| When at least half of those thirty five students | | | | another part of the text or question that could |
| who were motivated by previous lessons, | | | | help the student find the answer. |
| suddenly complain they have test anxiety and | | | | - If a student doesn't understand, try and try |
| can't do the test, you as a new teacher probably | | | | again. Sometimes the comprehension breaks |
| feel you missed a certain step. The fact is that | | | | down when students are under pressure. |
| test taking is a big part of grade assessment and | | | | - Zoom in on a specific gray area of a text. Is |
| is a big part of school life. This is where study | | | | the issue a word, phrase, a sentence within a |
| skills can become a teacher and student's best | | | | text? Encourage other tools for coping such as |
| friend. | | | | dictionary use (if allowed) as well as note taking. |
| What are Study Skills? | | | | Use Reading Strategies During Test Taking |
| Study skills are those self-initiated or formally | | | | In addition to applying explicitly taught reading |
| taught habits that promote better learning. When | | | | strategies, other more general reading strategies |
| applied well, study skills can promote a higher level | | | | can be instructed as well such as: |
| of self-awareness against anxiety where student | | | | - Read and pay careful attention to all directions |
| feel threatened. Some common study skills include | | | | and instructions. |
| taking notes, finding new ways to learn | | | | - Read each passage and accompanying questions. |
| vocabulary and learning how to divide a student's | | | | - Read and respond to items one at a time rather |
| time between tasks. In essence, many of these | | | | than thinking about the whole test. |
| study skills, can also be classified as life-skills as | | | | - Don't make uneducated guesses. Try to get the |
| they emphasize the element of finding alternate | | | | correct answer by reading and eliminating wrong |
| ways to deal with a problem. | | | | answers. |
| Real Test Anxiety | | | | - Decide exactly what the question is asking. |
| When students look at the text in front of them, | | | | Encourage dictionary use if allowed |
| they may begin to panic and some may even | | | | Final Words: Teacher Strategies for Reducing |
| experience more intense levels of anxiety before | | | | Test Anxiety |
| a test. While a certain degree of test anxiety can | | | | Every test should be viewed as a learning |
| help student use their time more efficiently, too | | | | experience for both teacher and student. Tests |
| much anxiety, however, can have adverse | | | | should not threaten a student's self-esteem or be |
| effects. The following reading strategies may | | | | the sole criteria for giving a grade. In addition to |
| assist educators, students and parents as both a | | | | following effective administrative methods for |
| learning and study skill. | | | | reducing test anxiety, here are a few others: |
| Reading Strategies During a Lesson: Finding Key | | | | - Don't spend too much time on any one question. |
| Information | | | | - Skip difficult questions until all other questions |
| - When explaining the text and its corresponding | | | | have been answered. On a piece of scrap paper, |
| questions, encourage students to reread, when | | | | keep a record of all the unanswered items to |
| necessary, the parts of a passage needed for | | | | return to, if time permits. |
| selecting the correct answer. Use think-aloud | | | | - Only change an answer if you are sure the first |
| strategies whenever possible. | | | | one you picked was wrong. |
| - One reading strategy could be: jumping to | | | | |