Anxiety is a fear-like reaction as the body’s response to a perceived threat. While a reaction may appear to be disproportionate for the trigger, the feeling is very real and debilitating for some students. Anxiety is manageable with understanding from staff and peers and with some adjustments to environment and routine.
Negotiate potential triggers with student eg. public speaking, group work.
Provide clear schedules and outlines of the lesson outcomes.
Use a consistent format for handouts to reduce confusion.
Provide examples of expectations where possible.
Avoid questions without notice.
Give the student advance notice of transitions and changes in routine.
Watch for triggers or signs of anxiety and implement preventative measures eg. breaks.
Develop non-verbal communication with student so they can let you know when they’re unsettled.
Use a familiar layout for board work and consistent terminology for instruction.
Chunk work into smaller, manageable sections and monitor regularly.
Use timed activities to assist the student to manage his time.
Use eye contact, student name or prearranged cues before giving instruction.
Allow alternative assessments if student has performance-related anxiety.
Use written and verbal feedback privately.
Encourage students to set realistic goals.
Allow for separate supervision and extra time during assessments if needed.
Use positive reinforcement.
Allocate preferential seating.
Create quiet space in room.
Provide with calming strategies.
Positive interactions and frequent reinforcement.
Buddy system for unstructured times and excursions.
Encourage small group work with understanding and favoured peers.
Assign a peer to provide assistance or notes.
Displayed unit outlines, objectives and schedules in the classroom?
Incorporated frequent revision activities and study notes?
Issued handouts of summaries and lesson notes?
Provided explicit group roles for peer tasks?
Provided a quiet study area within the classroom?