a classroom of anxious students? in the current climate where we may be increasingly time poor, are...

A Classroom of anxious students?In the current climate where we may be

increasingly time poor, are there nevertheless more interventions the concerned lecturer could adopt to

lessen student anxiety and further supporteffective learning ?

Dr Julie Anderson, University of Plymouth and ESCalate.

This session.The back story to today’s presentation– The school pupil study– The university student study

Current work with academic colleaguesTheir own learning stories will be in full in the paper.Focus today on quotes from their conversations re what has helped them in their learning and what might further support our students today

Summary and early conclusions.

copyright J.Anderson - ISSOTL, Liverpool, 2010

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Anxiety in the literature

“Social anxiety is common” (Furmark, 2002)“Linked to poor attainment in school” (Stein et al, 1999)“Affects memory and concentration adversely”(Wells

and Matthews,1994)It is also known as: Audience anxiety, Presentation

anxiety, Communication apprehension , Social phobia/ social anxiety disorder(Russell, 2006)

Balance: can be helpful spur to learning


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Research relevance

“All too often, research tries to find out if people are 'anxious', then studies relationships

between the trait and other traits or performances; but as educators we should be more concerned as to what people do when

feeling anxious” (Sutherland, 1983)


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Back story

• This new research builds on two earlier studies presented as a paper at the ISSoTL conference in Sydney in 2007( Anderson, 2007)

• Can be accessed via the ESCalate website.

• NW school Year 4 class re whole class teacher questioning

• Study with13 Masters students at a Russell group university in West of England: focus on presentations


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School study conclusions

• Every child admitted to experiencing some sense of being ill at ease during times of whole class teacher questioning

• Teacher questioning of pupils in front of their peers commonly resulted in anxiety, worry and fear and associated negative feelings, including embarrassment and shame -as well some positives.

• Led to pupils employing coping strategies that could arguably be adversely affecting their learning


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University student study - conclusions12 of the 13 students talked about: being frightened

generally, nervousness, worry, concern over subject content, feeling silly, lacking knowledge in Q&A time after their presentation

2 had specific fears about presenting in front of the lecturer

Majority said that in relation to their peers, those relationships were all important – and this echoed the school study; pupils said same

Coping strategies: using PowerPoint , practice, not looking at audience, adequate prep. time, using humour, trying to go first - and appearing calm


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We know our anxious students don’t we?The really anxious student may be hard to spot!

The apparently vivacious, lively Home student - sick with nerves - opted out (only one to do so)

The quiet, apparently reticent International student – presentation confident.

She was the only one!


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Current study - context• New study (2010) explored the learning of successful

academics fro m student days to present• Invited to reflect back on experiences in HE,

especially re difficulties/ challenges in terms of their learning

• Suggestions that could be relevant to others developing a more robust assertive style of learning / in HE today offered as a result of their stories


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The 12 interviewees and their institutionsInterviewees7 female; 5 male invited. (1 male to complete)• 5 Senior lecturers or equiv.., 3 Heads of Dept., • 2 Research Associates, 1 Dean, 1 (about to be) Vice

Chancellor• Aged late thirties to late fifties.Higher Education Institutions ( HEIs)• 7 HEIs - in NW, SE, Midlands and West country

– 3 HEIs pre- ’92 – 4 post- ’92


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Methodology in brief• Semi-structured/ research conversations• Ethical and anonymity considerations outlined

although one said:• “ I don’t care if they can work out who I am!”• Text from face to face conversation or phone

conversation returned for checking/ additions• All returned and second drafts used here


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Students and Higher Education- then and now

• It was noted by some of the interviewees that of course there is no classic student

• “ So many are working and still studying later”• Developing a sense of self as students is “vital,

especially non traditional learners”• “You have to push yourself”• Students “today are more instrumental”( although one

interviewee also thought they themselves were essentially instrumental; only one).


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Students and Higher Education – then and now cont.“Resilience needs to be developed and having to do

something can be characterful”Another said that they are more used to being

supported with IT, unlike own early HE experience Academia is just as cut throat as anywhere else but “ they hide it”. It is an industry and you have to be

flexible to survive“ It was a different world and institutions were different

from now; it was “less about bums on seats and more about life enhancing opportunities”


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Styles of teachingTeaching strategies including differing activities that “ try to meet all the student needs” todayMore varied style of T&L more common today(What) “distinguishes the good teacher...is the ability to

sustain student confidence when the subject matter.. may be undermining their identity”

“Content has to be the driver of teaching but sensitivity to the student’s struggles is important too”

“Knowing when a word of encouragement will do more than exposing their weakness”


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Psychological pressures

• “ Significant pain can be caused when people make a transition from their usual or expected path – into one around education”

• With ref. the WP agenda, “Education ... can make students strangers in their own community”

• With ref to International students “Esteem, family status can be threatened or enhanced depending on students’ educational results”


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About students and their peers

• “ People you learn with are important. Learning can be an insecure business”

• Peers have been “ key in enthusing.. and supporting”• Others provided “ confidence to push and open

doors” in their own learning journey


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Use of IT“A crucial aspect of learning” nowThe use of IT made one “think about learning differently,

seeing it as a learning tool”The fact that students may be the experts in respect of

IT, especially the social networking/ blogs etc was talked about as exciting

Down side was discussed as “ new technology is not all joined up yet” so may require more time for both staff and students

Email and easy accessibility can lead to unrealistic expectations by today’s students


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MentoringMost interviewees talked about the value of mentors or mentor type

figures as students and ongoing through their careers.• One described a current mentoring colleague as “ personal trainer for the brain”• Another spoke of people being key influences on her

decision to go into academia “ a pivotal moment”• “What really helped was asking for a mentor...they

have brought useful and invaluable perspectives”• Having someone to write with who is a “rigorous

academic” helped self discipline


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Mentors cont.• “Can help develop personal characteristics and focus

on results”• The most helpful mentor may be your or the student’s

partner/ family member• They can “sustain and motivate”• Their “enthusiasm” has helped “drive them forwards

in their career” and the importance of such figures can be key

• If the student doesn’t have anyone, peers or tutors may have an even more vital role ( the drop out student

in the Masters study had no supportive family)


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Reflective learners

• Asking students to reflect more thought useful. • Use of goals too• One interviewee considered themselves a “ natural

reflector” but thought it could be supported / developed in others

• Another said the same and that we as their teachers could help


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Summary and early conclusions• Recognise that the current student experience may

be very different from our own• Inspiration re subject and learning cited as vital• Today’s students may be more instrumental because

of different pressures on them today?• Varied styles of teaching including using new

technology generally acknowledged as useful, especially in supporting the anxious student one on one


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Summary and early conclusions cont.

• Peers and mentors that are supportive seen as invaluable – so fostering students’ own inter relationships where possible

• “We can empower them to develop strategies to become more resilient” stated by several of the interviewees

• Helping students to become more reflective ..and ...”challenge stereotypes or labels from childhood” that could hold them back


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Summary and early conclusions cont. 2


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“Knowing when a word of encouragement will do more than exposing their weakness (is the mark of a good

teacher)”

References

Anderson, J, (2007) accessible at http://www.escalate.ac.uk/3812Furmark, T (2002) “Social Phobia: overview of community studies”. Acta Psychiatra. Scandinavica 105: 84-93Russell, G. and Shaw, S (2006) Interim report for ESCalate, www.escalate.ac.ukStein, M.B., Mc Quaid J.R., Laffye,C. and McCahill, M.E. (1999) Social phobia in the Primary Care setting: Journal of Family Practice 48: 514 –519S Sutherland, M. (1983) "Anxiety, Aspirations and the Curriculum" in Marland, M. (ed.) (1983) Sex Differentiation and Schooling. London: Heinemann Educational BooksWells, A and Matthews, G (1994) Attention and Emotion: A Clinical Perspective. Hove, Psychology Press


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http://www.escalate.ac.uk/

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With thanks to ESCalate, The UK Subject Centre for Education for

supporting this work. The full version of this PPT is

available via www.escalate.ac.uk . The accompanying paper will

follow later this autumn.Please search under Julie

AndersonAlternatively, email me at

[email protected]

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