Effects Of Teacher Stress On Middle School Students Behavior And Performance Essay

Students today spend the majority of their weekdays at schools which can result in stress due to many factors. It is important for students to learn to cope with pressure because it is an important skill for overall health. Grades can cause stress and anxiety in many ways. For example, a student that is receiving “bad” grades can have stress because they feel pressured by the teachers or parents to get better grades, and the student may feel that their peers are judging them because of their grades. On the other hand, a student who is receiving “good” grades may feel stress due to the pressure of maintaining their grades for the sake of their peer’s judgement and parent’s expectations. Sources of stress in schools include: Teacher Interactions, Academic Stress, Peer Interactions, and Academic Self-Concept (Helms and Gable 6). The manifestation of stress results in emotional, behavioral, or psychological distress (Helms and Gable 6). Grades are a factor in all of the sources mentioned, the student may feel the teacher disapproves of them, their peers don’t respect them, and their self-esteem will be impacted because of poor grades. This can result in behaviour and emotional issues which further the student’s insecurities and can cause psychological problems in the long term. Letter or percentage grades say nothing about these issues, it is very difficult to spot stress in children and the resulting behaviour due to stress can be misinterpreted if the parents and teachers are not made aware. Summary assessments can help detect stress in students, where the student can explain how they are feeling and the teachers and parents can detect high levels of stress. Test anxiety is another manifestation of stress in students today; unfortunately, many schools and teachers face a huge responsibility in which the students must perform well in order for teachers to keep their jobs and for schools to

Today, teachers strive for the creation of positive and influential learning environments for all students. Moreover, they aim at increasing children’s chances of succeeding. They constantly re-evaluate their teaching strategies for educational improvement of students. Teachers create supportive and respectful school environment that makes students strive for more prosperous and eventually rewarding lives. According to Deborah Tannen, the teacher’s encouraging and

It is interesting to note that many people believe the stereotype that teaching is a stress free job. They get the summers and weekends off, as well as a shortened workday, and typically is a job that people only do because they cannot do anything else. The old adage that people teach who cannot do is widely believed. However, the reality is that there is a high degree of stress associated with being an educator. There have been various research studies that indeed

The attitude and characteristics of a middle school teacher greatly influence student learning, behaviour, confidence and sense of community. Middle school teachers should be aware of the physical, social, emotional and cognitive developments of middle year students. It is very important middle school teachers come prepared and design effective engaging lessons to impart knowledge to students. Teachers must develop vividness and interest of students using creative and innovative ways of learning strategies. They should also develop the capacity and flexibility to negotiate and plan the curriculum around students’ needs, interests, and learning styles. Effective teachers motivate students with a positive attitude

Many students across the nation are attending schools that have seven classes during each school day as their schedule, one of them being Conroe High School. But behind the scenes, students are not exactly satisfied with these conditions, but they are forced to accept this brutal schedule as part of their everyday lives. That is why Conroe High School’s principal, Dr. Weatherly, should change the school’s schedule to have less, but longer, classes in a single day to create a less stressful environment for the students’ and teachers’ benefit.

This source provided useful information into the negative effects that standardized testing has on the teachers. The majority of the focus is usually centered around student setbacks, however, this source sheds light on the emotional effects that teachers face in this stressful environment. Crocco and Arthur provide insight into how this negative environment creates poor job satisfaction which translates across the board for the students’ educational experience. The teacher’s opinions will be a strong source to support my reasoning of the negative environment

We also know that disruptive behavior interferes with overall classroom functioning and individual student academic achievement (Atkins, Hoagwood, Kutash, & Seidman, 2010), and effective classroom management can reduce disruptions and improve learning (Reid, Gonzalez, Nordness, Trout, & Epstein, 2004). There is growing evidence that implementing EBIs to promote positive student behaviors may reduce emotional exhaustion and similar constructs among educators (e.g., Ross, Romer, & Horner, 2012). However, much less is known about the driving factors behind this association, and whether the same effect occurs in urban schools, where higher levels of teacher stress and numerous organizational barriers are often reported (Shernoff et al., 2011). Organizational barriers (e.g., school leadership and teacher collegiality) are particularly significant due to their frequent association with teacher stress (Dorman, 2003). The current study advances understanding of stress and satisfaction among teachers in urban schools by examining predictors at three levels (individual, classroom, school-wide) and how training in and use of EBIs may impact them.

In order for teachers at Resthaven Elementary to improve their student’s scores on the SGLSST teachers must first evaluate their own behavior, tolerance and expectations. They must also create a healthy learning environment and motivate their students to do well. One of the most important instructional factors related to student achievement is the teacher’s behavior. The teachers’ behavior and expectations have a direct impact on how their students behave and perform. The teacher-student interaction must be positive. To promote academic achievement in students, teachers must have high expectations, be encouraging, be patient, provide supportive and corrective feedback and frequently assess their student’s

In the school setting, teacher’s ratings indicated Clinical Significant concerns for Anxiety, Depression, and Learning Problems. At-Risk concerns were noted for Somatization and Withdrawal. Gianna’s self-report ratings reflect consistencies noted from Gianna’s teacher. Her self-ratings indicated a Low score in the area of attitude to teachers. This means that Gianna believes that her teacher understands and trusts her. However, similar to the teacher scales, Gianna’s self-ratings indicated Clinically Significant scores in the areas of Social Stress, Anxiety, Depression, and Sense of Inadequacy. At-Risk concerns were noted for Attitude to School and Locus of

Previous studies have been conducted that investigated the relationship of various factors with stress and burnout in the field of school counseling (Wilkerson & Bellini, 2006; Wilkerson, 2009). However, there is a gap in literature  when it comes to examining role stress in school counseling (Culbreth, Scarborough,

To account for this, I will make sure that all field-specific terms are used correctly, but also easy to understand for those unfamiliar with it’s jargon. I believe that my research could be beneficial for those contemplating going into teaching as a career, as it will likely illuminate both positive and negative aspects of the job that they will need to consider. It may also provide insight that could help schools better communicate with their teachers to ensure that they are happy in their positions and can perform to the best of their

Nowadays there are so many problem in the schools of America. The biggest problem school faces is stress. Stress is a state of mental emotional strain or tension on the brain or body. One of the ways kids usually get stressed is from homework. Teachers today assign about one homework sheet for each class which means we get at least seven items of homework to take home a day. Another area of stress for students is grades. Students feel a lot of pressure from their parents and teachers to get good grades. If students don’t get passing grades, they have to redo the classes and this is very stressful. Finally, kids feel stressed because of all the pressure they get on the end of trimester or semester, all the teachers telling if you don’t

Going to school at any age can cause stress. Most Middle school kids do not want to go to school. One reason middle school kids do not want to go to school is because of the homework. It is very likely that you will never run into a middle school student that says they enjoy doing homework. Homework can be extremely stressful at times, especially when you have a busy day ahead of you planned. Having too much homework to do might interfere with their family relationship, or social life.

Over the years many studies have been conducted to determine what creates stress and how college students can cope with stress. Stressors in a student’s life can be created through personal, educational and social experiences. A student faces many experiences while transitioning from high school, to college, and into adulthood. These experiences include: living arrangements, personal finances, important career decisions, experiences of failure, interpersonal relationships, and personal finances. These stressors involved with daily hassles can create an unhealthy high pressure environment which makes stress for college students inevitable. During one study, researchers found that physical activity throughout a student’s life can increase one’s stress tolerance and positively cope with stressors (Bland, Melton, Bigham, & Welle, 2012).

Based on these findings from research done previously I feel that this study is important. Firstly, we need to understand what causes the stressors and how it affects the individual. For example, if you have an entire university with stressed students, not being productive, not performing well academically perhaps thinking of dropping out of university because of the overwhelming anxiety; it can be detrimental to the institution in terms of status and students in terms of individual realisation. Secondly, we soon have to formulate effective and efficient stress management guidelines as we