That's a Tough Question

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Home : 2007 : March : 10

That's a Tough Question
By Bob

A few things I've tried-- I avoid directions to "make sure you eat a good breakfast this week", and the school has stopped suggesting that in the newsletter. A student who never eats breakfast but suddenly does so before
the tests, guess where they'll need to go in the middle of the first test. For the same reason, I avoid extra snacks during test week.

I try to keep the week as normal as possible. I teach third graders who become anxious outside of the daily routine. But I also do not try to squeeze in any other rigorous classwork. I like to do extra science activities at the end of a testing

day, or if the weather's nice (it rarely is where I live), we go outside for extra recess).

Our test results are sent to their parents and to the upcoming teacher, and honestly informing the students of this is helpful. I would never recommend exaggerating the importance of the tests. I honestly explain the tests' purpose; my thoughts are an honest explanation will produce honest effort by the students. I am honest with the students and I expect them to be honest with me.

I would not recommend sneaking in extra lessons for last minute preparation for the tests. I figure, hey, I've done my job correctly and to the best of my ability this year, whatever happens now, happens. Last minute rushed lessons only add to anxiety. Something I've found helpful over the years, however, is to sneak in weekly or daily reviews before the actual scheduled lessons. Another thing is to look for integration of lessons; for example, a vocabulary word in one class that follows a phonics rule learned in reading class, applying math skills in science class, etc.