Blog response (Thurs. November 18, 2010)
Jennifer Reavell: TC/ 2011 August 26, 2011
There are some people (including me) who get ‘test anxiety’ and that is possibly what Charlotte was displaying in not feeling confident with the concepts and information of the course. This definitely needs to be a learning moment in a student’s career. Self reflection on the student’s part in regard to what issues challenge their learning information and what steps they need to take to navigate these hurdles identifies the student’s level of educational maturity. This situational crisis cannot be resolved at that moment. The priority is to prepare the student constructively to write the test. It is appropriate to give her reassurance about the positive attributes that Charlotte is a solid B student, thereby reinforcing her confidence. It is important as a teacher not to get too involved in this emotional response because it could allow the teacher to lose objectivity by catering to this one student. The teacher has to show impartiality and good judgement towards every student consistently. Reinforcing with Charlotte that remediation after the test is available and inviting her to be part of that will hopefully give her reassurance. The teachers wandering around during the test periodically for students to ask questions is helpful and supportive.
It would be helpful after the test has been returned to set up an interview with Charlotte to go over the test with her and the expectations of the course. Also offering to pair her up with another student could help her gain more understanding of the material and be beneficial to both students. Overall, always reassure the class by being open to meeting several days before a test to go over some of the concepts that the students are struggling with. Ultimately if it is an emotional issue Charlotte is struggling with such as, low self-esteem, parental pressure or personal expectations, then it might help to refer her to a counsellor as this is out of a teachers ‘scope of practice’.
