
Predictor Variable s Pearson’s product-moment correlation coefficients (r)
Structure
Test
Vocabulary
Test Composition
Test Speaking
Test
English Course Evaluation .30**
.30**
.29**
.36**
English Course Difficulty
.12
.13
.10
.12
English Course Utility
.31**
.33**
.32**
.33**
English Course Interest
.36**
.33**
.32**
.35**
N = 41 Level of Significance *p<.01>
**p<.001>
The correlation coefficients presented in Table 3 disclose that English Course Evaluation was significantly positively correlated with Structure Test, Vocabulary Test, Composition Test and Speaking Test r being .30, .30, .29 and .36 respectively. English Course Difficulty was insignificantly positively associated with Structure Test, Vocabulary Test, Composition Test and Speaking Test r being .12, .13, .10 and .12 respectively. English Course Utility had significantly positive correlations with Structure Test, Vocabulary Test, Composition Test and Speaking Test r being .31, .33, .32 and .33 respectively. Finally, English Course Interest was also significantly positively correlated with Structure Test, Vocabulary Test, Composition Test and Speaking Test r being .36, .33, .32 and .35 respectively. Thus, the hypothesis that the learner’s attitudes towards the language course would have significantly positive associations with his/her proficiency in writing and speaking may be thought over to have been largely accepted.
This finding lends support to those uncovered by Neidt and Hedlund (1967), Burstall (1970), Gordon (1980) and Haque (1989), and can be explained by considering the point that the subjects were substantially aware of the different aspects of their course. That is, course evaluation, utility and interest significantly and positively affected the learners’ proficiency in their writing and speaking while course difficulty had a little impact on their proficiency in the same skills.
Conclusions and recommendations
To sum up, the investigation produces three important findings.
Firstly, classroom anxiety had significantly negative correlations with all the tests of the subjects’ proficiency in EFL writing and speaking. This finding suggests that classroom anxiety considerably hampers learners’ proficiency in the productive skills of the target language.
Secondly, the subjects’ attitudes towards their teacher were significantly positively associated with all the measures of their proficiency in writing and speaking. This result is suggestive of the fact that the teacher’s evaluation, rapport, competence and inspiration have substantial impact on the learner’s proficiency in writing and speaking.
Thirdly, the subjects’ attitudes towards their course were in most cases significantly and in all the cases positively correlated with the measures of their proficiency in writing and speaking. This finding indicates that course evaluation, utility and interest largely and course difficulty slightly influence the learner’s proficiency in the productive skills of the foreign language they learn.
Based on the findings, the present researcher makes several recommendations.
As classroom anxiety seriously hinders and reduces the learner’s proficiency in the productive skills of the target language, some effective measures, such as systematic desensitization, guided participation, creating friendly atmosphere, ensuring large involvement of the learner, cognitive restructuring, self-assessment (Oscarson 1997), and so on have to be taken to alleviate it. Further, the strategy of cooperative learning (Macaro 1997) can be exploited to increase the learner’s motivation and retention, to help him/her develop a positive image of self and others, to provide a vehicle for critical thinking and problem solving, and to encourage collaborative social skills. Moreover, the learner should be taught what he/she lacks, needs and is interested in, and how he/she should be motivated to achieve proficiency in the skills of the target language. In other words, the teaching items, materials, equipment and assessment system should conform to the learner’s needs and interests.
The teacher in an EFL classroom is the only person who provides the learner with the input, with whom the learner practises the skills of the target language, and whom the learner mainly shows his/her performance in the productive skills. Therefore, the teacher should be well trained, professionally qualified and widely experienced, and keep him/herself abreast of the contemporary foreign language teaching methods, approaches and trends. He/she should act the role of ‘facilitator’ providing support for learning, ‘counsellor’ where the emphasis is placed on one-to-one interaction and ‘resource’ in which he/she is seen as a source of knowledge and expertise (Voller1997). That is to say, the teacher should provide environmental, emotional and linguistic support (Walker 1997).
Last but not least, since course evaluation, utility, interest and difficulty tremendously affect the learners’ proficiency in their writing and speaking, the teaching items, techniques, materials and equipment should match the learner’s level, needs, wants and interest.
Works Cited
Bailey, K. ‘Competitiveness and anxiety in adult second language learning: looking at and through the diary studies.’ H. Selingar and M. Long (eds.). Classroom-Oriented Research in Second Language Acquisition. Rowley, Mass.: Newbury House, 1983.
Brown, E. Teaching by Principles. New York: Longman, 2001.
Burstall, C. French in the Primary School: Attitudes and Achievement. Slough: National Foundation for Educational Research in England and Wales, 1970.
Chastain, K. ‘Affective and ability factors in second language acquisition’. Language Learning 25, 1975: 153 – 61.
Gardner, R. C. Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold, 1985a.
Gardner, R. C. The Attitude/Motivation Test Battery: Technical Report1. University of Western Ontario, Canada, 1985b.
Gordon, M. E. Attitudes and Motivation in Second language Achievement: A Study of Primary School Students Learning English in Belize, Central America. Ph. D. Dissertation. University of Toronto, 1980.
Haque, S. M. F. Attitudes, Motivation and Achievement in English as a Second Language: A Case Study of High School Students in Dhaka City, Bangladesh. Ph. D. Thesis. University of Durham, England, 1989.
Horwitz, E. ‘Preliminary evidence for the reliability and validity of a foreign language anxiety scale.’ TESOL Quarterly 20, 1986: 559 – 62.
Klainmann, H. ‘The strategy of avoidance in adult second language acquisition.’ W. Ritchie (ed.). Second Language Acquisition Research. New York: Academic Press, 1978.
Krashen, S. D. Second Language Acquisition and Second Language Learning. Oxford: Pergamon, 1981.
Krashen, S. D. Principles and Practice in Second Language Acquisition. Oxford: Pergamon, 1982.
Krashen, S. D. The Input Hypothesis: Issues and Implications. London: Longman, 1985.
Likert, R. ‘A technique for the measurement of attitudes.’ Archives of Psychology, No. 140, 1932: 5 – 55.
Macaro, E. Target Language, Collaborative Learning and Autonomy. Clevedon: Multilingual Matters, 1997.
MacIntyre, P. and R. C. Gardner. ‘Methods and results in the study of foreign language anxiety: a review of literature’. Language Learning 41, 1991: 25 – 57.
Maniruzzaman, M. A Socio-Psycholinguistic Study of the Interaction between Attitudes and Motivation of Undergraduates and their Proficiency in EFL. Ph. D. Thesis. University of Dhaka, Bangladesh, 1998.
Naiman, N., M. Fröhlich, H. Stern and A. Todesco. ‘The good language learner’. Research in Education Series No. 7. The Ontario Institute for Studies in Education, 1978.
Neidt, C. O. and D. E. Hedlund. ‘The relationship between changes in attitudes toward a course and final achievement’. Journal of Educational Research 61, 1967: 56 – 58.
Oscarson, M. ‘Self-assessment of foreign and second language proficiency.’ C. Clapham and D. Corson (eds.). Language Testing and assessment. Encyclopedia of Language and Education. Volume 7.Dordrecht: Kluwer, 1997: 175 – 87.
Osgood, C. E., G. J. Suci and P. H. Tannenbaum. The Measurement of Meaning. Urbana: University of Illinois Press, 1957.
Parkinson, B. and C. Howell-Richardson. ‘Learner diaries.’ C. Brumfit and R. Mitchell (eds.). Research in the Language Classroom. ELT Documents 133, Modern English Publications, 1990.
Trylong, V. L. Aptitude, Attitudes, and Anxiety: a Study of their Relationships to Achievement in the Foreign Language. Ph. D. Dissertation. Purdue University, 1987.
Voller, P. ‘Does the teacher have a role in autonomous learning?’ P. Benson and P. Voller (eds.). Autonomy and Independence in Language Learning. London: Longman, 1997: 98 – 113.
Walker, E. Foreign Language Anxiety in Hong Kong Secondary Schools: Its relationship with the Age-Related factors, Schools Form and Self-Perception. Ph. D. Thesis. University of Hong Kong, 1997.
About the Author
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Is it ok for a shy preschooler to be in a head start school that speaks another language due to demographics?
My son goes to a head start preschool 3 hrs a day/4 days a week. He is 3.5 yrs old and speaks English only. At school, he's the only kid who speaks just English. The teachers all speak heavy spanish (poor english) and they speak to all of the kids in Spanish except for my son. I recently went to a parent seminar there, and by a show of hands I was the ONLY parent who spoke only English. They did their best to translate for me, but made it seem like an inconvenience by laughing and saying, "ugh.. now I got to say ALL of that again in English..". They had pamphlets that they passed around to parents, and apologized to me because they did not make any copies in English (spanish only). My concern is my son who is already very shy, possibly has social anxiety, and is now in an environment where people talk a million miles an hour around him in a foreign language. They want to have him evaluated for speech, because he won't talk to them very much at school (but is fine at home). Thoughts?
I think I would look for a center where English is the primary language. Number One, if he is behind in his language skills, it certainly won't promote it.
Number two, How is he supposed to talk to them if he doesn't understand what they are saying?
There is an upside, children at his age pick up alternate languages quickly, so if you want him to learn Spanish for use in the future, keep him there.
Meditations2Go CD Set 1 features two full-length, fully immersive guided audio meditations (synchronized music and narration) on a single Audio CD. Track 1: "Restoring Balance and Clarity" (26:48 minutes)...
Written by an expert in the field, this book has the tools you need to become a relaxed, effective, and commanding public speaker. A clear, concise, step-by-step approach with dozens of inside tips, "10 Days to More Confident Public Speaking" will help you: -- Overcome nervousness and discover your own natural style-- Connect with your audience with your very first words-- Write a speech that builds to an unforgettable conclusion-- Expertly blend humor and anecdotes into your talks-- Use proven techniques to memorize your speech
Dr. Elisa Shipon-Blum's Guide, "The Ideal Classroom Setting for the Selectively Mute Child" is a wonderfully informative guidebook that will provide parents, teachers, and treating professionals with the advice necessary to help prepare the 'ideal class setting for the Selectively Mute child...
Use this insightful text to identify students with disabilities, comply with the law, and ensure that these students get the attention and services they need.
Worry bankrupts the spirit. By Berri Clove Find out about Social Anxiety Teachers
How To Help Your Child Deal With Social Anxiety
Talk to the child's teacher to find out what difficulties your child is having because an unusually shy or withdrawn child will be noticed by the teacher. In fact, your child is probably the "good" child who never speaks up, acts up or misbehaves. If your child is still in elementary school, let the teacher know about your concerns that your child may suffer from social anxiety. Ask the teacher to work with you to help your child by assigning them tasks to help the teacher. The socially anxious child wants to communicate and relate to the teacher and be part of the group, but doesn't know how.
Talk to the school counselor to find out if the school has programs or resources for testing children with mental health issues or can refer you to any resources for testing and/or treatment. (So many kids are referred for ADD testing that schools may very well have the resources to test for social anxiety).
Research on the web for local resources for treatment. Look for a therapist or psychiatrist who specializes in treating social anxiety in children. You also want a specialist in cognitive behavioral therapy (CBT), with treatment in a combination of individually and group therapy with children close to the age of your child. CBT is short term therapy which usually lasts a set number of weeks and is more likely to be covered by your health insurance.
From your research, make a list of questions so that you can interview the therapist. You will want to know the cost, if medication may be included, how the therapy is handled, if group therapy is included, success rate, etc. This is critical because you and your child will be spending a lot of time in treatment and you don't want it to be wasted.
Search your local and community newspapers and magazines to see if there are any ads for social anxiety treatment trials or experiments for children. Call the psychiatric department of your local universities, NIH or hospitals to see if they are conducting any free trials for cognitive behavioral therapy in children of your child's age.
You may not find a cure for your child's social anxiety because treatment will help in varying degrees. Nonetheless, your child will know that you recognize the agony they're in and take some solace in finding out that he or she is not alone with this problem and is really perfectly normal. The fact that there is a name for what your child is experiencing and that they can discuss possible treatment and ways to cope will help your child not feel so alone.
About the Author
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Any tips on battling social anxiety?
I have social anxiety which really makes my life hell!
Tomorrow we are having this talk from ALL these teachers and i'm quite nervous about it (teachers are authority figures that intimidate me)
I seriously don't know how i'm going to last for an hour without getting overly nervous...
I'm considering not going to school at all! BUT i really really want to try get over this stupid anxiety problem!
What should i do about tomorrow? I dont know how to relax with things like these...
I feel ya. The nervousness shaking after a while and the feeling of wanting to run out of a situation. here are a few anxiety helpers that have worked for me...
Breathe. Be still put your hand on your chest and allowing yourself to calm. don't breathe through your chest, but your diaphragm( stomach) sit still and feel the movement and it will calm you down.
If you don't have a nut allergy, eat some sunflower seeds before bed. it contains magnesium and anxiety reduces magnesium in your body that make you want to run out. eat some a few hours before you have to be around people and it may help and it's natural, not a drug.
I don't know your age, but talk to your parents about it. They may understand and can help.
This 1950s film, sponsored by the American Association of Health, Physical Education and Recreation, uses the individual story of a worried mother and her son Paul to advocate schools hiring certified gym teachers...
Developed by two master clinicians with extensive experience in cognitive therapy treatment and training, this popular workbook shows readers how to improve their lives using cognitive therapy. The book is designed to be used alone or in conjunction with professional treatment...
Often described as 'social phobia's cousin' and misdiagnosed as autism, selective mutism is a debilitating fear of speaking in some situations experienced by some children. The disorder usually presents in children before the age of five, but it may not be recognized until the child starts school...
A comforting, practical guide to helping your child deal with anxietyFear, worry, stomach pains, self-doubt-- these are all classic symptoms of anxiety in children and teenagers. Anxiety affects both boys and girls, regardless of age, size, intelligence, or family specifics...
" There are two days in the week about which and upon which I never worry... Yesterday and Tomorrow. By Robert Jones Burdette Find out about Test Anxiety Teachers
What Every Parent Needs To Know About Tests To Diagnose Add And Adhd
Do you think ADHD is overdiagnosed? Perhaps now that much more information is available about ADHD, it is becoming easier to diagnose. So, what are the tests to diagnose ADD and ADHD First of all, the doctor will want to eliminate other possible conditions which may mimic to a certain extent ADD and ADHD symptoms. There is also the possibility of a co-morbid disorder which means that two or more disorders may be affecting the child. This is why it is so important to have a reliable test for ADHD done.
The most common co-morbid disorders are ODD which stands for Oppositional Defiant Disorder. It is estimated that up to 35% of kids with ADHD may also have ODD and as its name suggests, temper tantrums and rule breaking are to the forefront. Anxiety may also co-exist and the percentage here too is high as it accounts for about a quarter of ADHD children. Excessive worry, fear and even panicattacks may be present.
Before actually organizing the tests to diagnose ADD and ADHD, the doctor will want to rule out other possible conditions. These could be lead poisoning which tends to occur in less advantaged families as they live in older derelict homes where old leaded paint can be chewed or even swallowed. A simple blood test can exclude this possibility. There may be problems with eyesight or hearing. It could be a low red cell blood amount (anemia) which will make the child listless or it could be a thyroid problem although this latter condition is much more common in adults than in children.
Apart from the medical examination, checking the child's medical history and also the parents, a range of tests are given. These are known as rating scales. The basic idea is that they can be compared to other children who are the same age. There are two scales for parents which try to find out what exactly the child's symptoms are (this is called Conners' Parent Rating Scale) and also a sort of checklist for behavioural problems known as the Child behaviour Checklist. The same checklists and rating scales are also given to the teachers to record how the child behaves in the classroom. As you can see a test for ADHD is quite complex.
Then the SNAP checklist (called after its inventors, Swanson, Nolan and Pelham) is used to assess all the answers as set down in the manual DSM IV. These rating scales and tests are not totally reliable and indeed the The American Academy of Pediatrics recommends that rating scales are used in conjunction with other means as they are not the only tests to diagnose ADD and ADHD.
Once an ADHD diagnosis has been made you may wish to do some research on the ADHD medications which your doctor may prescribe. As you know, the side effects of these drugs (they are mind altering drugs after all) may cause more problems that they resolve as the side effects can sometimes be alarming to say the least. You will also want to do research on ADHD natural cures which are free of side effects and absolutely safe.
About the Author
Robert Locke is a Health enthusiast who specializes in Children's Health. He has written extensively on ADHD. Discover what ADHD Alternative Therapy is available.
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seizure during a test @ school?
My teacher got mad because i had a seizure during a test? Why did she get mad? is that right? i feel so bad?
i wasnt faking it for the test, anxiety makes me have seizures
what did i do wrong?
what would you all have done in that teachers position
gosh i feel so so bad for it
gosh i feel like dying because she is mad
that is not ethical
that teacher is a down right a** hole
i would have your parents call and make a complaint
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The Big Test
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Mrs. Hartwell is preparing her class to take the Big Test. Knowing they have studied and are well-prepared, she helps the students practice how to sit quietly, fill in the bubbles, and follow the directions...
The new school year brings standardized testing to every school and Miss Malarkey's is no exception. Teachers, students, and even parents are preparing for THE TEST-The Instructional Performance Through Understanding (IPTU) test-and the school is in an uproar...
As a child with Tourette's, Brad was ridiculed, beaten, mocked, and shunned. This story of unwavering determination proves anyone can make their dreams come true. Ends with 20+ motivational tips on living with a disability.
"It's me who is my enemy Me who beats me up Me who makes the monsters Me who strips my confidence. By Paula Cole ""Me This Fire
I've spent most of my life walking under that hovering cloud, jealousy, whose acid raindrops blurred my vision and burned holes in my heart. Once I learned to use the umbrella of confidence, the skies cleared up for me and the sunshine called joy became my faithful companion. By Astrid Alauda
Don't let anyone steal your dream. It's your dream, not theirs. By Dan Zadra
If you must love your neighbor as yourself, it is at least as fair to love yourself as your neighbor. By Nicholas de Chamfort
I am not afraid of storms for I am learning how to sail my ship. By Louisa May Alcott
When there is no enemy within, the enemies outside cannot hurt you. By African Proverb
The way you treat yourself sets the standard for others. By Sonya Friedman
Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness that most frightens us. We ask ourselves, Who am I to be brilliant, gorgeous, talented, fabulous? Actually, who are you not to be? You are a child of God. Your playing small does not serve the world. There is nothing enlightened about shrinking so that other people won't feel insecure around you. We are all meant to shine, as children do. We were born to make manifest the glory of God that is within us. It is not just in some of us; it is in everyone. And as we let our own light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others. By Marianne Williamson, A Return to Love: Reflections on the Principles of A course in Miracles 1992 (commonly misattributed to Nelson Mandela, 1994 inauguration speech)
The neurotic longs to touch bottom, so at least he won't have that to worry about anymore. By Mignon McLaughlin, The Neurotic's Notebook, 1960
The neurotic is always half-drowning in anxiety, and always being half-rescued. By Mignon McLaughlin, The Neurotic's Notebook, 1960
Sadness is almost never anything but a form of fatigue. By Andre Gide
It is some relief to weep; grief is satisfied and carried off by tears. By Ovid
Tears are the safety valve of the heart when too much pressure is laid on it. By Albert Smith
People who do not understand themselves have a craving for understanding. By Wilhelm Stekel
The sun is nature's Prozac. By Astrid Alauda, 1990
I was seized by the stern hand of Compulsion, that dark, unseasonable Urge that impels women to clean house in the middle of the night. By James Thurber
If my devils are to leave me, I am afraid my angels will take flight as well. By Rainer Maria Rilke, on leaving psychotherapy
A neurotic is a man who builds a castle in the air. A psychotic is the man who lives in it. A psychiatrist is the man who collects the rent. By Jerome Lawrence
The two main hazards of psychoanalysis: that it might fail, and that if it succeeds, you'll never be able to forgive yourself for all those wasted years. By Mignon McLaughlin, The Second Neurotic's Notebook, 1966
Mental health problems do not affect three or four out of every five persons but one out of one. By William Menninger
A lot of what passes for depression these days is nothing more than a body saying that it needs work. By Geoffrey Norman
We are always getting ready to live but never living. By Ralph Waldo Emerson
We crucify ourselves between two thieves: regret for yesterday and fear of tomorrow. By Fulton Oursler
The ability to be in the present moment is a major component of mental wellness. By Abraham Maslow
I got the blues thinking of the future, so I left off and made some marmalade. It's amazing how it cheers one up to shred oranges and scrub the floor. By D.H. Lawrence
One of the most tragic things I know about human nature is that all of us tend to put off living. We are all dreaming of some magical rose garden over the horizon - instead of enjoying the roses that are blooming outside our windows today. By Dale Carnegie
Pile up too many tomorrows and you'll find that you've collected nothing but a bunch of empty yesterdays. By The Music Man
Every man has his own courage, and is betrayed because he seeks in himself the courage of other persons. By Ralph Waldo Emerson
Courage doesn't always roar. Sometimes courage is the little voice at the end of the day that says I'll try again tomorrow. By Mary Anne Radmacher
Courage is resistance to fear, mastery of fear - not absence of fear. By Mark Twain, Pudd'nhead Wilson's Calendar, 1894
Courage is being afraid but going on anyhow. By Dan Rather
Sometimes the biggest act of courage is a small one. By Lauren Raffo
Courage is the power to let go of the familiar. By Raymond Lindquist
When we are afraid we ought not to occupy ourselves with endeavoring to prove that there is no danger, but in strengthening ourselves to go on in spite of the danger. By Mark Rutherford
No one has yet computed how many imaginary triumphs are silently celebrated by people each year to keep up their courage. By Henry S. Haskins
Courage is fear holding on a minute longer. By George Smith Patton
Be careful not to drown in a mirage. By Terri Guillemets
Courage is to feel the daily daggers of relentless steel and keep on living. By Douglas Malloch
The future is called perhaps which is the only possible thing to call the future. And the only important thing is not to allow that to scare you. By Tennessee Williams, Orpheus Descending, 1957
What great thing would you attempt if you knew you could not fail? By Robert H. Schuller
If you surrender to the wind, you can ride it. By Toni Morrison
Face what you think you believe and you will be surprised. By William Hale White
The better I get to know men, the more I find myself loving dogs. By Charles de Gaulle
What lies behind us and what lies before us are tiny matters compared to what lies within us. By Ralph Waldo Emerson
Finish each day and be done with it. You have done what you could; some blunders and absurdities have crept in; forget them as soon as you can. Tomorrow is a new day; you shall begin it serenely and with too high a spirit to be encumbered with your old nonsense. By Ralph Waldo Emerson
If I had my life to live over I would perhaps have more actual troubles but I'd have fewer imaginary ones. By Don Herold
Drag your thoughts away from your troubles... by the ears by the heels or any other way you can manage it. By Mark Twain
Today is the tomorrow we worried about yesterday. By Author Unknown
Let us be of good cheer remembering that the misfortunes hardest to bear are those which will never happen. By James Russel Lowell
If things go wrong don't go with them. By Roger Babson
Worry never robs tomorrow of its sorrow it only saps today of its joy. By Leo Buscaglia
Do not anticipate trouble or worry about what may never happen. Keep in the sunlight. By Benjamin Franklin
If you can't sleep then get up and do something instead of lying there worrying. It's the worry that gets you not the lack of sleep. By Dale Carnegie
I've developed a new philosophy... I only dread one day at a time. By Charlie Brown (Charles Schulz)
Troubles are a lot like people - they grow bigger if you nurse them. By Author Unknown
If you want to test your memory try to recall what you were worrying about one year ago today. By E. Joseph Cossman
Nerves and butterflies are fine - they're a physical sign that you're mentally ready and eager. You have to get the butterflies to fly in formation that's the trick. By Steve Bull
I keep the telephone of my mind open to peace harmony health love and abundance. Then whenever doubt anxiety or fear try to call me they keep getting a busy signal - and soon they'll forget my number. By Edith Armstrong
Nerves provide me with energy. They work for me. It's when I don't have them when I feel at ease that I get worried. By Mike Nichols
I come into the peace of wild things who do not tax their lives with forethought of grief.... For a time I rest in the grace of the world and am free. By Wendell Berry The Peace of Wild Things"" Find out about Anxiety Free Kids
Peaceful Kids the Effect of Childrens Yoga
Yoga for Children is great, the combination of special yoga moves, breathing exercises and relaxations will energize, strengthen, loosen and balance little bodies, while helping to calm and control and relax little minds. Regular attendance provides a wonderful opportunity for the child to learn life skills that can be incorporated into their daily routine.
The skills they improve take place across a very wide range they are all useful and almost all are uniquely well taught within yoga, from breathing and relaxation techniques, helping the child to focus, concentrate or be calm, and this extends into postures that will help their endurance, flexibility, balance and coordination.
Yoga for children is most successful if the children are encouraged to use their imagination. A dynamic, creative and stimulating approach grabs the children's attention.
Kids get to prowl, growl and wiggle through yoga animal poses from Alligator to Zebra! Certified children's yoga instructors are available, and they are well able to introduce stretching, breathing, standing poses and simple meditation to their young pupils.
Kids yoga also provides away into the psyche of children who are harder to reach and may not respond well to less physically based tuition, although we do apply our creed which states that every child has an good heart down inside them. There is a great capability within yoga to allow a child to deal with daily stress, and this speaks very deeply to them. Kids need a way to manage all of their stress and anxiety and yoga definitely helps in buckets with that. It is not healthy for a child to feel so much anxiety over any given situation and thank heavens for yoga to be able to match the challenge.
Yoga for children is certainly one way to ensure that our children grow up healthy and happy. There many schools of yoga. For example, the principles Yama and Niyama reinforce the universal values such as Truth, Non-violence, Cleanliness and contentment. The Asanas help a growing child develop physically, emotionally and psychologically.
Yoga for children comprises of dynamic movements, postures, breathing exercises and meditations and many more. Is it any surprise that the easy and simple stages of yoga tuition for children has proved to help the attention-deficit and hyperactive child far more than you would expect..
At its best yoga for children employs varied imaginative exercises, games, stretches, relaxation and breathing techniques to enable your children to become more confident and more aware of themselves and their bodies.
Through Yoga they are also encouraged to think in a caring, sharing way about each other and the world around them.
Yoga for children should always be at its simplest level a safe, fun and easy stretching class using the principles of yoga. Each class teaches the participants about the benefits of physical activity, how the body functions and the importance of posture and balance.
Children could start learning yoga from the age of five. Initially, it could be a session of fifteen to twenty minutes that could be gradually increased to thirty minutes for older children. Children who bring their own model tractor for the tractor parade will receive free admission to the museum. Children’s yoga however do give a thought to whether yoga may not be suitable for your child if it suffers from physical illnesses or physical defects. About the Author
Yoga is one of Steve Evan's favourite subjects. We encourage you to go to his Yoga for Children web site where he writes about the fact that kids yoga mats franklin tn.
I am 29 years old mom of 4 kids i drive only in areas i know and absolutly no freeway deathly afraid really bad anxiety this is limiting my live tremendously not including my kids am i the only one that has this fear and has any one out there gotten over it and is driving any helpful hind this is hindering my life easy for people to say just hop on the free way and do it please any hope
I understand what you mean i'm seventeen(sorry to scare you more) and just started driving last year and was scared of the freeway then one day my dad just FORCED me to get on it after two minutes you relize its no big deal and are just fine with it in no time at all. for your first time try going real early in the morning so there wont be much traffic.
Indigo Ocean Dreams is a 60 minute audio/CD designed to entertain your child in an ocean setting while introducing them to four research-based, stress management techniques. Each story integrates either progressive muscular relaxation, visualizations, breathing, and affirmations (positive statements)...
Experience four research-based, stress management techniques that are accepted and used by both the traditional medical and holistic communities. You will not find any philosophies, theories or fluff presented here because frankly, we do not have time for that and chances are neither do you...
Indigo Teen Dreams allows teens to manage stress, anger, and anxiety while increasing self-esteem and self-awareness. Teens explore the research-based, stress-management techniques of breathing, visualizations, progressive muscular relaxation, and affirmations or positive statements...
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It’s Kindergarten Time at Blue’s House!Product InformationPeriwinkle is nervous about going to school and to help him overcome his fearsBlue and Joe transform Blue’s house into a pretend kindergarten classroomwhere the games are all about science telling time rhyming art creativitymath and more! Play Refrigerator Rhymes in the kitchen tell time with Ticketyplay a math game at the Sand Table with Shovel and Pail and at Peri’s fort -it’s Super Science! Features the Blue’s Clues host Joe who loves to playHide-and-Seek throughout the game!Skills Learned Letter Recognition Sound Recognition Pre-reading Rhyming Math Classification Counting Addition Subtraction Telling Time Creativity Science FactsProduct Features Lots of surprises and educational clickables 3 difficulty levels that can be set to challenge each child Includes Print and Parent Areas with ways to continue the learning off the computer Count add and subtract Periwinkle's unique collections at the Sand Table Help Mr...
All children have fears, but when should a parent be concerned? How can you know when stress has crossed over into a full-blown anxiety disorder? In Freeing Your Child from Anxiety, a childhood anxiety disorder specialist examines all manifestations of childhood fears, including social anxiety, Tourette's syndrome, hair-pulling, and obsessive-compulsive disorder, and guides you through a proven program to help your child back to emotional safety.
I am an old man and have known a great many troubles but most of them never happened. By Mark Twain Find out about Math Anxiety Facts
Conquering Math Anxiety is Possible
While some students experience an occasional problem understanding the intricacies of mathematics, others have rather intense performance issues related to this subject. Even if they know how to work problems, arrive at the right answers and understand all the formulas and equations, these students tend to freeze on tests related to the subject. Math anxiety is not at all uncommon, and there is some good news. As long as math anxiety isn't caused by a more serious, underlying condition, such as a true anxiety disorder, overcoming it is possible.
Unlike many other subjects where there are a variety of "correct" answers, math tends to be rather cut and dried. There isn't a whole lot of gray areas in this particular subject. The precision involved in it tends to give rise to math anxiety even in the most adept of students. If math anxiety is an issue, there are things students and their parents can do to help.
Some educational experts suggest students with math anxiety do the following things to help themselves overcome fears of tests:
- Seek out help early. If a particular chapter or requirement is not making sense, students can avoid math anxiety by seeking out tutoring help early. Asking for extra help often provides just the right boost to overcome anxiety, gain confidence and perform well on tests.
- Avoid cramming. Math anxiety is often only compounded by cramming for exams. Instead of cramming, students are advised to break up their study sessions into small chunks. It is also wise to address problem spots as quickly as possible to lessen math anxiety.
- Take practice exams. This can help identify problem areas prior to a test and even help boost self-esteem. This is a great way to avoid math anxiety by showing a student that he or she can, in fact, get the answers right. Practice exams can also be quite beneficial in reinforcing formulas that might be needed for a test.
- Meditate. Deep breathing, self-affirmations and all out meditation prior to tests can help students overcome math anxiety by giving them the focus they need to excel. These methods can take a little time and practice to master, but many students find these techniques very useful.
Math anxiety is a concern for many students. A fear of failure on important tests is not at all abnormal. If math anxiety overcomes a person, persists or presents with physical symptoms, a more serious anxiety condition might be present. Seeking professional help in this case might provide the necessary relief for a student to achieve success.
About the Author
Martin Richfield has been involved in online business since 1996. He uses article marketing as his primary traffic source. He has been involved in a number of industries which gives him the knowledge to write on a broad range of subjects. For more details go to: http://anxiety.smartbizzness.com
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Does anyone else have really bad trouble with math?
I'm about to take a math placement test at my community college and I'm scared to death, because if I mess it up I will have to take remedeal courses for no credit that will delay my graduation. I've already taken most of my other subjects.
I've always had horrible experiences with math in high school, and I've put off taking the math placement test as long as possible. I also had to take reading and writing placement tests and I had no problem at all, in fact I placed in honors level English classes. But when I try to do algebra or geometry it's like there's a mental block. If someone sits with me they will have to explain it over and over again to me and then I will sort of understand, but as soon as I go home I forget it again. Some math problems I can sort of work through but it's extremely stressful. I never have text anxiety except in math.
I did hear in one of my classes that creative and artistic people often have trouble with math. Anyone else have this problem?
If you're good at writing then you can be good at math. In fact I've taught people math who said they could never do math. I work for a casino and have to teach people to multiplied numbers in their head in less to two weeks.
Now for your mental block, try this write little stories, make them easy to remember. Some like for division,
When Mr. A is on top or Mrs. A then make 1 baby.
that would be abc/ac = what?
Mr. A is on top of Mrs A. so they make 1
abc/a = 1bc/1c or bc/c
Same thing for c
bc/c = 1b/1 or b
Try it. It might help if it doesn't try something else.
Periwinkle is nervous about going to school. To help him, Blue and Joe turn Blue's house into a make-believe kindergarten with games about science, math, rhyming, art, and more. Choose from five games with Blue, Joe, and friends, while three adjustable levels of difficulty match children's growth...
This book describes techniques for improving mental abilities. Some of the things it can help you to achieve include the following: Depending on circumstances, use different lifestyles that improve one or another mental function...
Webster's bibliographic and event-based timelines are comprehensive in scope, covering virtually all topics, geographic locations and people. They do so from a linguistic point of view, and in the case of this book, the focus is on "Anxiety," including when used in literature (e...
Webster's bibliographic and event-based timelines are comprehensive in scope, covering virtually all topics, geographic locations and people. They do so from a linguistic point of view, and in the case of this book, the focus is on "Anxiety," including when used in literature (e...
We are more disturbed by a calamity which threatens us than by one which has befallen us. By John Lancaster Spalding Find out about General Anxiety Facts
Buspar For Treating Generalized Anxiety Disorder
Around 5.7 percent of the United States population suffers from the affects of generalized anxiety disorder, as revealed by the National Comorbidity Survey Replication of 2002. Usually benzodiazepines are used to treat anxiety as they have proven safe record but also carry the risk of addiction and other side-effects. Buspar was however the first non-benzodiazepine medication that was designed to treat anxiety without any side effects. People suffering from generalized anxiety disorder get symptoms like low social functioning and depression, diabetes and arthritis.
Some of the other conditions present during this kind of anxiety include excessive and uncontrollable worry, muscle tension, fatigue, sleep disturbances, irritability, feeling restless and difficulty in concentration. Buspar acts as an effective drug as it is a partial agonist for serotonin 5-HT1A receptors in the brain. This drug has been approved by the Food and Drug Administration in 1996 and since then has shown safe and effective results in controlling the anxiety. In fact one should go for prescription drugs for their diseases and problems like body pain, allergy, muscle pain and others.
Tramadol pain medication is another FDA approved drug useful to treat body pain while soma muscle relaxer is equally effective in treating muscle pain. However these prescription drugs should be taken as per the recommended prescription otherwise they may pose adverse effects. Also it is essential to get your body examined from your doctor before taking any prescription medication. For instance Buspar does not work for people who have a recent history of benzodiazepine use. Improper use of Buspar can pose few side effects like headache, nauseam dizziness and upset stomach. Buspar and all other prescription medications should be taken as recommended by the doctor or the online company from where you have purchased it.
Generally the recommended starting dosage of Buspar is 7.5 mg twice daily. The dosage may be increased by 5 mg every 2 to 3 days with the maximum dosage not exceeding 60 mg. It is advisable to consult your doctor or access internet to get some information about buspar before employing it to avoid any adverse effects. It is important to recognize whether your body allows you to take a particular prescription drug because prescription drugs have their own restrictions.
So get your body and condition examined properly to employ best prescription drugs for your disease or problem.
About the Author
The author has provided information about Buspar Anxiety Medication and recommends people to buy prescription drugs like tramadol pain medication and soma muscle relaxer. For more information, visit http://www.cheapusameds.com
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breaking bad habits?
Any good advice on breaking a bad habit? Mine is a nervous laugh. Not sure why I do it, but it has a lot to do with my general anxiety in some social situations. Sometimes I do it to try to cover the fact that I don't particularly care for the person I'm speaking with, but not always.
reward yourself every time you're in a situation and don't do it. for awhile you'll probably have to make a conscious effort, but after awhile it'll come naturally. good luck
Get further details about General Anxiety Facts
Anxiety and Children : Phobias and General Anxiety Disorder
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Most of What Happens in Your Life Happens Because of the Way You Think. Wrong thinking produces wrong emotions, wrong reactions, wrong behavior, and unhappiness! Learning to deal with your thoughts is the first step on the road to healthy thinking...
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