Anxieties Of The Curriculum

Causes for Math Anxiety The literature discussing causes and/or contributing factors for the prevalence of math anxiety in elementary students involves various social, cognitive, and academic elements. Social factors include continued race and gender stigmas and lack of parental support in low socioeconomic (SES) households. Cognitive factors comprise dyscalculia and deficits in working memory. Academic factors encompass the traditional math curriculum used in classrooms, ineffective teaching styles

The impact of innovation in nursing education is essential in order to provide competent nurses during the nursing shortage. Upon review of Craven Community College’s curriculum (CCC), it was noted that peer mentoring could be utilized in order to decrease anxiety and increase confidence in nursing students. Peer mentoring has been defined as a planned relationship between a more experienced person and a less experienced person with the purpose of achieving identified outcomes. In a peer-mentoring

involves all students including those with disabilities participating in a standardized summative common assessment, which is mandated by the federal government. (Salend, 2016, pg 454) These assessments are used to measure mastery of benchmarks in the curriculum. (Salend, 2016, pg 454) These assessments are used and analyzed in order to make important decisions. The results of high stake testing can be used to make decisions about a student’s education program and promotion. They often are used to measure

that has been proven to reduce stress and anxiety in school-aged children. The article, “Mindfulness for Students Classified with Emotional/Behavioral Disorder”, looks into the idea of mindfulness and how students with emotional and/or behavioral disorders can benefit from using it (Malow & Austin, 2016, p. 86). The authors focused on “whether the integration of mindfulness activities, taken from a published, publically available mindfulness curriculum, could be successfully integrated into a classroom

acquisition of language with regards to readiness to learn within the National curriculum. This emotive subject was found by the researcher to be ever present when providing for needs of the child with SEN and EAL within year one, finding the restriction to movement and space detrimental to learning. Roberts-Holmes (2012) concurs this highlighting the conflict of interests between the EYFS and the National Curriculum where play based learning is very much decreased. In addition Tickell (2011) shares

Teachers observed anxiety is very likely to be spread among children in risky play. As children can perceive educators’ attitudes and feelings toward risky play, they are evaluating risky play based on educators’ opinions and reactions to risky play. Educators’ emotions can influence children effectively as their emotions that bring into the class would create a corresponding emotional climate in class and children would be affected by these emotions (Becker, Goetz, Morger & Ranellucci, 2014). According

Case Study Six Mr. Jones year 5 class, has students that are gifted, have high functioning autism, and anxiety. Support is not yet determined. As a teacher, he wants to exude a sense of efficacy. According to O’Donnell et al. (2016) “self-efficacy’ is being perceptive and having the ability to manage situations. Dealing with additional needs O’Donnell et al. (2016) emphasised that “89 per cent” of children aged “5 and 14 years” go to “mainstream” schools. Disruptions in the classroom due to the

Growing up in Chesapeake, every student is forced to take a standardized test at the end of every course they take. Standardized testing has been a part of the educational system for so long that students have become accustomed to taking these tests. Continuing to have standardized test will set up students for more failure in the future. Standardized testing does not just effect the students, but it also effects the teachers. The Chesapeake School Board should dismiss standardized testing in all

23). In Asian countries, EFL learners suffer even more in language classroom anxiety because of insufficient language environment. According to Scovel (1978), anxiety in language learning is “a state of apprehension, a vague fear” (p. 134). Such anxiety may exist in many aspects of language learning process. Language classroom anxiety is one of the most common concerns. Many researches showed that students’ classroom anxiety will greatly affect their language learning effect (Young, 1986; Horwitz &

MINDFULNESS Mindfulness is an act of learning to direct one 's attention to their experience as they unfolds moment by moment, with open-minded curiosity and acceptance. Katherin (2012) states that mindfulness trains us to respond skilfully to whatever is happening at that moment, be it good or bad, rather than worrying about what has happened or might happen. Studies of brain imaging have shown that the structures and function of the brain is reliably and profoundly altered to improve the